HMC CSUF Reading Center Diagnostic/Prescriptive Teaching Report

Affective

Pro

Bowers, spring 2012

Assessment
(Formal/Informal)
Name (citation)

Data

Strength

Need

Intervention
Decision

All about me

John has close

family
relationships and
especially loves
spending time with
his cousins. Has
been on several
family trips, the
most memorable
being to Alaska,
Mexico, and
Kansas. He is very
athletic and
especially loves
soccer. His favorite
subject in school is
math. Though he
only likes reading
a little he
considers himself
to be a fairly good
reader. He does not

John has a lot of

confidence. He
also has a very
supportive family.
He has been given
a wealth of
experiences in
travel for a boy
who is not yet
eight, which has
likely built a lot of
background
knowledge.

The two areas he

needs to build
confidence in are
reading aloud and
writing.

First of all, I want to

impress upon John
the value of reading
for both enjoyment
and learning. It is also
important that John
sees his reading skills
growing and gains
confidence in his
abilities. To
accomplish these
goals, I will
1) Bring in texts
John enjoys
and can laugh
with
2) Provide
expository
texts that
appeal to
johns interests

HMC CSUF Reading Center Diagnostic/Prescriptive Teaching Report

MRP:

like to read aloud,

and he does not see
himself as a good
writer.
-----------------------

-----------------------

-----------------------

John does see

some value in
reading, and he has
a high opinion of
Value:28/40 =
friends who are
70%
avid readers. His
33/40 = 82%
confidence in his
own reading
Total: 52/80 = 65% abilities is fair. He
67/80 = 83.7
considers himself
an okay reader.

I would like to see

Johns value for
reading increase.
While he does
believe it is
important to be a
good reader as an
adult, he does not
feel it is very
important at his
age. In addition,
Johns confidence
in his own abilities
could be stronger.
His lowest scores
are consistently
when questions
asked him to
compare himself to
his friends.

Self Concept:
24/40 = 60%
34/40 = 85%

Phonemic

Bowers, spring 2012

Johnny is a second grade student who is decoding words using phonics techniques. He
is beyond the phonemic awareness level. Therefore, it would not make sense to assess

3) Emphasize
Johns
strengths and
point out his
growth
4) Ask John to
evaluate his
own growth
periodically
Goal: Move up
to an 80% total
score on MRP by
December
Goal was met
and slightly
surpassed.

No intervention
needed because John

HMC CSUF Reading Center Diagnostic/Prescriptive Teaching Report

Awareness

him in this area when he is already reading with some comprehension.

Word Recognition:
(Out of Context)

CORE High
Frequency Words

3rd Grade 17
correct (intensive)
2nd Grade 21
correct
(benchmark)

Sight Words
QRI Word List

-----------------------San Diego Quick

2nd grade 24
3rd grade 21
4th Grade 23
(All benchmark)
---------------------Independent
Primer
Instructional 1st
Frustration 2nd
Independent
Grade 1
Instructional
Grade 2
Frustration

Bowers, spring 2012

John is usually
able to recognize
single syllable
words, and he is
good at early level
sight words. He
can usually
recognize long
vowels on words
with an e at the
end.

John has trouble

with vowel
digraphs, -ough
words, diphthongs,
and multisyllabic
words, even when
they are compound
words made up of
smaller words he
would otherwise
recognize. He is
also quick to
substitute a less
familiar word for
another that might
look similar (like
and for an, or on
for one).

is well past the

phonemic awareness
stage.

John needs exposure

to digraphs, -ough
words, diphthongs,
and multisyllabic
words through both
direct and indirect
instruction. In
conjunction with his
spelling needs (which
are similar) I will
create lessons and
games to focus on
these word features
with the goal of
taking him to
instructional at the
2nd grade level on
the SD quick, and at
least the 1st grade
level on the QRI
word list.
Johnny met the first

HMC CSUF Reading Center Diagnostic/Prescriptive Teaching Report

Grade 3
---------------------Grade 2
Frustration level
(stopped early at
#12 after 6 skips)
-----------------------QRI Word list

Grade 1Frustration level

stopped at # 15,
20% correct
Primer
Independent
Correct automatic
=60%
Total correct =
19/20 95%
Primer 18/20
Independent
First
17/20Instructional
Second- 15/20
Instructional

Bowers, spring 2012

In context he can
usually self correct
when he realizes a
word he said does
not make sense.

In context, he is
usually able to
self-correct this
last mistake, but it
seems that
tiredness and the
desire to be done
with the
assessment will
even inhibit this at
times. Even with
context, he still
cannot usually get
-ough words on his
own. He also often
substitutes words
for similar ones
without really
paying attention to
the word on the
page.

goal and surpassed

the second.

The above plan

should help to some
extent with reading in
context. In addition, I
want to teach John to
use the context when
he struggles to try out
words that could
make sense (he
currently catches
mistakes when he has
substituted words, but
he waits for help
when he is not sure of
a word he is
decoding).
Furthermore, I will
frequently bring in
texts that we can read
together to give him
more visual exposure
to words.
Goal: No more than

HMC CSUF Reading Center Diagnostic/Prescriptive Teaching Report

Average 90
words accurate at a
first grade level in
the first 100 words.

Word Recognition:
(In Context)
Phonics
Miscue Analysis

_________________ Average 100

words accurate
CORE reading
(counting only MC
miscues) at the
first grade level.

