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CONFIDENTIAL REPORT / Dean Hope Center for Educational & Psychological Services / Teachers College, Columbia University / Box 91, 525 W. 120th St. / New York, NY 10027-6696 / (212) 678-3262

Dinelia Rosa, Ph.D. DirectorClient: Josue Leon Grade: 4Date: 5/2/13 Literacy Practitioner: Rikki Betancourt_____________________________________________________________________________________

Literacy Assessment and Intervention Report

Name: Josue Leon Current Semester: Spring 2013Address: 3357 Olinville Ave Course: HSBK 5376Bronx, NY 10467 Supervisor: Marisa KrohnDate of Birth: 04/16/03 School: P.S. 96Age: 9 Grade Placement: 4Gender: Male Date of Report: 5/9/13Number of Sessions (total): 16

Reason for Referral

Josue Leon was referred to the Dean Hope Center for Educational and Psychological Services (DH-CEPS) by his mother, Angelina Andino. Ms. Andino explained that her son’s main issue in regards to reading is his motivation. Due to his lack of motivation, Josue struggles primarily with reading comprehension and writing. He is in the 4th grade, and is in a 12:1:1 class. Josue has trouble finishing his reading, and many times, cannot explain what he has just read. Last year, Josue received a psycho-educational evaluation at DH-CEPS and was recommended for reading services. As a returning client, he will continue to work on necessary skills for decoding/encoding, reading comprehension, and writing.

Behavioral Observations

Throughout the course of the semester, Josue attended three ninety-minute sessions that focused on assessment and thirteen ninety-minute sessions that focused on intervention. For the most part, Josue arrived on time. However, he was late on several occasions. Generally, he was accompanied by his father upon arrival and departure. At nine years old, Josue is a positive and quiet boy who demonstrated a polite attitude. Josue displayed increased motivation and appeared to be engaged during his sessions. Together, the practitioner and Josue established an excellent rapport and maintained a constructive relationship throughout the intervention process. Josue was very compliant and communicative with the practitioner, and was willing to converse about other aspects of his life such as his schoolwork, home environment, and interests. He exhibited a desire to be successful while working with the practitioner.

During the intervention sessions, Josue was prepared to participate in various exercises and practices that were designed to strengthen his literacy skills. He demonstrated an aspiration to do well, and was determined to master the patterns and strategies shown to him. While he sometimes exhibited frustration, for the most part he was eager to continue working on developing and honing his skills. When introduced to vowel patterns, specifically short and long vowels, he was always willing to complete the task. However, this caused him to rush at times, becoming more careless and unfocused. There were a few evenings where he displayed exhaustion or fatigue, exhibiting this restlessness through frequent yawns and minor, brief complaints during the writing portion of the session. Despite these sporadic occurrences, Josue was overall very amenable, never refusing to

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participate in any strategy or activity. Whenever he seemed to lack focus or go off task, he would respond well to redirection. The times where he would lose focus would be during the modeling portion of each task. As he began to experience success in the intervention sessions, his own awareness of his competency influenced his motivation. He became more aware of his own errors and eager to perform well throughout the lessons.

Reading comprehension appeared to be a challenge for Josue Leon. Despite the challenges that came with guided reading, he read aloud every session. As his skills developed over time, Josue became more confident and invested in the readings. He was able to self-correct miscues during oral reading, read more fluently, and recalled ideas and events more easily. His own growing self-confidence helped to motivate him to read more. He would read for longer periods of time during guided reading. When he first started the sessions, Josue’s mom had said he did not like reading and did not possess the confidence to read. After receiving intervention and using strategies during guided reading, he became a more enthusiastic and productive reader. His accuracy, fluency, and automaticity showed significant gains as he read aloud. His ability to retell the stories, and his engagement in a discussion displayed his improved reading comprehension skills. Furthermore, he made clear text-to-world and text-to-self connections during reading with and without guidance. He exhibited an interest in animal stories, and enjoyed relating to the events in each text. He also appreciated the humor in many of the texts read.

