Kamil Running Record Analysis

Addison read a narrative and an expository passage at Level P, “Plenty of Pets” a narrative passage and then an expository passage, “Animal Instincts”. Addison read both passages with 96% and 99% accuracy respectively. She scored satisfactory on both passages. When reading Level Q, she read a nonfiction passage, “Not Too Cold for a Polar Bear” with 97% accuracy and excellent comprehension. At Level R, she read with 95% accuracy and satisfactory for comprehension, although it is deliberate and arduous. However, when Addison read a narrative and expository text Level S, “Could Be Worse” and “Amazing Animal Adaptations”, reading both passages below 95% accuracy. When considering a fluency score, Addison primarily reads in three and four word groups, however it is not smooth and lacks expression with a slow rate most of the time. Aimweb progress monitoring data were considered to determine Addison’s correct word per minutes. According to the data, Addison’s word recognition skills significantly impacts her ability to read fluently, thus causing frustration. She is currently being progressed monitored at a third grade level, indicating she falls near the thirty third percentile when compared to third grade students nationally, reading a median of 109 correct words per minute.

There were three sentences in her sample to retell the story related to the text and all were structured in the same way, the sentence beginning then in the text it says and then evidence given from the text. The student does not get a chance to voice her opinion or provide stronger descriptive words. During reading partners the student is working on retelling mainly the gist of the stories along with learning to sequence and this is then portrayed within her writing. During the retell of many stories, she is able to summarize in words everything she read, when asked to write this sequence down the student is unable to fully and complete write the words without the sentence stems and evidence from the text.

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

Bailey was also ask to read the word identification lists for the QRI-6 in order to determine the reading level of her passages. She began on the sixth grade level and advanced until missing three words. Before passages were read, Bailey was ask questions to determine her familiarity of concepts contained in the passage. Afterwards, Bailey silently read the passage while being timed and her rate was recorded. Then Bailey was ask to retell the story to me as if I had never read it. The next step was to answer ten comprehension questions that were read by me. Following that, if she had any problems with answers, she was allowed to use the look-back procedure to give another answer. Finally, her level was recorded based on the answers that were given.

The three participants’ target behavior was number of correct words read per minute. A word was considered correct when the spoken word matched the written word within three seconds. If the spoken word did not match the written word or was omitted, it was scored as incorrect even if self-correction occurred. If a word was inserted while reading a passage, it was ignored for scoring purposes. At the beginning of a reading passage, a timer was set for one minute to measure the duration of the reading. After one minute, the participants were asked to stop reading and a fluency rate (WCPM) was calculated.

When Addison responded successfully to the concept passages she was successful in answering the comprehension questions. Considering the total accuracy and acceptability scores in oral reading in two ways allowed Addison the opportunity to continue to the next reading level and demonstrating her ability to use context clues and answer comprehension

After thorough explanation, Rheya still faced difficulties in understanding what skill was being asked of her. Although, maybe it wasn’t confused and instead it was her genuine comprehension of the assessment. But during the assessment, for several letters, she just pronounced the letter, rather than sounding out the letter as asked. For example, instead of sounding out the letter “d” like /d/, she would just repeat the letter back to me. I paused a few times after her mistakes to try to reiterate what the assessment was, but unfortunately, she was still unable to correctly sound out several of the letters. Additionally, when it came to consonant diagraphs, she was unable to sound out any of the four listed diagraphs. Overall, she did sound out 20 of the 30 letters/consonant diagraphs.

During her reading of Mud Ariah read with characteristics that would have her score a reading fluency of 2. Her pace was slow which is characterized at a level 2. This was something that Ariah realizes and said was something that she could work on with writing. This pace was matched with a flow that was interrupted by frequent pauses and repetitions. These disruptions of flow were key for her making sense of the words that she was reading. For phrasing she mostly read word by word with the occasional two and three word phrases. This was not a regular pattern in her reading unless lines repeated in the text like in Lunchtime. There was little expression that would come after reading the words and looking at the pictures.

The fourth assessment given to Skylar was a general story map, from the RTI book. The story map was used with a story that Skylar had been working with in guided reading for two days, called The Goat and the Singing Wolf. Skylar included both of the key characters in the story. She included some details of the setting and the problem in the story. The solution in the story was not clearly identified. It was apparent that Skylar was getting stuck on little details and lost focus of what was happening before she reached the end of the story, despite doing a five finger retell and discussing the beginning, middle and end of the story before completing the story map.

THE USE OF ………………… IN IMPROVING NARRATIVE READING COMPREHENSION ACHIEVEMENT OF THE EIGHT GRADERS OF SMP ISLAM AZ-ZAHRA PALEMBANG

First, as previously stated, this reviewer’s deficient venture into books of this type limited his understanding of this topic to only personal experience. So, the four types of reading were not only new, but also very beneficial. This method might be learned through trial-and-error, but the way in which the book showed the process of reading could save the reader not only much trial, but also plenty of error.

A research studied in 2016 on International Journals for some students and they found a huge difference on their level of reading which can affect them in a great way for how they write perfectly from when they start to read in collage to when graduate. Reading in collage gave them a high skill on writing. So Susan Reynolds the author decided to give us more information and explaining about the reading for us. Reading is easy way to learn many different things in our world. The author found that this topic is very important for writer and reader. People who read a lot they have a wonderful skill in speech or think or even write. The author was focusing in two type of reading which are deep reading and light reading. People are basically now read from websites or newspaper or internet they start to forget how significant by do deep reading in our life. I found out that in my country Saudi Arabia. There are very few people are doing deep reading most of the people are busy with technology and light reading. However, As I’m exchange student in United States there is a huge deferent. People here like to read I’m not say they are the best. But they just know how important to read.

A research studied in 2016 on International Journals for some students and they found a huge difference on their level of reading which can affect them in a great way for how they write perfectly from when they start to read in collage to when graduate. Reading in collage gave them a high skill on writing. So Susan Reynolds the author decided to give us more information and explaining about the reading for us. Reading is easy way to learn many different things in our world. The author found that this topic is very important for writer and reader. People who read a lot they have a wonderful skill in speech or think or even write. The author was focusing in two type of reading which are deep reading and light reading. People are basically now read from websites or newspaper or internet they start to forget how significant by do deep reading in our life. I found out that in my country Saudi Arabia. There are very few people are doing deep reading most of the people are busy with technology and light reading. However, As I’m exchange student in United States there is a huge deferent. People here like to read I’m not say they are the best. But they just know how important to read.

Three reading passages were used in this study. Two of them were adopted from the text book and another was selected from their supplementary book. These three passages were chosen from a larger number of possible selections on the basis of several pilot studies with students of same class. In the first pilot study with 10 students, seven passages along with some open ended questions were used in order to discover which ones were most appropriate for the students. After pilot study, passages which he students failed o comprehend and answers were thrown out.