Pseudonym Name: Josh

Date of Assessment: 11/15/16

Words Read Correct Score
and Reading Level Background Information:
Josh is a seven year-old 2nd grader who has been diagnosed with the learning disabilities, ADHD and dyslexia. He
is a very social and outgoing student who is always moving. Josh struggles to stay on task and pay attention.
Despite his reading disability he always is the first to volunteer to read aloud. His determination to succeed often
is his enemy. He becomes very frustrated when he cannot complete an activity well. However his drive pushes
him to continue to be the best student he can be.

Other Relevant Information:

The chosen and conducted QRI passages were both Expository. While setting up the testing, Josh decided which
story he would read. In order to have him fully engaged the story must have been one he had chosen. Allowing
this he was eager to work with me. Noted: There were no other student options to conduct the QRI on.

Testing Overview:

Passages Read:

Level One -“Air”

Reading Level: Instructional
Comprehension Level: Instructional

Level Two-“Whales and Fish”

Reading Level: Frustration
Comprehension Level: Frustration

Josh completed word list primer, one and two; working until he reached a level of frustration. He struggled with
words such as trade, promise, pieces, begins, clue. His overall performance at the frustration level was 10/20
total numbers of correct words. Josh’s frustration level was also level two for the passages. There was a large
performance gap from level one where he scored in the instructional level and level two where he scored
frustration level for both decoding and reading comprehension. At times, Josh seemed unable to focus on the
passages, which may have resulted in a poor performance on the exercise. The overall nature of his miscues was
due to the submission and omission of unfamiliar words. He often skipped a word or substituted one word with
another more familiar word therefore changing the overall meaning of the sentence. This, however, did not
affect the fluency and prosody of his reading. Josh continued to read quickly; not letting unfamiliar words slow
 down his pace. The lack of hesitation demonstrates Josh’s confidence with reading regardless of his specific
decoding ability. The pace at which Josh read may have had some direct effect on his reading comprehension
ability. Josh struggled to recall content information from the passages when asked comprehension questions. His
overall performance reveals an ability to improve with the help of an instructional plan.

Fluency and Prosody Strengths:

Analysis: strengths and Generally read at a smooth and steady pace.
difficulties  Josh started reading at a fast pace. This may have been because he saw the timer that was being used to
track the amount of time he took to read the passage. After the first paragraph Josh was able to slow
 Repetitions down the rate at which he was reading and maintain a constant speed throughout the rest of the
 Hesitations passage.
 self-corrections Attentive to punctuation.
 intonation/phrasing  Josh read each sentence as complete sentences taking longer pauses between each.
and flow (word by
 When reading “How do we know it is there?” Josh recognized the question mark and put the correct
word, choppy)
accent when completing the sentence.
provide examples directly
from the reading to support Areas of Need:
your analysis The word weigh presented challenges for Josh’s overall fluency
 Josh hesitated when reading weigh every time it was found in the passage
 With hesitation, he also repeated the word. When repeating the word Josh looked up from the paper. He
seemed as though he was trying to master the word.

Concentrating very hard to simply read the words.

 At times Josh became distracted and inattentive. When reading the passage he brought his face close to
the page staring hard at the words.

Josh did not self correct at any point while reading the passage.
 He attacked any unfamiliar words with confidence, using submissions.
There was read as thee
Heavy was read as very
Weigh was read as wiggle

Josh read in a loud voice.

 It seemed forced.
Decoding Analysis: strengths Strengths: Josh was able to read some multisyllabic and sight words.
and difficulties  all, but, the, moving, thing, balloons, and around.
List:
 Words the student was Areas of Need: Words that gave Josh trouble include there, heavy, and weigh
able to read  Josh substituted unfamiliar words
 Words they had There was read as thee
difficulty with
Heavy was read as very
 Substitutions and Weigh was read as wiggle
omission (were the
substitutions were
graph phonically
similar or not etc.)