During written expression, Josue seemed enthusiastic about learning new strategies to help him improve his skills. He was particularly fond of sharing his ideas when asked to verbalize and visualize his ideas. During writing tasks, he would take his time and remain focused on what was expected of him. If he felt unsure or uncomfortable with his ideas, he would share his uncertainty with the practitioner. In general though, Josue appeared relaxed during the writing process. He would self-monitor and attempted to independently work on the task every session. The use of visualization and verbalization, along with graphic organizers and prompting by the practitioner, allowed Josue to practice the strategies and skills, internalize them, and then transfer them. Through use of the strategies, Josue developed a better sense of self-confidence.

Overall, Josue was a pleasure to work with and a joy to get to know. He maintained his positive energy and enthusiasm throughout the intervention sessions, and kept an optimistic outlook. He was personable and well-mannered.

Rationale for Intervention GoalsIn light of Josue’s performance on the Literacy Performance Profile, his current grade placement and its academic demands, particular skill areas were prioritized for intervention. The areas addressed were decoding and spelling, reading comprehension and written expression.

Results of Literacy Performance Profile

See scoring Summary Sheet Chart on pages 12 to 16 of this report.

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DecodingLPP findings revealed that while Josue has an understanding of letter-sound correspondences and has good phonological awareness, he struggles with some areas of word reading, specifically with vowel digraphs, including diphthongs, and r-controlled vowels. For example, on the phonics knowledge subtests he substituted “bot” for “boat,” “pant” for “paint,” “sole” for “soil,” “crone” for “crown,” “trote” for “trout,” “howk” for “hawk,” “howl” for “haul,” and “stair” for “stir.”

Similar to the phonics subtest results, Josue demonstrated difficulty while reading words with complex vowel patterns and diphthongs on the QRI-V Word Lists. This was evident as he read the Level One Word List. He substituted “beer” for “bear,” “bran” for “brain,” “heered” for “heard,” “afrand,” for “afraid,” and “chose” for “choose.” While reading aloud in both isolation and context, Josue makes these errors. While mispronouncing “heard” as “heered” is a common error in speaking, Josue only makes this error while reading. This demonstrates that Josue while Josue can differentiate between vowels sounds while listening and speaking, he has an inconsistent understanding of how they are spelled, particularly vowel digraphs and r-controlled vowels. Josue would benefit from interventions that target these vowel patterns.

During the oral reading comprehension components of the QRI-V, Josue scored at an in Instructional range for Primer and Level One, but frustration for Level Two. His errors were consistent with the errors made during the Phonics subtests and the QRI Word Lists. For example, he self-corrected a substitution of “day” for “way,” but also read “mane” for “man,” “has” for “his,” “yay” for “yea,” and “cohs” for “cows,” “asferd” and “afriend” for the word “afraid,” and “johned” for “joined.” He also substituted “June” for “John,” “now” for “new,” “he” for “hey,” and “why” for “way.” It was noted that his reading of words in context was more automatic than his reading in isolation, as shown during the QRI-V Word Lists. This may indicate the Josue uses context and his understanding of a text to support his decoding. However, his errors when reading in context still indicated a difficulty with reading long vowel patterns and diphthongs. In addition, looking at Josue’s errors across reading tasks indicates that he may focus on the initial and final letters of a word when attempting to decode it.

During the silent reading, Josue read a Primer level passage first. As Josue read, he whispered the words to himself. This demonstrated the client’s reliance on reading texts aloud. He appeared to utilize hearing himself decode the words to read. He continued to do this for each subsequent text he read for the silent reading comprehension. This demonstrated that saying words out loud could help him to decode a text more easily.

Overall, throughout the decoding assessments, Josue struggled primarily with vowel pronunciation. Josue would benefit from intervention in these areas, specifically long vowel patterns, and vowel digraphs. Josue would also benefit from using interventions such as word sorting to help him focus on primarily vowels within words.

