The Reading Of Reading And Written Expression Fell Within The Average Range With Slightly Low Average Iq

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.

N.E is a ten-year-old boy who attends 4th grade at North Bergen Elementary School. N.E is a very intelligent and creative boy that needs extra help to achieve his academic and social skills. He has little motivation for school achievement, with problems in independent reading, math and classroom behavior. He demonstrates a poor approach in working in a group, usually instead of working on assigned task, he talks to somebody when it is prohibited, playing with his hands or objects, making noises, calling out and looking around. The student gets easily frustrated and cries when he realizes he is having problems with his schoolwork, especially, in the subject of mathematics.

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.

Initial assessments revealed that Cormac has strong listening comprehension and with support and explicit instruction in decoding (print skills) and sight word recognition, Cormac has the ability to read at a higher level. His strengths in certain phonics include many of the early emergent literacy skills such as letter identification and letter sound correspondence as well as initial sound identification and phoneme segmentation. He demonstrates weaknesses in sight word automaticity, effective use of the three cueing systems, and decoding unfamiliar CVC words with short vowels as well as phonograms, phoneme blending and phoneme substitution.

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

While Heather’s oral language is appropriate when she is engaged in a conversation and when she’s listening to a text being read to her, her understanding of what she reads is affected by her inability to analyze words. Hence, this is the reason why she would have difficulties with the component “reading ability for word problems”. For example, if she

I am concerned about Kurt because he is turning in his work and seems to understand the Word Studies. When it comes to the other grades, Kurt is not doing well. His performance also shows on his tests because it is clear Kurt does not understand the information or does not have the higher order thinking skills to apply the information he has learned.

Ayden was given the Basic Reading Inventory Performance assessment during session two. The assessment tests sight word recognition, oral reading, and comprehension. Ayden was only able to get through the first two, sight words and oral reading, before becoming extremely frustrated. He recognized 3 out of the 20 pre-primer sight words and was able to get through about half of the pre-primer passage before he became too frustrated to continue. Pre-primer is late Kindergarten, early first grade reading level.

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.

Anthony began his education in the LocalSD as a Kindergarten student attending LocalElem. As a Kindergarten student, he was noted to have difficulty working cooperatively with others and being a respectful citizen (e.g., demonstrating a positive attitude and demonstrating self-control). However, there were no academic difficulties noted. Likewise, in Grade 2, Anthony’s academic skills were progressing appropriately, but he continued to present with underdeveloped learning qualities. For instance, he was not using his time wisely nor was he being a respectful citizen (e.g., following school and classroom rules and demonstrating

Sherman, a mid-50s male, has come in today experiencing reading difficulty. Patient suffered a head injury 30 years ago that caused post-traumatic amnesia and residual right-sided hemiparesis for two weeks. Patient also reports being neglectful in taking phenobarbital to control his somewhat severe seizures and that the right-sided hemiparesis has increased leading to a facial droop. Prior to the seizures, the patient reports that he was an active reader; currently, the patient reports that he can read high-frequency familiar words that follow phonetic rules (and, it, boy) with minimal difficulty, but has problems with low-frequency irregular words. When asked to read words such as “colonel,” patient relied heavily on sounding them out, letter-by-letter.

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.

Jane’s raw score (number right) of 48 words on the pretest for the Slosson Oral Reading Test (SORT), placed her at the 41st percentile. Her score at the 41st percentile is considered to be in the middle part of the average range. Jane’s miscues were visually similar to the printed words up to List 2. For example, she confused “there” for “three,” and “wat” for “what,” suggesting the need for reinforcement of irregular high frequency words. She also substituted “brother” for “better,” and “drink” for “dark,” suggesting Jane attended to the beginning and ending sounds, but had difficulty with medial sounds and short vowels. Jane also substituted “log” for “large,” and “hop” for “hope,” further demonstrating a need for instruction on medial

The client’s reading was probed and analyzed at the beginning of the semester to determine reading strategies to overcome word-finding difficulties and assist with comprehension. Results are included in the “Beginning of the Semester Status” above.

The child generally lacks knowledge of the alphabet, lacks left-to-right directionality in writing, and lacks concept of word (one-to-one matching of spoken and written words). Consistent spacing between words and consistent use of letter-sound correspondences are absent.