read 693 clinician: laura burnette tutee: brian cohn

FINAL ASSESSMENT

READ 693

Clinician: Laura Burnette

Tutee: Brian Cohn

Demographic Information Name of Clinician: Laura Burnette Name of Tutee: Brian Cohn Age: 7 Grade: 2

Background Information

2009 An occupational therapist evaluated Brian in

November of 2009 due to his lack of clear hand dominance and use of a mature grip on utensils. The testing reported a delay in his grasping skills and

that he neurologically prefers the right side, but his challenges with the trigger thumb he was born with has caused him to use his left side as well.

Occupational therapy was suggested in order for him to increase his success in school and independence with tasks.


2010 Brian was tested by Riverpoint

Psychiatric Associates in December of 2010 and their evaluation was that he may have some slight delays with his handwriting and overall handedness based on his medical history, but that therapy was not necessary. The doctor did recommend that Brian may benefit from meeting with a reading specialist.


2011 Brian was tested by Speech, Language,

and Literacy Evaluators at the Children’s Hospital of the King’s Daughters in April 2011 and suggestions include: increased fluency trainingmultiple readings of continuous textreading text with a high accuracy rate


2011reading material three to four times for optimal

benefitmultiple readings of single words and phrasesarranging for short, frequent periods of fluency

practiceincentives for reading practiceconcrete measures of progress


2011 Brian’s PALS test scores show that his accuracy level

is at 96% for the First Grade Oral Reading in Context assessment.

He had a perfect score for beginning/ending sounds and CVC short vowel sounds.

He is strong with digraphs, blends, CVCs, and r- and l- influenced words.

His PALS scores indicate that he struggles with long vowel sounds and nasals.

His DRA level (as reported by his teacher in Fall 2011) was 16 and the benchmark was 18.


2011 An optometrist evaluated Brian in May of

2011 and concluded that Brian needs extra time while working on assignments and that time pressure could cause lowered levels of comprehension. He stated that “extra time on tests, written class work, and reading assignments is essential to his overall performance.”

Brian was identified as intellectually gifted in July 2011.


2012 Brian began seeing a reading specialist

on a regular basis in January 2012. Brian began wearing glasses in

February 2012.

Assessment/Diagnostic Tools Used Elementary Reading Attitude Survey:

Recreational Reading

Happiest • Getting a book for a present.

Slightly Smiling • Reading in school during free time.• Starting a new book.• Going to a bookstore.• Reading different kinds of books.

Mildly Upset • Reading on a rainy Saturday.• Spending free time reading a book.

Very Upset • Reading for fun at home.• Reading instead of playing.• Reading during summer vacation.

Assessment/Diagnostic Tools Used Elementary Reading Attitude Survey:

Academic Reading

Happiest • Learning from a book.

Slightly Smiling • Reading school books.• Taking a reading test.

*Brian inserted a new identifier (a squiggle).

• When a teacher asks questions about what you read.

• Reading in school.• When it is time for reading in class.• Stories you read in reading class.• Reading out loud in class.

Mildly Upset • Reading workbook pages and worksheets.

• Using a dictionary.

Very Upset

Assessment/Diagnostic Tools Used

Analytical Reading Inventory Profile Record: Reader Interview

Brian identified his favorite author as Melanie Watt and named her Chester and Scaredy Squirrel books as his favorites. He also wrote about Library Mouse and Stink.

Reading habits: Looking at the book to see if it is the right

level.Skipping unknown words.Using the dictionary for unknown words.

Advantage to being a good reader is to understand everything.


Analytical Reading Inventory Results: Graded Word Lists:

Level Number Correct (out of 20)

Percentage

Primer 19 95

1 16 80

2 18 90

3 10 50



Form A, PrimerWord in Text Miscue Graphophonical

ly Similar *I *M *F (word level)

funny fun I M



Form A, Level 1Word in Text Miscue Graphophonically Similar *I *M *F (word level)

kind know I rocket rock I M ready read I Mstory store I M



Form A, Level 2Word in Text Miscue Graphophonica

lly Similar *I *M *F (word level)

instead inseed I Ftrunk truck I F


Analytical Reading Inventory Results:

Graded Word Lists:

Form A, Level 3

Word in Text

Miscue Graphophonically Similar *I *M *F (word level)

written written (pronounced I with a long I sound)

I M F

bent bet I Fpatient patinent I Fmanage penage Farithmetic

authimet M

bush bice Igingerbread

gingerbean

I M

ill I’ll I M Falarm amarm I Fengine angry M


Analytical Reading Inventory Results: Form A Reader’s Passages:

Level Word Recognition

Comprehension

Preprimer Independent Independent

Primer Independent Instructional

Level 1 Instructional Instructional

Level 2 Instructional Independent

Level 3 Frustration Frustration


Analytical Reading Inventory Results: Form A, Preprimer: Word Recognition: Independent,

Comprehension: Independent Analysis:

Brian’s prior knowledge/prediction was appropriate and used the visual cue from the picture on the page. He used the first two sentences to make a possible prediction.

Brian did not have any miscues. He made one self-correction, which was after he had a miscue and he repeated reading to make the self-correction.

He read fluently and at a good pace. He was able to retell the main parts of the story.For his comprehension questions, he answered them all

satisfactorily. Brian’s emotional status was confident.


Analytical Reading Inventory Results: Form A, Primer: Word Recognition: Independent,

Comprehension: Instructional Analysis:

Brian’s initial prior knowledge/prediction was appropriate and used the visual cue from the picture on the page. He used the first two sentences to make a possible prediction.