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Spelling

Josue’s performance on the Elementary Spelling Inventory (ESI) assessment and Primary Spelling Inventory (PSI) were consistent to his decoding on the phonics subtests, specifically Vowel Pronunciation, and QRI-V. Josue had made a high number of errors on the ESI, therefore, the practitioner decided to administer the PSI. Josue made errors spelling long vowels patterns as he substituted “flot” for “float,” “tran” for “train,” “plas” for “place,” “brite” for “bright,” “coche” for “coach,” “hop” for “hope,” and “frite” for “fright.” He made errors on other vowel sounds as he spelled “shodd” for “shouted,” and “crol” for “crawl.” He displayed trouble with inflected endings as he substituted “shoping” for “shopping,” “srving” for “serving,” and “cares” for “carries.” His errors indicated that Josue experiences spelling difficulty with words containing long vowel patterns, including vowel digraphs, and inflected endings. Josue would benefit from strategies that involve sorting and spelling these patterns.

During the written expression assessment, Josue only wrote a single sentence, while it did contain spelling errors, there was not a long enough sample for the practitioner to be able to analyze the types of spelling errors Josue makes in context. Josue’s errors placed in the Early-Middle Within Word Pattern stage (Bear et al. 2011). As indicated by the phonics subtests and both spelling assessments, Josue would benefit from instruction that involves sorting vowel patterns, including the vowel-consonant-e pattern and vowel digraphs, and diphthongs. He would also benefit from intervention involving review of digraphs. Word recognition and spelling strategies that require sorting and focus on complex vowel patterns could be beneficial during instruction.

Reading Comprehension

During the QRI-V assessment, Josue demonstrated difficulties with comprehension when reading orally and silently, as well as when listening. Using and applying prior knowledge was a relative strength for him. However, at times, he illustrated an overreliance on prior knowledge when retelling and answering comprehension questions. Retelling appeared to be the most difficult task for him post-reading. Josue received a total passage score of Instructional at Level One for oral reading. He scored Instructional at Primer for silent, and Instructional at Pre-Primer 2 for listening comprehension. His listening score was relatively lower than his oral and silent. This could be due to his need for having the words in front of him or it could be an issue regarding processing or focus. Josue may struggle with retaining larger chunks of information at once, as retelling on the assessment is done after being exposed to the entire length of the passage. Based on the analysis of his performance across all reading and listening tasks, it was apparent that his ability to recall ideas and information is impacting his comprehension in those areas.

In regards to retelling, Josue struggled significantly. When asked to retell aspects of the passages read, he was not able to provide many details. If he did recall events, he made generalizations or speculated on what may have happened using his own prior knowledge. When prompted with questions such as “What happened in the beginning?... middle?... end?” he would respond with apparent frustration, saying “I don’t know.” Retelling appeared to be effortful. Josue would benefit

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from strategies that require him to recall of small increments of text. Josue would benefit from instruction that teaches him to hold on to specific information by retelling or summarizing.

When answering implicit and explicit questions, Josue did not made use of look-backs, and appeared to struggle with finding the correct answer to both questions that were right in the text and ones that required making inferences. Overall, his scores revealed that Josue finds explicit questions relatively easier than implicit questions. When he answered explicit questions incorrectly, he many times, appeared to be relying on prior knowledge or guessing. When prompted to look back in the text, he became frustrated and seemed to lack the knowledge of where to look. Navigating the text appeared to be difficult for him, indicating that he may not have a strong understanding of narrative text structure. Despite this, he proved to need summarization strategies and text structure strategies that will help with recall.

Josue’s performance demonstrated that he would benefit from strategies that help him to recall what he has read more easily. Josue would benefit from strategies that encourage him to break down texts while reading both aloud and silently, as well as strategies that help him with comprehension. Strategies that involve breaking down text into parts, visualizing aspects of the text, utilizing graphic organizers to develop and understanding of text structure, and discussion post-reading could benefit Josue Leon.