Comprehension Analysis:
strengths and difficulties Strength: Josh was able to answer questions that he has prior knowledge regarding content area in.
 What types of  His responses to “How” questions were strong and correct.
questions was the  He provided answers beyond what was discussed in the passage.
student able to answer Josh responded to the first explicit question very astute.
 What did they have  The question read “How do we know air is there?” The answer options were “we can see what air does;
trouble with? or air moves things (reader can answer things, dirt, plants, or houses), or we can weigh air”.
 What are some
 Josh’s answer to this question was “We can see it” and “Stuff moves from it”.
answers that were
particularly insightful
(either because they Weakness:
were very astute or A great amount of encouragement was needed for Josh to answer the questions.
they were totally  He often fought having to respond
incorrect)? Persuasion and bribes were needed to pull information from him.
 Draw parallels  The class receives fake play money and candy as positive rewards.
between the students’  Josh was also promised this was the only task that would be conducted.
ability to read the
passage and their Josh failed to answer the last question.
ability to answer the The question read, “Why does a flat tire weigh less than a tire that is not flat?”
comprehension  This may be due to Josh’s constant movement and lack of focus by the end of this specific testing part.
questions.  Josh’s body and attitude changed while reading the end of the passage. He grew antsy. The last
provide examples directly
question’s answer is taken from that section. Due to his lack of attention and desire to complete the
from the reading to support
reading, he may have overlooked this content.
your analysis  While reading the content related to the question in the passage, Josh also commented that this
confused him.

Josh also struggled with “What” questions.

 When answering these type of questions, Josh grew bored quickly and did not want to elaborate.
 He stated one response and requested we move onto the next question.
 His responses were also not related to the content discussed in the passage. Although a few of his
answers were correctly stated, he lacked attention to detail in the story line.

Parallels: There is a lack of connection between the Josh’s ability to read the passage and his ability to answer
the comprehension questions.
 Although his body language while reading the last part about weighing air he seemed uninterested he
had no trouble correctly reading the content. When responding to the questions however he could not
grasp the information he had just read.
 Josh had a easier time reading through the passage than answering the questions related to what he had
just read.

Measurable goal(s) for area(s) Fluency/Prosody:

of need  Using a Level 1 passage Josh will increase his reading fluency to 98%.
 Read with a more relaxed body language.
 Decrease repetitions and hesitations to 0-1 when reading Level 1
Decoding:
 Using a Level 1 reading passage Josh will increase his decoding level to Independent.
Comprehension:
 After reading the passage, Josh will explain the sequence of events with 75% accuracy.
 When presented with “What” questions, Josh will answer comprehension questions with 75% accuracy.
 After reading the passage, John will be able to accuracy answer the first AND last question, maintain
focus on the passage throughout.

Modeling/Assisted Reading
Remediation Plan Ideas and  Echo Reading- Josh will be read the story to him broken down in parts. After he is read to, he will then
Strategies for read the same. This is beneficial to Josh because he tends to hesitate and repeated words that are
Fluency/Prosody unfamiliar. By doing this he will be introduced to the unfamiliar words before.
 Assisted Reading- Josh will benefit from this strategy by continuing to push him forward while reading. He
won’t have to stop.

Remediation Plan Ideas and
Strategies for Decoding
Remediation Plan Ideas and
Strategies for Comprehension
 Cross Level Reading- This may be beneficial because of his social personality.
 Neurological Impress Method- This will directly assist Josh’s prosody area needs. From this he can learn
from the teachers modeling while practicing reading himself. Josh will take the lead as the rate of reading
increases. The modeling will help Josh understand the patterns of rhythm, stress, and intonation in the
reading.
 Repeated Readings
Fluency Programs
 Read Naturally- This program works with content material that is reading level appropriate. Josh will be
able to have unlimited time to work through passages, working through the levels at his own rate. As a
easily distractible student, Josh would benefit from working independently. Josh is able to conduct his
own scoring after each level, allowing him to see and track first hand his progress.
 Direct decoding instruction for words such as there, heavy, and weigh as well as other level appropriate
words
 Prior to reading, review pertinent vocabulary.
Make sure the student is able to decode in addition to understanding comprehension. Decoding doesn’t mean
anything if the student does not understand it.
Present the student with “Questions Good Readers Ask Themselves” to use when reading.
Before (Anticipation Guide/KWL):
 Prior to reading, review pertinent vocabulary
 Choose a passage that interests the student
During (Summarizing/Retelling):
 While reading, stop in designated areas (pre-picked by the teacher) and create discussion
 Allow and encourage taking notes throughout the reading
After:
 Self reflection