Student Reading Evaluation Report Student A

Student Background This child study is a compilation of reading information on Student A, a second grade student in Mrs. Denise Gorgens classroom. Student A is eight years old and has two siblings (one older brother and one younger). His mother is single and takes care of him and his two brothers on her own. His family has been forced to move cities three times this school year and have plans to once again relocate homes at the completion of this academic year. This is Student As third different classroom and third different teacher this school year. However, Student A is inquisitive and interested in his education. He enjoys participating in games with his relatively new friends at school and thoroughly enjoys art class. Student A is very honest and adamantly claims his enjoyment for reading. He receives Title I reading services at school for twenty minutes each day. The service is aimed at assisting his comprehension and decoding skills as well as working to build his fluency in reading. Assessments As mentioned in Student As student background, this is his third different school this academic year. One of the defining justifications behind allocating this intervention was to provide Student A with a consistent literacy program. He is behind every one of his classmates in reading and writing levels. It is clear Student As vocabulary needs more development to enable him to decode and comprehend literature passages more easily. This interventions goal was to discover information on how one-on-one reading practices benefit Student As overall literacy outcomes. Student A and I read a short, vocabulary builder (a brief story relating to, but different than, the story the rest of class was reading) each week together. We would take turns reading pages out loud to each other. Every two weeks, I would give Student Aa running record to assess his ability to decode reading passages and work with him on errors in his reading. Each running record passage is leveled for second graders vocabulary and ran about twelve-thirteen lines in length. The running records were given as follows: Bill at Camp (March 14th), Going to the Farm (March 28th), A Scary Noise (April 11th), and Bill at Camp (April 25th). Bill at Camp was given as the baseline and final data assessments to consistently demonstrate the growth, or lack thereof, in Student As literacy skills. A Scary Noise was also given twice, one as a cold read and the other as a hot read to view the difference in Student As reading progress on a more immediate data result. Test Results Bill at Camp - March 14th: Student A read 85 out of 100 words correctly. He encountered 15 errors, one being a significant miscue. Student A also answered four out of four comprehension questions that followed the running record. This passage seemed to demonstrate his difficulty regarding reading at an average second grade level. The comprehension questions, however, prove he was able to maintain understanding of the content. Going to the Farm - March 28th: Student A read 121 out of 150 words correctly. This means he made 29 errors while reading. He also encountered nine significant miscues on this running record. This passage was read beyond the frustration levels for Student A. This material had perhaps too many words to comprehend and proved to be too difficult for him. A Scary Noise - April 11th: This running record was given twice; the first attempt was given as a cold read and the second as a hot read. Student A read 122 out of 138 words correctly on the cold read.

He encountered just one significant miscue on the first attempt as well. He read 129 words out of 138 on his hot read. Student A also managed just five errors with only a single significant meaning change. Student A is able to read more fluently when more familiar with the words (i.e. he has to do less decoding and comprehending before reading the words because of this aural repetition). Bill at Camp - April 25th: This reiteration of Bill at Camp was administered to Student A to more accurately compare information received with the baseline data taken in March. Student A showed progress when he read 95 words out of 100 correctly. One word was scored as a significant meaning change when he sounded the word many as money. Student A improved in categories from frustration to instructionalfrustrational for this specific running record. Program Plans For future instruction of Student A, it is highly recommendable for future teachers, tutors, and/or specialists to continue building basic grade level vocabulary and word recognition skills while developing fluency with text he can read appropriately. Its critical for Student A to retain in-class phonics instruction as well. While he has certain capabilities already built in to his phonological awareness, his phonemic awareness and ability to phonetically understand the oral inconsistencies of the English language need further developing in conjunction with the previously suggested strategies. Student A continually communicated a fundamental enjoyment for reading and most literacy activities. Therefore, having a scaffolding program administered as consistently as possible is perhaps the most didactic method of instruction for the student. Specifically, the student needs continued and even more than this intervention was able to provide, work with texts he can read at a 99-100 percent fluency rate. It is then possible to edify Student A with short reading texts specifically aimed at vocabulary building. It is the goal to raise vocabulary levels and fluency rates to ultimately increase his comprehension of grade-level texts. To achieve these goals, neither should be taught in isolation. Student A should also be encouraged to write out responses and thoughts regarding his reading so as not to isolate either aspect (writing or reading) of literacy. It is the belief of this instructor that these teaching methods will play an integral role in advancing and improving Student As reading abilities.

UW-Platteville Pre-student teacher:

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