Written Expression

For the writing assessment, Josue chose the writing prompt, “I wonder about...” He wrote for about 15 minutes. Before he began the task, Josue said that he did not want to write. His communication with the practitioner indicated that he may lack confidence in regards to his writing, or has an awareness of his own difficulties with writing and is embarrassed. In twenty minutes, Josue only wrote one sentence. His writing did not demonstrate idea development. He did not brainstorm aloud or appear to utilize a pre-writing strategy. His one sentence lacked capitalization and proper sentence structure.

His spelling errors, “intrasting” for “interesting” was consistent with the spelling assessment, as it illustrated a struggle with multisyllabic words and possibly unaccented syllables in multisyllabic words. Because Josue demonstrates trouble with patterns that are learned before multisyllabic words, decoding a word such as “interesting” may be difficult for him.

According to Gunning’s Developmental Stages/Scoring Guideline for Writing, Josue performance indicates that he is in the Emerging Writer Stage. The practitioner determined that Josue would benefit from writing intervention in brainstorming, planning, idea development, and writing for an audience. Therefore, these areas will be of focus.

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Intervention Techniques and MaterialsThe following is a summary of the intervention techniques and materials used during the course of the semester to address Josue’s demonstrated needs and intervention goals.

Goals/Major Objectives

Methods Materials

1. To develop decoding and encoding skills

a. To improve ability to decode and spell long and short vowel sounds

Closed and open word sorting (Bear et. Al 2012)

Matching spelling pattern card game (Bear et al. 2012)

Sound, word, and sentence dictation (Bear et. al 2012)

Index cards Post-its Whiteboard Markers Word Study Notebook Words Their Way, Bear et

al. 2012)

b. To improve ability to decode and spell vowel digraphs

Closed and open word sorting (Bear et al. 2012)

Matching card game (Bear et al, 2012)

Index cards Post-its Whiteboard Markers Word Study Notebook Words Their Way, (Bear et

al. 2012)

2. To develop reading comprehension

a. To strengthen ability to note relevant details and main ideas, while summarizing information in a narrative text

Graphic organizers to identify main idea and story details (ReadWriteThink.Org)

“Stop & Jot” strategy (Leo, 2012)

Chunking Strategy (Walker, 2010)

Let’s Go For A Drive! (Willems, 2012)

We Are In A Book! (Willems, 2010)

Sleepy Dog (Ziefert, 1984) Pigeon Finds a HotDog!

(Willems, 2004) Wake Up, Sun! (Harrison,

1986) Hello, House! (Hayward,

1988) David and the Giant (Little,

1987)

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Goals/Major Objectives

Methods Materials

Practitioner-created graphic organizer

3. To strengthen written expression

a. To develop ideas more fully and incorporate more relevant details into writing

Graphic organizer to brainstorm: drawing, discussing, writing (practitioner made document).

Visualizing and Verbalizing (Lindamood-Bell, 1986).

Publishing a paragraph

Practitioner created graphic organizer

Whiteboard Markers Notebook

b. To improve self-editing skills in regards to punctuation.

Reading written work aloud Identifying and circling periods

Practitioner created writer’s checklist

Notebook

BibliographyPrint Resources and Materials:

Bear, D. R., Johnston, F., Invernizzi, M., & Templeton, S. (2012). Words their way: Word study for phonics, vocabulary and spelling instruction. (5th ed.). Boston: Pearson.

Harrison, D. (1986). Wake up sun. Random House Children's Books.

Hayward, L. (1988). Hello House!. Random House Books for Young Readers.

Little, E. (1987). David and the giant. Random House Books for Young Readers; Later Printing edition.

Willems, M. (2004). The pigeon finds a hot dog!. New York, NY: Hyperion.

Willems, M. (2011). We are in a book!. Hyperion Books.

Willems, M. (2012). Let's go for a drive!. New York, NY: Hyperion.

Ziefert, H. (1984). Sleepy dog. Random House Books for Young Readers.

Non-Print Resources and Materials:Sequencing Graphic Organizer. (n.d.). Retrieved from http://www.readwritethink.org

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Leo, K. Professional Development. North Shore Middle School. 2012.

