Dj'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.

The Wilson Reading System (WRS) is marketed for students from grades 2 to 12 who are not making sufficient progress with their current Tier 2 intervention and need a more intensive intervention at Tier 3. It is used most often with students in upper elementary to high school. The program can also be used with adults who need remedial reading services. Specifically, the program is based on the Orton-Gillingham approach to reading instruction. This approach relies on direct instruction, incorporates ideas of “how” and “why” individuals learn to read, and explores multi-sensory methods (auditory, visual, and kinesthetic). It is intended for individuals who have problems with phonological awareness or orthographic processing.

The Basic Reading Skills composite measures T’Niq’s ability to read a list of words and correctly pronounce nonsense words. T’Niq’s standard score of 72 falls in the low range at the 3rd percentile, indicating that he performed the same as or above 3 percent of his same-aged peers. Based on T’Niq’s performance on this composite, it appears that he will benefit from explicit instruction on word recognition skills and phonics skills.

I observed fluent reading, he read accurately with some self-correction, at a steady speed. He also added intonations appropriately. Overall he read very smoothly. Some of the words were not always articulated correctly, but I did not count these as errors, as this is a reflection of his speech impediment and not his reading ability. He also had a good understanding of what he read. His comprehension of what happened in the story and what was being inferred was on

To determine Bailey’s reading level, she was given reading assessments including the Bursuck & Damer Advanced Phonics Diagnostic assessment and a Qualitative Reading Inventory (QRI-6) which includes a word identification list. The phonics assessment was given to help analyze her phonic awareness and phonics skills to determine if she had an understanding of letter/sound correlation which will affect decoding ability. The evaluation tested numerous phonics aspects including several vowel combinations, consonant diagraphs and blends, other letter combinations, contractions, inflectional endings, hard and soft ‘C’/’G’, prefixes, and suffixes. These skills help to read words that are not recognized by sight. Word identification list can also help determine the passage level to begin with. The QRI-6 analyzed other components of reading including fluency, background knowledge, skill use, and

Zachary’s ability to perform tasks in nonsense word fluency, reading fluency and reading comprehension were assessed through the MSA tests. Zachary’s auditory processing abilities were tested through the completion of multiple tasks on Auditory Processing Skills; including word

Tyler is a 9 year old fourth grader whose independent reading level was assessed to be at the preprimer level. Initial assessments revealed that Tyler’s strengths include: using semantic and syntactic clues when reading words in context, and mastery of certain phonics elements including initial consonants, initial blends and digraphs, ending sounds, vowels, and phonograms. He demonstrated weaknesses in certain phonics applications such as blending, substitution, and vowel pronunciation, as well as comprehension and vocabulary.

Nonetheless, as a child strengthens their oral language concept through print, and phonemic awareness more reliable predictions of reading abilities in the future can be made. “Phonological awareness is the understanding of different ways that oral language can be divided into smaller components and manipulated” (Chard &

Amari is a 13-year old 8th student whose independent oral reading level is four grade levels below his current grade placement. Initial assessments revealed that Amari’s knowledge of sight words enabled him to read primary texts with ease. Additionally, Amari’s receptive comprehension at grade 7 suggests that he is able to read at a higher level than his current performance implies.

According to the “phonological-core variable-difference” model of Stanovich (1988), dyslexic poor readers will have a deficit only in the phonological core (difficulty making explicit reports about sound segments at the phoneme level, naming difficulties, inefficient use of phonological codes in short-term memory, and they may have other-than-normal categorical perception of certain phonemes). The author also compared the characteristics of dyslexics with other learning problems. For her, the garden-variety poor readers will have a variety of cognitive deficits, which will include the general verbal skills assessed by intelligence tests, in addition to phonological problems, but their phonological problems may be less severe than those of dyslexics. The author also considers that although phonological deficits underlie most cases of dyslexia, there may be a small number of dyslexics with visual/orthographic processing deficits.

The instructional setting is a family and consumer sciences sewing lab classroom at Wahlquist Junior High in Farr West, Utah. Equipment in the room includes 35 sewing machines, 8 sergers and 3 embroidery machines. Many other minor pieces of equipment are also located in the classroom such as irons and rotary blades.

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

This journal paper presented by Vellutino and his associates outlines the most important findings of research that evaluates possible causes of reading abilities in dyslexia over the past four decades. The main purpose of this paper is to provide a comprehensive review of research on the fundamental cause(s) of developmental dyslexia. The secondary purpose is to present the evidence that reveals the differences between early reading difficulties caused mainly by cognitive/biological deficits and those caused primarily by instructional deficits. The authors first propose a model that captures all the relevant knowledge and cognitive skills required for individuals in learning to read (Figure 1). This model certainly indicates that reading is mainly a linguistic ability rather than once popular notion that it is primarily a visual skill. The model that underscores all reading components are thus used to analyze manifest causes of reading difficulties. The evidence suggests that basic deficits in alphabetic coding would lead to inadequate word identification and which then contributes to reading difficulties. Moreover, both phonological awareness and orthographic awareness have an impact on the skills of alphabetic coding. Importantly, casual relationships between word identification difficulties and deficient phonological skills seem more prominent in learning to read in opaque orthographies such as English than in learning to read in more transparent orthographies such as

One of the greatest skills that we have developed as a people is our capacity and ability for language. Creating a way for us to communicate spread ideas and further enriches our lives, language both verbally and written, has been a great benefit to our lives. Unfortunately not everyone is as quick to understand language in its forms, for example when a person may have difficulties in reading. Obviously this would create a great hindrance to a person’s life, and there have been a few identified factors that have correlated with difficulties in learning to read. One of the main connections that has been found is that a person who has difficulty in processing sounds of words, that they may also have lessened reading abilities. In discussing

Reading is believed to be an easy task, something we all learning and develop through the years as we grow, however, is it really that simple? To reading and understanding are both essential when a student begins to read. It is a complex action that requires a multitude of different actions/components, all working at the same time, to become a successful reader. The components that are pertinent to reading are: comprehension, oral language, phonological awareness, phonics, fluency and vocabulary. Without these components, reading may very well be irrelevant because it does not make sense to read and not understand what is being transmitted/relayed. According to the National Reading Panel (NRP), “a combination of techniques is effective for