Angelina's Instructional Level Analysis

This study followed three procedures: (1) the Burke Reading Interview (BRI) (Burke, 1987), (2) a Reading Miscue Inventory (RMI) (Goodman, 1973b), and (3) a Retrospective Miscue Analysis (RMA) (Goodman, Y. & Marek, 1996). In the forthcoming sections, I will explain in detail the protocols required for each of these procedures.

Addison needs to develop automaticity in identifying sight words. The data collected indicates several of her

The Fry Sight-Word Inventory is an informal, criterion-referenced screener which measures high-frequency word achievement. Fry 's Instant Words have been determined as the most common words used in English ranked in order of frequency. Specifically, Fry found that twenty-five words make up approximately a third of all items published, one-hundred words comprise almost half of all of the words found in publications, and three-hundred words make up approximately sixty-five percent of all written material. The first three-hundred words on Fry’s list should be mastered by the end of corresponding grade levels, and lists four through ten should be mastered between fourth and fifth grades. Each hundred words are broken down even further into twenty-five words per list, according to difficulty and frequency, and should be assessed sequentially. The goal of progress monitoring high-frequency word mastery is to increase fluency on high-frequency words in order to further automaticity within our students’ reading, which ultimately impacts overall comprehension.

Reading is an essential skill students should have in society. Word identification aids are advantageous for students with decoding deficits. With a decoding deficit, students’

Initial assessments revealed that Cormac has strong listening comprehension and with support and explicit instruction in decoding (print skills) and sight word recognition, Cormac has the ability to read at a higher level. His strengths in certain phonics include many of the early emergent literacy skills such as letter identification and letter sound correspondence as well as initial sound identification and phoneme segmentation. He demonstrates weaknesses in sight word automaticity, effective use of the three cueing systems, and decoding unfamiliar CVC words with short vowels as well as phonograms, phoneme blending and phoneme substitution.

Designing an individual intervention to increase reading fluency requires completion of assessments that will determine the child’s reading strengths and weaknesses. An inaccurate reader needs direct instruction on improving word recognition, which may include sight words and decodable words (which rules is the student not applying) at their instructional level. Once the goals have been established, in this case fluency, the intervention will begin with an introduction on fluency and word recognition.

Juan was able to read all the words in the preprimer list with ease. He demonstrated his ability to read all the words with fluency, up until the fourth grade words were given, is when he began to have a few miss-read words. But besides having some trouble he was still able to get fifteen words correct from the list that he was given to read. The words in which he seems to have difficulty with, were the ones that consisted of words that that had letters that did not make sounds, for example, stampede. There were three passages that I administered to Juan in which I believe would accurately determine his level of reading. These were W, X, and Y. Since he is in 5 grade I believed that giving a passage that was a grade lower, one that would fall

While Heather’s oral language is appropriate when she is engaged in a conversation and when she’s listening to a text being read to her, her understanding of what she reads is affected by her inability to analyze words. Hence, this is the reason why she would have difficulties with the component “reading ability for word problems”. For example, if she

Jennifer has a history of difficulty with early reading skill milestones. She had difficulty learning the letters of the alphabet in kindergarten as well as trouble with initial sounds, sight vocabulary and rhyming. Her overall language development was

In reviewing the results, Jarrod scores a “3” on the DSI-screener, indicating that his knowledge spelling patterns is somewhere around the end of first grade level. Therefore, the results of this assessment indicated that he was at the “Letter Naming” stage. It also indicated that Jarrod needs work in skills such as short vowels, affricates, constant blends and diagraphs. However, when Jarrod was give the “Letter Naming” stage test he scored a “21” which meant that this test was at his approximate level. However, to gain a better understanding of Jarrod’s needs, and to understand the discrepancy between his low score on the DSI screener and the “Letter Naming” feature test, Jarrod was also given the “Within Word” feature stage test, where he

The words ranged from simple words like "a" to more complex words like "number". For this assessment, I printed the sight words onto bigger cards and I laid them out for J.R. Her job was to read the words that were listed. If she read them correctly and without hesitation then she got it correct. However, if she had to spell out the word or if she hesitated for a long period of time then I marked it wrong because she is supposed to recognize them right away. J.R. did fairly well on this assessment. She was able to recognize 88 sight words out of 100. I recognized that the words that she got wrong were the harder sight words. The second assessment that I completed with J.R. was the spelling inventory assessment. For this assessment, I gave J.R. a simple spelling test. I would say the word to her and include the word in a sentence. As I did this, J.R. wrote the words down. This assessment was given to see if J.R. could hear and write the constants (initial and final), the short vowels, digraphs, blends, and common long vowels that appear in the words that were given. This was one of the assessments that J.R. struggled with. She spelled most of the words wrong and she had trouble identifying digraphs and blends in words. The third assessment that I conducted was the phonemic awareness assessment. This assessment tested skills such as rhyming, phoneme isolation, oral blending, oral segmentation, and

Thomas identified 201/220 or 91% of the basic sight words demonstrating mastery of sight word recognition. Although he demonstrated mastery, Thomas often substituted the vowel sound in the words he was reading. For example, he substituted “run” for “ran”, “far” or “for” and “give” for “gave” indicating a need for explicit instruction in vowel sounds.

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 child generally lacks knowledge of the alphabet, lacks left-to-right directionality in writing, and lacks concept of word (one-to-one matching of spoken and written words). Consistent spacing between words and consistent use of letter-sound correspondences are absent.

After the completion of these assessments, Lucy’s reading skills continuously improve by practicing reading strategies for word study that begin at the transitional long vowel patterns within word patterns stage. Word Study strategies should start as a teacher-directed two-step sort that examines the CVC,