Lindamood-Bell. (n.d.). Visualizing & Verbalizing for Language Comprehension and Thinking® (V/V®.) Retrieved from http://www.lindamoodbell.com/programs/visualizing-verbalizing.html

Evaluation of Progress

Decoding and Spelling Josue has demonstrated consistent improvement in the development and honing of his decoding and spelling skills. After the initial LPP assessment, Josue was introduced to long and short vowels in CVC and CVCe words including a, a-e, i, i-e, o, o-e, u and u-e patterns. In later sessions, he was introduced to vowel digraph spelling pattern such as ai and ay. At first, he experienced difficulty while sorting and spelling these sounds. He appeared to struggle with matching sounds to each other during extension activities such as memory games. While, many times, he was able to read words that contained these sounds without frustration, he did sometimes experience difficulty when being tested during review. By utilizing repetition and continuing to sort words that contained these sounds, Josue was able to become more accurate and automatic in his ability to decode the patterns in isolation and in context. While most of the instruction focused on long and short vowel patterns, Josue’s later focus on vowel digraphs allowed him to experience more of a challenge after he mastered decoding and spelling CVC and CVCe spelling patterns. Future intervention should include continued instruction in vowel digraphs, and more difficult vowel patterns and multisyllabic words. Repetition is vital as Josue needs to be reminded of the strategies and participate in continuous practice. Instruction should also include repetition, including reteaching and periodic review of previously learned material, as Josue requires continued exposure to word patterns and sounds in order to demonstrate and maintain mastery.

Josue also improved in the area of spelling. Initially, Josue was unfamiliar with how to spell certain words that contained long and short vowel patterns. Because he was unaware that the silent “e” gives a short vowel the long sound, he had a tendency to spell words such as “mate” as “mat.” When learning the vowel digraphs ai and ay, he also lacked familiarity with the rule that ay comes at the end of the word while ai comes at the beginning or middle of a word. He struggled with the rule at first and needed explicit, focused instruction for multiple sessions. After receiving intervention, Josue became more aware confident in of his own spelling abilities, and would ask for more challenging words upon achieving accuracy with the given words. He demonstrated progress in spelling words that contained these sounds. He showcased this mastery by receiving total accuracy on one of his final spelling tests. His strengthened his abilities throughout the weekly sessions where the practitioner asked him to manipulate and spell the sounds. This was done through not only sorting and matching, but through word dictation as well. By practicing spelling while saying these patterns and rules, Josue was able to become more conscious of his decisions while spelling. He is making progress towards self-correcting and self-monitoring his spelling errors. In the future, intervention strategies should include sorting by spelling patterns, learning the six common syllable patterns, and dictation.

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Reading ComprehensionIn terms of reading comprehension, Josue’s skills have improved steadily. During assessment, Josue demonstrated difficulty with oral and silent reading, and listening comprehension. He did not assess his own comprehension, and did not possess strong metacognitive skills. He struggled to retell and answer both implicit and explicit comprehension questions. Josue demonstrated a lack of confidence and quickly became frustrated when recalling events in a text. He had a tendency to rely on prior knowledge to try and answer comprehension questions. After receiving intervention, which included “Stop & Jot” and chunking or summarizing, he began to recall details more easily, retelling several events at a given time. “Stop & Jot” proved to be helpful as it allowed Josue to review the text in smaller sections. When reading narrative texts, specifically picture books, he became more invested in monitoring his own ability to retell a story in sequential order. Use of a graphic organizer seemed to help guide him through the process of remembering parts of a story. He specifically demonstrated growth in recalling specific aspects of the stories using textual evidence, and making text-to-self connections. Josue has become more aware of the benefits of utilizing a graphic organizer to help see the order of events in a text. Therefore, his abilities to chunk parts of a text, notice details, and summarize the events in the story have greatly improved.

During future instruction, Josue’s comprehension skills would be strengthened by continued use of “chunking” or “Stop & Jot” along with a graphic organizer. Using a strategy that also focuses on the “who,” “what,” “when,” “where,” and potentially “why” and “how” aspects of a text would be beneficial. He would also benefit from locating main ideas using graphic organizers and summarizing or visualizing the text.

