Summary Chart for L.G (student’s initials)
Investigator: Erette J. Bobbitt (your name)
Grade: ___Third Grade___ Reading level recommended by teacher: _Fifth grade_
Date of assessment: __March 17, 2010__
| Word Recognition
Inventory |
Oral Reading
(Passages) |
||||
| Level | Flash | Untimed | Accuracy | Rate (WPM) | Comprehension |
| PrePrimer | 100 | n/a | —- | —- | —- |
| Primer | 100 | n/a | 100 | 167 | 100 |
| 1st | 100 | n/a | 100 | 199 | 100 |
| 2nd | 100 | n/a | 99 | 186 | 100 |
| 3rd | 100 | n/a | 99 | 144 | 100 |
| 4th | 100 | n/a | 98 | 150 | 100 |
| 5th | 90 | 95 | 99 | 110 | 100 |
| 6th | 80 | 95 | 96 | 95 | 67 |
| 7th | 65 | 80 | —- | —- | —- |
| 8th | n/a | n/a | —- | —- | —- |
Based on the assessment scores, I think _Larry’s (student’s name)
Independent reading level is_Fifth grade_,
Instructional reading level is _Sixth grade__,
Frustration reading level is _Seventh grade and beyond__.
Interpretation of Reading Assessment
1. Write an interpretive summary of the reading assessment using the following questions as a guide:
2. What seemed to make a passage difficult for the student to read?
3. What do you notice about the student’s reading rate as the passages become more difficult?
4. What do you notice about the student’s accuracy as the passages become more difficult?
5. What is the relationship between rate and comprehension?
6. What is the relationship between accuracy and comprehension?
7. What is the student’s instructional grade level for reading accuracy? That is, at what grade level did the student read 95-97% of the words correctly?
8. What is the student’s reading rate at the instructional level? Is this rate above or below the expected rate at that grade level?
9. What grade level books would this student be able to read independently?
Application of Reading Assessment
Use the leveled books resources on our class Web site to find lists of grade appropriate texts.
Given the assessment information (independent and instructional reading levels) list books that would be
appropriate for this student to read.
Leveled Book List http://home.comcast.net/%7Engiansante/
| 6 books the student could read independently (title/author). | 6 books the student could read in an instructional situation (title/author) |
|
Shadow of a Bull by Maia Wojciechowska Tangerine by Edward Bloor The Wizard of Oz by Frank L. Baum Captain Grey by Avi Dancing Carl by Gary Paulsen Crash by Jerry Spinelli |
The Blue Door by Ann Rinaldi Cleopatra by Robert Green Tuck Everlasting by Natalie Babbitt Seaward by Susan Cooper When Plague Strikes by James Cross Giblin The Road to Memphis by Mildred Taylor |
Interpretative Summary: Reading Assessment
My reading assessment was completed with a student in the third grade. The student’s alias is Larry Bird. Larry is a sociable male and is liked by most of his classmates. He is not shy and loves to communicate what he is feeling but he still understands the ‘distraction’ line and rarely crosses it. Larry is a very involved learner. His hand is always raised when a question is posed. Larry takes his education seriously even at his elementary age. Larry’s teacher recommend him because of his exceptional understanding of written communication. The reading assessment supports the fact that Larry has surpassed his grade level’s criteria pertaining to literacy.
The reading assessment proved to be very insightful. The assessment helped place Larry in his instructional reading level and pointed out things that are difficult for him. Two factors played in making the passages more difficult for Larry. One of the factors was vocabulary. As the vocabulary moved toward polysyllabic words, Larry found himself slowing down to re-correct his error of mispronunciation. The second factor played a greater role and that factor was Larry himself. Larry is a bright young man, but this brightness also has a negative impact. When Larry was reading the passages from the primer to the third grade level he would add adjectives to the passage. If the passage read, “She touched the wall…” Larry would read it, “She touched the big wall…” When he would add these adjectives he would not stumble or break his pace of reading, so evidence would persuade someone to think that he was doing it subconsciously. The root of the subconscious of adding adjectives probably stemmed from reading material that was more challenging and of higher level. Another self-inflicted problem was that Larry knew that each passage enhanced in difficult. As the difficulty increased so did Larry’s anxiety about getting it perfect. Even with assurance from me that he only needed to worry about doing his best, he still became nervous at the start of every passage. As the reading became more complex his reading rate decreased.
Larry went from a reading rate of 150 words per minute in fourth grade level text to 110 words per minute in fifth grade level text. The same type of downward data was evident in his reading accuracy as well. Although the differences are not as defined, there still is a difference. From the primer level to fifth grade text, Larry only dropped three percent in his reading accuracy (99%-96%). However, the level of the text did play a factor in his reading accuracy. Larry’s reading rate and his accuracy played a direct role in his comprehension of the text. His low rate and accuracy scores correlated perfectly with his comprehension. The sixth grade level text proved to be toughest for Larry with a reading rate of 95, a reading accuracy of 96 and a comprehension score of 67. This was the only time Larry dropped below a hundred words per minute. Equally important, sixth grade level text provided him with his only non perfect comprehension score. The reading assessment’s data provided ample evidence that Larry’s reading rate and accuracy affected his comprehension of the text.
Overall, the reading assessment provided vital information to further progress Larry in literacy. The reading assessment provided his instructional reading level which is sixth grade. Although his reading rate of 95 is lower than the expected rate at sixth grade, factors of the assessment may have hindered him from his full potential. Larry was wearing down by the time we got to the sixth grade passage and his nervous about being perfect blocked him from his prospective talent. The reading assessment also provided enough evidence to show that Larry’s independent reading level is in fifth grade. Some of the texts that Larry could read independently are the books; A Boy Called Slow by Joseph Bruchac, The Case of the Floating Crime by Carolyn Keene and The Witchcraft of Salem Village by Zipha Keatley Snyder