Brian did not have any miscues. He made three self-corrections: the first after an omission and repeated reading, the second immediately after a substitution, and the third after an omission and repeated reading.

He read at a fairly fluently and at a reasonable pace. He was able to retell some parts of the story in order.For his comprehension questions, he answered most of them satisfactorily.

He answered incorrectly to both PIT (puts information together) questions.Brian’s emotional status was confident.


Analytical Reading Inventory Results: Form A, Level 1: Word Recognition:

Instructional, Comprehension: Instructional

Word in Text Miscue Graphophonically Similar *I *M *F (word level)

Syntactically AcceptableUnacceptable(sentence level)

SemanticChange in Meaning (CM)No Change in Meaning (NCM)

for to U NCMand to U NCMfor to U NCMready really I F U NCMThis The I A NCM


Analytical Reading Inventory Results: Form A, Level 1: Word Recognition: Instructional,

Comprehension: Instructional Analysis:

Brian’s initial prior knowledge/prediction was appropriate and used the visual cue from the picture on the page. He used the first two sentences to make a possible prediction.

None of Brian’s miscues changed the meaning of the sentences. Most were syntactically unacceptable. Brian made two self-corrections while reading the story. Only two of his miscues were graphophonically similar, both in the initial parts of the word, one at the final part.

He read at a fairly fluently and at a reasonable pace. He was able to retell some parts of the story in order.For his comprehension questions, he answered most of them satisfactorily.

He answered incorrectly to both PIT (puts information together) questions.Brian’s emotional status was confident.


Analytical Reading Inventory Results: Form A, Level 2: Word Recognition:

Instructional, Comprehension: IndependentWord in Text Miscue Graphophonically

Similar *I *M *F (word level)



struck struggled I U CMcan could I A NCMbegin beginning I M A NCMMy The U NCM

like to U CMthe (omission) U CMwind well I U CMyelling yet I U CMnow know M F U CM


Analytical Reading Inventory Results: Form A, Level 2: Word Recognition: Instructional, Comprehension:

Independent Analysis:

Brian’s initial prior knowledge/prediction was appropriate. He mentioned that the story does not have a picture so he does not know if the baseball star is a boy or girl, so he decided to call her a girl. He used the first two sentences to make a possible prediction.

Brian’s miscues all changed the meaning in half of the sentences, but did not in the other half. Over half of his miscues were in the last two sentences of the story. Most were syntactically unacceptable. Brian made two self-corrections while reading the story. Six of his miscues were graphophonically similar, five in the initial parts of the word, two in the medial parts, and one at the final part.

He read at a fairly fluently and at a reasonable pace. This was despite the fact that he had eleven miscues and six self-corrections.

Brian’s retelling had a few details but was in disorder and showed signs that he did not comprehend it.

For his comprehension questions, he answered all of them satisfactorily. Brian’s emotional status was confident.


Analytical Reading Inventory Results: Form A, Level 3: Word Recognition: Frustration, Comprehension:

FrustrationWord in Text Miscue Graphophonically Similar *I *M *F (word level)



shined shinned I M F U CMeasily eerily I F A CMgrew grow I F U NCMBoxer Becker I F U NCMto the I U CMexplore explored I M U NCMgrew growl I F U CMHe It U CMit the U CMcold cool I A NCMdamp drump I F U CMfearful fearless I A CMcandle camera I A CMheld heard I U CMflame flam I U CM and A NCMcandle cave I F U CMmatch march I F U CMout off I A NCMfinally finished I M U CMheld head I F U CMlow loud I U CMgrowl grol I F U CMrecognized readed I F U CMget go I A NCM


Analytical Reading Inventory Results: Form A, Level 3: Word Recognition: Frustration, Comprehension:

Frustration Analysis:

Brian’s initial prior knowledge/prediction was appropriate. He used the first two sentences to make a possible prediction.

Brian’s miscues all changed the meaning in half of the sentences, but did not in the other half. Most were syntactically unacceptable. Six of his miscues were graphophonically similar, five in the initial parts of the word, two in the medial parts, and one at the final part. Brian made two self-corrections while reading the story.

He read at a fairly fluently and at a reasonable pace. This was despite the fact that he had 25 miscues and two self-corrections.

Brian’s retelling had a few details but was in disorder and showed signs that he did not comprehend it.

For his comprehension questions, he answered all of them satisfactorily with the exception of the two RIF (retells in facts) questions.

Brian’s emotional status was slightly nervous.


Woodcock Reading Mastery Test Visual-Auditory Learning:

Brian had 27 total errors during the test, creating a raw score of 107.

Information from Results and Observations Brian enjoys reading for pleasure. When he gets to words he doesn’t

recognize, he identifies words based on initial and final sounds.

Brian will continue reading after guessing words. When asked, he can summarize what he read with or without errors in reading.

He comprehends literal and figurative language.

He does not show frustration when he misses words.

Brian expressed an interest in working on his fluency skills.

Diagnostic Teaching Strategies Used Reminders to chunk words Questioning before, during, and after

reading Tracking Introduction of several types of books Utilization of word building skills during

games Compound word building Matching Word Parts to Build Words

(from Improving Reading text)

Recommendations/Suggestions for Long-Term Instruction Work on identifying medial sounds Defining fluency with Brian. Identifying qualities of a fluent reader. Creating goals for increasing Brian’s

fluency. Implementation of the Reading Progress

Chart Implementation of the Reading Fluency

Rubric Attempt to focus Brian less on speed

and more on accuracy.

read 693 clinician: laura burnette tutee: brian cohn

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