Written Expression In regards to written expression, Josue has made significant gains in developing his writing skills. Initially, Josue’s writing lacked idea development, coherency, and fluency in terms of connecting ideas due lack of planning or any organization. He did not plan what he was going to write or write more than one sentence. When he did begin to write down ideas, his lack of structure impeded his ability to express his ideas in a logical manner. Josue did not use any writing strategies prior to writing a response, and did not share ideas aloud. He also demonstrated trouble using proper mechanics, spelling, grammar, and punctuation. However, Josue showed a strong interest in drawing and this was used this as a way to get Josue to brainstorm ideas for writing.

Josue has shown major progress in writing throughout intervention sessions. Throughout the semester, Josue has learned strategies for rehearsing and planning writing. An adapted version of Visualizing and Verbalizing has appeared to help Josue focus on a topic to write about. He greatly benefits from being able to discuss his ideas and “see” them in front of him. This allows him to include details he may be missing. After utilizing the whiteboard and markers for visualizing, the practitioner shifts the focus to not only brainstorming, but also writing full sentences about the prompt. Josue greatly benefits from using a graphic organizer as a tool for pre-writing. Josue has shown progress in using a graphic organizer as a tool for verbalizing, then drawing, and then writing his ideas down. Josue has displayed the most progress in this area, as he has gone from

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writing a maximum of one sentence to writing a minimum of one paragraph. He appears more creative in his thinking, and has expanded on his ideas with and without prompting. When given prompts, he has a tendency to want to spend most of his time visualizing his ideas. The practitioner thinks of this as a positive, effective strategy to get him thinking aloud, but has experienced some difficulty getting him to connect one idea to the next in a structured manner.

By utilizing the verbalization and visualization strategy, Josue has been able to make connections between his ideas, and with the practitioner’s help, connect them. In turn, his writing has become more detailed and fluent. Josue has become more aware of which details to include, and what would relate most to the topic or his main idea. He does not exhibit frustration, but rather enjoys the challenge of expanding his ideas in an authentic, visual way. His favorite part is the drawing, which he puts much thought into. While Josue was not always able to fix his own mistakes, he has started to reread his work aloud on his own and detect some errors in punctuation.

Josue has also shown growth when editing his own work, specifically for punctuation. By rereading his own writing, pausing where he needs to end his sentences, and circling the periods, Josue has progressed in monitoring his own punctuation. Josue is starting to become more aware of writing mechanics. The intervention techniques in this area have allowed for positive growth in regards to confidence and writing skills for Josue Leon. Therefore, Josue has become a more self-regulated, independent writer who has a positive outlook on completing tasks. However, he would still benefit from guidance and motivation to plan and write more because he still experiences a tendency become frustrated or will say, “I don’t know.” In the future, remediation should include the use of verbalization and visualization, creative materials such as a whiteboard and markers, and the use of graphic organizers to help him visually organize his ideas. Intervention should focus on elaborations and expansion so Josue can eventually create not only 4-6 sentences, but also multiple paragraphs.

Recommendations General Recommendations

1. Josue would benefit from continued individualized instruction in reading and writing in a setting similar to that of DH-CEPS. His instruction should focus on the improvement of decoding and spelling skills, reading comprehension, and written expression.

2. Josue would benefit from daily opportunities to read aloud for at least 15-20 minutes with a parent, family member, or other more experienced reader. Reading material can include picture books, or very short stories related to topics of interest, including adventure and animals. Such practice should help increase his fluency when doing repeated readings of longer, more diverse texts.

3. Josue would also benefit from varied and recurrent writing exercises, as these will help improve and strengthen his skills. He likes to utilize his own creativity, and therefore, drawing his ideas in regards to interesting prompts should increase his confidence and motivation to continue practicing writing.

