K. M's Vocabulary Analysis

I am very close friends with Shannon’s mom having worked with her previously. She described her daughter as an avid reader and stated that she does well in English in school. Shannon described some of the texts she had read and we had a brief discussion about our favorite book series before administering the test. Shannon was rather quiet during the testing waiting for my cues before responding or expounding on anything. Overall she did very well on the 9th grade informal reading assessment. Her reading accuracy was very high, with only miscues on unfamiliar names like “Trotula di Ruggerio” and “Salerno” which she was able to sound out. She had some challenges with the inference based questions, such as “Why would people be likely to regard ‘wise woman teacher’ as a good name for Trotula?”. Shannon was in the ballpark for this answer although her response could have been more concise.

Zachary, along with every other public school student takes Maryland School Assessments (MSA) in order to determine whether or not his reading abilities are equivalent to grade level standard scores. Zachary’s teacher, Mrs. Mason, expressed concern about Zachary’s low achievement in a variety of subjects, specifically in English and Literature. Mrs. Mason referred Zachary for extra assessments and requested that an intervention plan be created for him if necessary. In addition to the MSA tests, Zachary also administered the Test of Auditory Processing Skills, in order to rule out any potential auditory processing or cognitive problems.

During the assessment regarding concepts about print the three students I assessed (A,T,WG) performed at a level that I somewhat predicted but was still surprised by. The children that I assessed would need remediation understanding the formation of a book and how it is supposed to be read. As well as the difference between their right and left sides. If the teacher would read more often with the students and physically show them where to start reading in a book or what is a short word and what is a long word the students will get the practice they needs.

Kittery is a 9-year-old fourth grader at Griswold Elementary School in Griswold, CT. According to Kittery’s mother and judging by Kittery’s favorite books, her current level of reading is early first grade, which is approximately three years below her current grade placement. As I am testing Kittery for the purposes of this class and not as my student, I chose her due to her love of school even though she struggles to learn at grade level. Her mother is concerned by her lack of growth, albeit happy that she enjoys going to school. The purpose of this testing is to identify which skills Kittery needs, so that she can enjoy higher levels of text. Through the results of the reading interest survey, Kittery enjoys a wide genre of books, including

Michael is an eleven-year-old seventh grader at Multicultural Magnet School in Bridgeport, Connecticut. Michael is being evaluated based on last year’s and this year’s academic performance, teacher feedback, and diagnostic test results. At the end of sixth grade, Michael was reading at a fourth grade level according to the district-mandated iReady diagnostic testing. His understanding of high frequency words and phonological awareness has been mastered, however testing results still indicate that he struggles with phonics. In sixth grade, Michael worked with a reading interventionist (SRBI) for thirty minutes four times per week. SRBI services will continue to be provided for Michael this year.

It’s important because I need to know what I can afford in order to keep going to school and graduate. Finding the right school for my major is the best thing to do.

at home and first we need to make sure we close the gap they have with fluent bilingual language speakers.In the article, Missing in Action: Vocabulary Instruction in Pre-K,Neuman and Dwyer (2009)highlight the correlation between early vocabulary and future academic success. It confirms research which demonstrates how the students that had the most vocabulary by the age of 4 were the ones that received the highest scores in the upper grades. Since some of our bilingual students have not been engaged in an extensive vocabulary we need to provide very intense and focused instruction to ensure future academic success.We need to educate the parents on the importance of talking to their children and teaching them vocabulary regardless of the language.

My findings reveal that she enjoys reading and is willing to learn how to read if the books she is reading are books of her interest. It also reveals that some of the books she is reading are not at her reading level, and for this reason, she cannot read independently and is constantly in of need an adult supervision in order to engage in reading. Another observation made is that, due to the fact that the student and her family does not utilize the library, she is not being exposed to different genres of books and other reading materials at her level, thus making her a struggling

Alexandra struggles with word recognition and phonemic awareness. She should be taught in the reading at a Grade 1 Level and reading independently at a Primer/Pre-Primer Level. Meanwhile, she showed a growth at the reading sight words independently and was able to use them in sentences by her own. Data from the post-assessment shows a growth in her comprehension and oral reading skills level. She needs to work more on sight words recognitions and fluency.

