Math Mathematics Composite Score Of 89 Falls At The 23rd Percentile And Is Within The Average Range

The baseline data was established using the Fountas & Pinnell Benchmark Assessment System (BAS). This test assesses reading comprehension through the process of students reading a text at the appropriate instructional reading level and answering comprehension questions. This assessment tool measures students' ability for accuracy, self correction, fluency, comprehension, and writing. An overall level score is given through a letter identification, A-Z. For the baseline data purpose the letters A-Z were numbered off 1-26 to give the students' scores an adequate numerical score. The assessment determines whether students exceed expectations, meet expectations, approaches expectations, or does not meet expectation. A third-grade student at the

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.

His results in Early Reading Skills, suggests this is an area of weakness. His results show he is in the 6th percentile and his standard score is 77. Analysis of this subtest indicates his strengths which were able to generate some words that rhyme, name letters, and most letter sounds. However, Tom struggled with ending sounds in words and blending sounds together to form a word.

As you can see, Student 1 increased their score four out of the six times on their weekly comprehension skills check from their basal reading series. However, that student did not reach proficiency during the 6-week intervention period. This student did not reach the benchmark goal for the DIBELS Daze assessment, but did increase their score from January to May by six points.

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.

On another test, she would be given a sentence to read with one word in bold, then a second sentence would be provided with a similar word. Lisa needed to pick the word in the second sentence that was as close as possible to the meaning of the word in bold from the first sentence. Lisa scored below average on each of these subtests, which means she has difficulty being able to understand what she has read. She may be struggling with this skill due to the difficulty she has in decoding words and her fluency. Lisa spends so much time trying to read that she isn’t able to comprehend what she has read. But, she has begun to understand this

Overall, Lauren’s performance on the assessment demonstrated that her decoding skills contribute to her delay in overall reading development. When presented with unfamiliar words, Lauren engaged in avoidance behavior by skipping word that she finds complex. Indicating that she lacks confidence in her ability to employ structural analysis when confronted with challenging

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

Cormac scored at the second grade level for listening comprehension, answering 7/10 questions correctly with a score of 70%. Cormac’s independent reading level was estimated below pre primer. His listening comprehension is higher than his oral reading level indicating that Cormac has the potential to read at a higher level than his oral reading suggests.

Gemelli’s current Lexile score is 272L. She is able to read and comprehend text at the first-grade level with excellent accuracy. Her most recent reading test (using read theory) placed her at the 1.8 grade level (first grade, eight month). Gemelli’s frustration level in reading is currently at the second-grade reading level. At her ability level Gemelli is currently able to answer reading comprehension with 75% accuracy.

Wendy correctly computes triple digit addition problems with 100% accuracy. She is able to complete quadruple digit addition problems as well as addition problems with decimals. When Wendy is asked to complete triple digit subtraction problems, she is able to complete the task with 85% accuracy. After direct instruction about place values, Wendy was able to state the correct place value with greater than 80% accuracy. When Wendy was asked to skip count she was able to complete the task, but when numbers were greater than 100 she had to be reminded what number came next, and then she was able to keep going. Skip counting by 2’s is the most difficult for Wendy. When presented with addition and subtraction word problems, Wendy was able to

In the graduating class of 2006, less than half of highschoolers tested, would receive a C or higher in college algebra. Many high school exit exams test 10th grade skills. This Does not prepare you for college courses. Bill Moore, the director of the Transition Mathematics Project, notices that students can be pushed too hard and too fast. “They rush through curriculum, they take a placement test-- and have to take remedial math.” This makes students discouraged, and at a higher risk to drop out.

I administered math and oral reading fluency probes to Braelynn Muller as part of this curriculum-based measurement assignment. Braelynn is six years old and in the first grade this year. For the math, I gave three probes, testing her on the addition of two one-digit numbers that have sums up to 18. She received two minutes to complete as many problems as she could. In addition, I assessed her oral reading fluency by having her read three different excerpts from various first grade level texts. She was given one minute to read as many words as possible in each of these excerpts.

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

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