4. Josue should find quality reading materials that he is captivated by to be accessible from his local library, school library, or bookstores. By allowing him to have access to these materials, he will naturally broaden his own frame of reference and be able to relate personal

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experiences to his reading. By incorporating activities that also promote situational interest, such as short trips to culturally diverse places, Josue will gain a wider knowledge of the world around him.

5. The results of this assessment should be discussed with Josue’s mother, father, classroom teacher, and other specialists to provide for reinforcement activities at home and inform instruction and support at school.

Specific Recommendations1. Current decoding and spelling skills need to be developed and honed through multisensory,

sequential instruction. While concentrating on the syllable patterns (closed, open, silent-e), this instruction should focus primarily on syllable patterns, specifically, long and short vowels, and vowel digraphs should be a part of instruction.

2. Josue should be encouraged to proofread his writing by reading his own work aloud. This will help him identify errors in punctuation, as he has a tendency to write run-on sentences.

3. Josue would benefit from strategies for prewriting, such as brainstorming aloud (verbalizing), drawing (visualizing), and filling out a graphic organizer in order to organize his ideas in a coherent manner.

4. Josue should continue to strengthen skills involving expanding on ideas and elaborating to create details.

5. Josue should continue to receive direct, explicit instruction in reading comprehension strategies, as these help him to recall and infer. Retelling strategies that involve chunking information Josue should continue verbally communicating his ideas about a text and charting them on graphic organizers in sequential order.

6. Josue benefits greatly from repeated readings to improve oral reading fluency. 7. Josue benefits from praise and repetition. Any strategy or skill should be done repeatedly,

and Josue should be praised for his efforts, as well as engage in confidence-boosting activities related to the topics, including playing games and reading decodable texts.

_____________________________ ______________________________Rikki Betancourt, Literacy Practitioner Marisa Krohn, M.A., Supervisor

____________________________Samantha Mosher, M.A., Instructor

Individual Literacy Performance Profile: Assessment Data Summary

Letter Knowledge

Task Description Mastery ExceptionsTask 1:Written Alphabet Yes When asked to write the capital and lowercase letters of the alphabet in

sequential order, Josue wrote “f,” “g,” and “h” lowercase when asked to write them uppercase

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Task 2: Letter Naming YesTask 3: Letter Identification

Yes

Task 4: Matching Letters (upper/lowercase)

Yes

Task 5: Same Letter Matching

Yes

Phonological/Phonemic Awareness Subtests Score ErrorsDetecting Rhymes 4/5 mouse-hatCounting Syllables 5/5Matching Initial Sounds 5/5Counting Phonemes 2/5Comparing Word Lengths 5/5Representing Phonemes with Letters 5/5

Basic Sight Words

List Score Errors (words that were misread)One 19/20 what for thatTwo 19/20 he for be

Phonics Knowledge

Subtest Score Mastery Error Report (Client errors in italics)Two: Initial Consonants 10/10 YesThree: Initial Blends and Digraphs

10/10 Yes

Four: Ending Sounds 10/10 YesFive: Vowels 10/10 YesSix: Phonograms 10/10 YesSeven: Blending 10/10 YesEight: Substitution 24/25 Yes lane-lanNine: Vowel Pronunciation 6/15 No crown-crone, boat-bot, paint-pant, soil-sole, hawk-howk, haul-

howl, serve-steerve, trout-trote, stir-stair

Word Recognition (in order administered)

List #: # Correct(Auto)

# Identified

% Correct

Level Errors (client errors in italics)

One 10/20 3/20 65% Frustration Bear-beer, enough-each, brain-bran, heard-heered, afraid-afrand, choose-chose, without-witthot

Primer 20/20 0/20 100% Independent

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Spelling: Elementary Inventory (administered first)Inventory Feature

Score: # Correct

Errors Classification (according to Bear et al.)

