Scholastic Reading Inventory

Her kindergarten teacher recognized her inability to stay focused compared to her peers. In first grade, Grace took longer to complete assignments, had a tendency to daydream, and had difficulty with paper and pencil tasks which was the most noticable in math. Her first and second grade teachers provided her with additional educational support through small group instruction, and she receives weekly instruction from the reading specialist. Finally, her scores on the Wechsler Intelligence Scale for Children, Fourth Edition and Woodcock-Johnson III Tests of Achievement show she has deficits in the areas of Working Memory, Passage Comprehension and Math Fluency. Since information has been obtained by a variety of dependable sources, identifying Grace as a learning disable child is

Numerous studies have been conducted on the use of informal reading inventories. These assessments have been used to assess the literacy skills of students through using word lists and passages. This paper examines the validity, reliability, and an overall utility of the Informal Reading Inventory assessment by Paul Burns and Betty Roe. This paper examines how effective this assessment is for educators in determining the measure of a student’s literacy level and ability to comprehend English.

In the last couple of weeks, I have struggled to find time between classes, studying, work and other things to find time to read a book from start to finish. At this point in my life, I find myself only being able to finish books that are assigned to me. My initial goal was to read three books that, in the past, I came across but never actually found the time to read. I chose the books, Paper Towns by John Green, The Choice by Nicholas Sparks, and Where She Went by Gayle Forman.

Jasmine Keller is a fourth grade student who has been monitored and reported as a student at-risk. Jasmine has a, “weak short-term memory that affects her involvement and progress in the general education curriculum in the areas of reading decoding, reading fluency, reading comprehension, spelling, and math calculations. Her reading level is at second grade. Broken down word recognition is at an equivalent of grade 1.7, and comprehension at 1.3. She has relative strength in vocabulary. If given classroom assessments with a screen reader she is very successful. Her writing skills assessed to be uneven with only weak spelling skills, which is at a first or

At age five Stacey was diagnosed with a reading disorder and was place in a special education classroom for grades Kindergarten and 1st grade. She was placed in a general classroom in second grade but continue to receive the following accommodation extended time

Ja'mari is a 3rd grade student attending Lake Forest Elementary Schools of the Art and Sciences. He participates with non-disabled peers in an inclusion classroom for the majority of the day. He is a very sweet and kind student who is willing to work on any task that is given to him. Although Ja'mari is willing to work on any task,he struggles to be confident and social with his peers and adults. He requires prompting, verbal encouragement, one on one support, task adaptations to complete assigned task. According to his recent I-ready results, Ja'mari overall scale scores increased from 404 to 449. He made a 44 point gain. He is making tremendous progress. His strength is in Phonological Awareness. He tested out. Ja'mari has demonstrated the

Ahmed had begun attending Granville Public School in 2015, after arriving to Sydney the same year. After meeting with the principle, a regional panel determined his placement in one of the support unit classes for students with mild intellectual development (*note that he was not placed in a mainstream class with additional support due to not speaking or reading English properly). For more than a year, teachers recorded that Ahmed conveyed:

Paper Rater as been my go to editing tools for every subject since I have learned about it. Paper rater not only edits my basic grammar mistakes but helps me improve my entire style my essay. It helps me fix the flow of my work, along with my word choice. I am the worst when it comes to word choice. I use basic vocabulary which has a huge impact on my essays. I usually receive a horrible score because of my word choice and sentence structure. With the help of paper rater, I can improve the ,mistakes that I usually never see.

Nadia was given the Elementary Reading Attitude Survey and for the first half of she was mostly marking really happy. At the end of the survey, she received a 37 for recreational reading and a 29 for academic reading. Nadia loves to read independently and I noticed she doesn’t like reading or answering questions in front of the class. A possible reason could be she is a new student or she lacks confidence in herself.

The kids at school make fun of Scout and Jem because of her dad defending Tom Robinson and her dad being all for equality.

My second ah-ha learning moment was found on page 5 of the WebQuest under Task #3 (Basal Readers for Reading Instruction The Reading Textbook). “Accelerated Reader -not really a program, but teachers use to give grades”. Why is this program not really considered a program? I vaguely remember participating in this program, when I was in school. Our program was titled “The Accelerated Reading Program (AR)”. It consisted of students going to the library checking out chapter books to read and being tested over the book. Each test that you take and score an 80 percent or higher, you would receive points toward winning prizes at the end of the school year. There were prizes such as a boombox, CD player, watch, video game system, mini tv, etc.

The mother explained she cannot read or write in the English Language, but her son’s older siblings can and try to help the younger sibling. The two older siblings have been very successful throughout their educational experience and have not struggled as the younger. She stated that her son as no desire to read at home, and completing homework is an everyday struggle with him. This student is in Tier 3 of the Response to Intervention (Mesmer & Mesmer, 2008) process, and has been referred for testing for special education services.

In fourth and fifth grade I was introduced to AR (Accelerated Reading) quizzes, which tested one’s knowledge on a novel and awarded points. The points could be used towards receiving an award from the “chest”, which was a chest full of prizes, from chinese handcuffs to laffy taffies. This chest was placed purposely in front of my fourth and fifth grade language arts classes, so that all student were made aware of the prizes at all times and kept them striving to receive those awards every day in class. Starting my fourth grade year, I was such a massive fan of the Harry Potter series. But that did not keep me from reading all the books in the series. During recess I remember exclaiming “Expelliarmus” and waving a dirty twig that I found to

Jennifer is a 2nd grader being referred for possible learning disabilities in reading. Jennifer has always attended Sand Hill Elementary and has not repeated a grade. She is eight years old. She has been screened for vision and hearing problems and was found to have normal vision and hearing. Her teachers have described her as cooperative and likable. She does not exhibit behavioral problems.

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