Analysis Of Felipe's Post Test Assessments Show On Reading Performance

The process of reading requires a connection between multiple factions of skills such as phonemic awareness, phonics, vocabulary acquisition, fluency, oral language and comprehension. In the specific area of Mathematics, as it relates to this paper, “performance and reading skills have been shown to be closely related. For example, difficulties in arithmetic were associated with reading ability development” (Light & DeFries,

At the Syllable Level, Felipe scored 12 out of 15 problems correctly. The 3 problems he missed involved tapping again. At this

Summary of Interpretation: Given the information provided in Interpretation A, the clinician diagnosed Kara-Lynn with a severe phonological disorder. This diagnosis was made based on evidence provided by testing results, clinician observations, and speech analyses. Kara-Lynn demonstrated phoneme collapses into /d/ in place of stops (/p/, /t/, /k/, /g/), fricatives (/s/, /z/, /θ/, /ð/), and some consonant clusters (/tr/, /gr/) across all word positions. For example, Kara-Lynn produced /diə/ for “seal,” /dædɚ/ for “treasure,” and /dədudɚ/ for “computer.” Kara-Lynn also presented with active phonological processes of final consonant deletion (/fɪ/ for “fish”), cluster reduction (/tul/ for “school”), vocalization (/ɛləkə/ for “helicopter”), and deaffrication (/ʃi/ for “cheese”). She also presented with inconsistent patterns of initial-consonant deletion (/ɑʊps/ for “house”, /ɪʒ/ for “bridge”). In most instances, Kara-Lynn presented with both final consonant deletion and another phonological process, which markedly impacted her speech intelligibility, as when she produced /lɑʊ/ for “clown,” demonstrating both final consonant deletion and cluster reduction. She also expressed a high percentage of CV (27%) and CVC (29%) syllable and word shapes, with little other variation. Analysis of Kara-Lynn’s speech sample revealed similar errors exhibited during formal assessment, including phoneme collapse into /d/, high occurrences of initial and final consonant deletion and cluster

The Word Reading subtest measures his speed and accuracy in word recognition. His results show he is in the 12th percentile and his standard score is 68.

▪ phonemic awareness /oral language: The student is scoring very well in phonemic awareness/oral language. He was able to get 10 out of 10 in sounding out words. He was also able to identify and say almost the entire alphabet.

I have been working with Colin for the past year to assist him with auditory processing and phoneme awareness skills. Following completion of The

The type of assessment tool that would be used to measure students’ fluency is DIEBELS Oral Reading Fluency (DORF). The target intervention for the four students is improving their reading fluency to a 2nd grade level. DORF is a standardized test that measures student performance of reading word from the grade level by being timed for 1 minute. Students are instructed to read a passage as best as they can while the teacher is monitoring how many WPM they can read accurately in 1 minute. DORF also asks students to describe what they just read to allow a more accurate *** of students level or reading and avoid students reading quickly because they know they are being timed. (**p.32-33). The selecting of DIEBELS DORF was selected based on the

Some strengths of this achievement assessment include that not every subtest will be administered depending on the age of the student and the variety of areas that this assessment measures. This assessment measures oral expression and listening comprehension that could help a child qualify for special education services. The math subtests provide valuable data that can be used for objectives for the child’s Individualized Education Program (IEP). Also, the results from this achievement test can be used to determine if a child has a Specific Learning Disability and in which areas he or she would qualify in for services. A weakness of this test is that the administrator must know the scoring procedures for each subtest. With the Pseudoword decoding subtest, the child is timed and the administrator will record the student’s responses exactly using correct punctuation or phonetic symbols and this can lead to inaccuracies in scoring. The WIAT-III has multiple areas to be tested to give us an accurate reading of the child’s

I scored the listening and talking topic at 6.67. Helping children understand language received a score of seven because the staff uses a variety of words, including sight words and high frequency words. The staff also does a

She scored 15/34 on the elision subtest, 26/33 on the blending words subtest, and 28/32 on the phoneme isolation subtest. Her grade equivalent on the blending words subtest was 9th grade. Overall she was found to be above average and she was in the 79th percentile.

First off, I don’t agree with my reading score because it is too low and I know I read and have a better knowledge than an 8th grader which upsets me, but I think I know why i got this score. I earned it more than likely because when I took the test, I didn’t pay much attention and care about it so I just guessed answers and didn’t put my whole thinking into the test. I’m not going to be despondent with the grade because I know I can read better. In retrospect I know if I tried my complete best I’d get a higher level score. Furthermore, depending, on the book I’m reading I tend to like reading if it has my complete interest. I don’t think I need to improve my reading abilities because I’m already a solid reader, because I feel accomplished

Fall 2016 PALS (Phonological Awareness Literacy Screening) Kai received 40 out of 102. Strengths were noted in rhyming and beginning sounds. Weaknesses were noted

Kurtis’ overall achievement in reading and written expression fell within the average range with slightly low average scores in reading fluency and oral reading when compared to his same aged peers. Kurtis struggled with word attack skills and had difficulty with sounding out of words. Kurtis could identify beginning sounds, but when he was asked to read nonsense words he struggled with short vowel sounds and correct pronunciation. However, Kurtis’ Letter-Word Identification and Passage Comprehension were within the average range. When he read sentences orally he mispronounced words, and did not slow down to correct his errors even when they did not make sense. On the reading fluency subtest, he was required to read a short sentence and

The assessment is used to identify the various skill levels of learners. There are four levels of expected growth chosen to meet the objectives. Each level has a set of criteria and standards linked to learning objectives and a scoring system to align it. In the above table, being able to identify two rhyming words in 3 out of 5 sentences assesses the success of rhyming in a sentence and gives the learner the highest score of 4. For a learner who is able to identify 6 rhyming pairs, produce 6 ending sounds gets a score of 3. A learner who is able to recognize 6 rhyming pairs is given a

Assessment is the process by which individual learning is assessed. Testing monitors the student progress and can also be used as a measure of terminal or summative effectiveness of the teaching/learning process.