Final Consonants 7/7 *

*Stopped testing after first 14 words due to frustration.Late Letter Name Alphabetic Stage

Short Vowels 5/5 *Digraphs 5/6 when-wenBlends 6/7 spoil-soylLong Vowel Patterns 1/5 float–flot, train-tran, place-plas,

bright-briteOther Vowels 4/7 spoil-spoul, serving-srving, chewed-

chudInflected Endings 3/5 shopping-shoping, carries-caresSyllable Junctures 5/5 *Unaccented Final Syllables

5/5 *

Harder Suffixes 5/5 *Bases or Roots 5/5 *Words Spelled Correctly: 14/25

/62 *

Spelling: Primary Inventory (administered second)Inventory Feature

Score: # Correct

Errors Classification (according to Bear et al.)

Final Consonants 7/7 *

*Stopped testing after 20 words due to frustration.Middle Within Word Pattern Stage

Short Vowels 5/5 *Digraphs 6/6 *Blends 6/7 dream-greamLong Vowel Patterns 2/5 hope-hop, coach-coche, fright-frite,Other Vowels 3/7 chewed-chod, shouted-shodd, spoil-

spoul, crawl-crolInflected Endings 3/5 chewed-chod, wishes-wishisSyllable Junctures 5/5 *Unaccented Final Syllables

5/5 *

Harder Suffixes 5/5 *Bases or Roots 5/5 *Words Spelled Correctly: 9/25

/62 *

Oral Reading Comprehension Level

N/E

Prediction (Strong = 3; Adequate = 2; Weak =

Familiar (Y/N)/Concept %

Retelling(MI/Details)%

Rate(WPM)& (Below Average,Average,AboveAverage)

TotalAccuracy

TotalAcceptability

ComprehensionW/O Look backs#E - #I/ - Level

Comprehension W/ Look backs#E #I Level

Total Passage Score (total accuracy + comp.

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1) w/ lbs

Primer

N 2Adequate

Familiar77%

27% 57 WPMAverage

Instructional

Instructional 3-Explicit

1-ImplicitInstructional

3-Explicit

1-ImplicitInstructional

Instructional

1

2

N

N

2Adequate

1Weak

Unfamiliar33%

Unfamiliar22%

22%

10%

53 WPMAverage

55 WPMAverage

Instructional

Frustration

Frustration

Frustration

2-Explicit1-ImplicitFrustration

2-Explicit1-Implicit


2- Explicit1- Implicit

Instructional

Frustration

*See miscue analysis sheet for specific errors

Silent Reading Comprehension Level N/E Predictio

n(Strong = 3; Adequate

Familiar (Y/N)/Concept %

Retelling(MI/Details)%

Rate(WPM) &(Below Average,

Comprehension: Without Look Backs#E - #I - Level

Comprehension

W/Look backs#E - #I/ - Level

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= 2; Weak = 1)

Average,AboveAverage

Primer

1

N

N

2Adequate

1Weak

Unfamiliar44%

Familiar66%

30%

10%

37 WPMAverage

76 WPMAverage

3-Explicit2-ImplicitInstructional




Listening Comprehension (Narrative Text Only, list passages in order administered)

Level Prediction (Strong = 3; Adequate = 2; Weak = 1)n

Familiar (Y/N)Concept %

Retelling

(MI/Details) %

Comprehension: Without Look Backs#E - #I - Level

Comprehension: W/Look Backs#E - #I - Level

Primer

Pre-Primer 3

Pre-Primer 2

2 – Adequate

2- Adequate

2 -Adequate

Unfamiliar 44%

Familiar66%

Unfamiliar55%

16%

32%

26%

3-Explicit, 0-ImplicitFrustration

2-ExplicitFrustration


3-Explicit, 0-ImplicitFrustration

-ExplicitFrustration


Expressive WritingTopic Developmental Stage (Gunning 2008)

15



Title: I wonder about…

Stage: The Emerging Writer Description/Analysis:

- Little or no topic development, organization, and/or detail. Wrote one incomplete sentence that lacked focus.- Little awareness of audience or writing task.

Expressed not knowing what to write.- Errors in surface features interfere with writer’s message.

Lacked sentence structure and had several spelling errors.

16

betancourt lair sp13

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