The reading assessment assignment was conducted at P.S.112. The classroom where the assessment took place was a 2nd grade Integrated Co- teaching (ICT) class. The assessment was conducted with a 7-year-old girl named Giovanna. Giovanna was diagnosed with a speech and language impairment. She receives services twice a week to meet with a speech- language pathologist. Giovanna’s teachers have informed me that her reading level is below grade level. Giovanna is at grade level for mathematics. Giovanna is very quiet in school and does not talk much to others. When Giovanna is chosen on to read, she stares at the teacher until the teachers chooses another student.

As I respect your feedback, I think tone isn’t relevant as it relate to unprofessional vocabulary. It’s important to remember that professionalism is key in the work environment as it pertains to assisting our client’s. I truly believe that using professional vocabulary can be successfully obtain while still having a natural/genuine conversation. I hope this helps!

Overall Kaylie’s academic skills are within the low range. After being administered the Kaufmann Test of Educational Achievement 3, it was noted that when compared to similar aged peers Kaylie’s written expression, spelling, reading comprehension, fluency and decoding skills are well below the average range. In the

The assessments I used to assessed Lilly seemed consistent with identifying her strengths and weaknesses in literacy. With all three assessments, I noticed strengths and weakness patterns being repeated through the different assessments, for example when I assessed her with a running record one of her weaknesses was that she didn’t used tracking which caused her to skip words and a whole line of text. Other weaknesses were that she wasn’t fluent, and she tended to skip a lot of repeated words that she didn’t recognize instead of trying to sound them out. For example one of those words was “ceiling”, the first time she came across the word she said she didn’t know it so it was teacher told, after that every time she encountered the word she

Jeremy received a 50/50 on his assessment. He displayed no signs of difficulty or hesitation while reading. To determine if Jeremy understands concept of print, we worked with the same book used during his oral language assessment. Jeremy was able to identify all aspects of the book and where he should start reading. As for the oral assessment, Jeremy was asked to read Our New Neighbors by Judith Zorfass. After reading the the book in its entirety, Jeremy was asked to describe what happen in the book. Jeremy showed no signs of difficulty while reading the book. He received 100% on his oral reading and spoke clearly. However, Jeremy needed constant reiteration of the question and prompts. Jeremy experienced difficulty providing an oral summary with details. He often spoke in fragments and at times, mixed up the details. Often times, I would have to repeat myself more than three times in order to receive a complete thought as to what happen in the book. Jeremy was asked to read the book again, but his willingness to focus and answer the questions was a challenge. He has difficulty making inferences, analyzing text, and critiquing the text. I believe this has a lot to do with his inability to focus on the task at hand. Overall, Jeremy reads at a level J which means he’s approaches expectations but needs short term intervention in the

The scenario given reveals Julie in middle childhood (6 - 10 years) with a reading age of early childhood (2 - 6 years). Educators must be able to establish if a child is struggling with language or assess if it is a result of a learning difficulty such as Dyslexia, Autism or Attention Deficit Disorder (ADD). Teachers must be alert and identify atypical developmental patterns, so as to device early intervention strategies. Children can have limited working memory, which will affect comprehension of texts (Anthony, Lonigan & Dyer, 1996; French & Brown, 1977, as cited in McDevitt, Ormrod, Cupit, Chandler & Aloa, 2013, p. 360). Dialogic reading where the teacher asks questions and the child answers and comments from the reading appears to work with children who have limited working memory. Jalongo, (2008 as cited in McDevitt et al, 2013, p. 360), suggests that children can restate ideas in their own words to show comprehension.