3 MC miscues
Instructional
4 MC miscues
Independent

QRI Primer
Narrative

QRI Primer
Expository

QRI level 1

Bowers, spring 2012

3 MC miscues
Instructional
0 MC miscues
Independent
12 MC miscues
Frustration
2 MC miscues
Independent

2 meaning changing
miscues at the first
grade level for both
narrative and
expository
Though Johnny
missed 5 meaning
changing miscues
during the level 1
expository, he
missed only 2 at the
second grade level,
which rates him as
independent for
both expository and
narrative.
Therefore, I would
consider this goal as
surpassed.

HMC CSUF Reading Center Diagnostic/Prescriptive Teaching Report

Narrative

QRI level 1
Expository

2 MC miscues
Instructional
5 MC miscues
Instructional
1 MC miscues
Independent

QRI level 2
Narrative

2 MC miscues
Independent

QRI level 2
Expository

Fluency

CORE reading

Average 32.5
CWPM (in a first
grade leveled
reading) putting
him below the 30th
percentile.
1st grade 71
CWPM
2nd grade 45
CWPM

Bowers, spring 2012

It is a strength of
Johns that he does
not feel the need to
rush through a
reading, and he
does not consider
speed the most
important aspect of
reading as some
children do. In
fact, it was
somewhat difficult
to get an accurate

Johns reading,
even at the primer
level which is 2
grades below his
own, is very slow
and laborious. He
often makes
mistakes that he
has to go back and
self-correct. While
the fact that he
does self-correct is
a strength, the

While John does read

at home, it is often
silently to himself,
which is not
monitored to correct
errors. To help his
fluency, I will
practice reading aloud
with John using
choral reading and
multiple readings of
varied texts.

HMC CSUF Reading Center Diagnostic/Prescriptive Teaching Report

QRI Primer
Narrative

46 CWPM
40 CWPM

QRI Primer
Expository

Note: John was

extra tired and
would hardly lift
his head from his
arm.

42 CWPM
57 CWPM
QRI level 1
Narrative
25 CWPM
49 CWPM
QRI level 1
Expository
35 CWPM
32 CWPM
QRI level 2
Narrative

QRI level 2

Bowers, spring 2012

48 CWPM

WPM because he
would stop in the
middle of reading
to ask questions
when something
did not make sense
to him. While this
does not improve
his reading rate, it
is certainly helpful
for comprehension.

constant need for

self correction
makes his task
longer to
accomplish, which
makes reading
more chore-like
and less enjoyable
for John. His
decoding skills are
slow. He regularly
sounds out words
as he reads. He
currently lacks
automaticity even
below his grade
level.

There are certain

word features which I
mentioned in spelling
that I will also focus
on to increase
fluency.
Goal: Average 45
CWPM at a first
grade level by
December.
John surpassed this
goal. On the CORE
fluency
measurement, John
more than doubled
his original rate, and
he was even able to
move on to the 2nd
grade assessment
where he now rates
45 CWPM. This is
still low for his
grade level, putting
him at about the 30th
percentile, but it is a
large improvement.
His second grade

HMC CSUF Reading Center Diagnostic/Prescriptive Teaching Report

Expository

47 CWPM

QRI rates are very

similar. He actually
increases at the
higher level, but this
might be
contributed to his
motivation to finish
as he neared the end
of the session.
The goal for fluency
was met, but John is
not yet caught up
with his peers, so
fluency will still be
an area of focus for
John in the future.

Comprehension
Retell
Explicit
Questions
Implicit
Questions

Bowers, spring 2012

QRI Primer
Narrative

Retell = 8
Explicit
Questions = 4
Implicit
Questions= 2
Total= 6/6
Independent

In spite of Johns
low fluency rates,
he is usually able
to comprehend
what he reads. I
believe this is
because he does
have a good
amount of
background
knowledge, having
been on many trips

Because of his
struggles decoding,
I was unable to test
Johns
comprehension at
his own grade
level. Even at the
lower grade level,
he sometimes rates
instructional for
missing just one
implicit question,

John seems to do well

with comprehension.
Though he sometimes
misses implicit
information, he
understands the
majority of what he
reads to himself in
spite of his slow and
labored reading. His
maze assessment was
also on benchmark

HMC CSUF Reading Center Diagnostic/Prescriptive Teaching Report

QRI Primer
Expository

Retell =12
Explicit
Questions = 4
Implicit
Questions = 1
Total = 5/6
Instructional

QRI level 1
Narrative

Retell = 2
Explicit
Questions = 4
Implicit
Questions = 1
Total = 5/6
Instructional

QRI level 1
Expository

Retell = 10
Explicit
Questions = 4
Implicit
Questions = 2
Total 6/6

Bowers, spring 2012

with his family in

his short life, or
learning
vicariously from
the experiences of
his older siblings
who have travelled
to places like
Uganda and
Turkey on mission
trips. He always
answers the
explicit questions
accurately, and he
usually is able to
answer the implicit
questions.

which may mean

his slow reading
does hold him back
from
comprehending to
some extent.
His recall score is
sometimes very
low, but I do not
believe this
accurately reflects
what he takes in.
He seems to get
lazy and only
report the gist of
the reading, but
when asked direct
questions, he can
easily recall the
facts.

for his grade. Though

I will continue to
support his
comprehension
through leveled
questioning as we
read together, I will
not make this a focus
of our limited time.
The time will be
better spent working
on fluency so that
John can progress to
higher leveled texts
that will be more
challenging for
comprehension and
allow growth.
No comprehension
goal needed as John
does test at grade
level.

HMC CSUF Reading Center Diagnostic/Prescriptive Teaching Report

Independent
Explicit = 4
Implicit = 3
QRI Level 2
Narrative

Total = 7/8
Instructional
Explicit = 3
Implicit =3

QRI Level 2
Expository

Total 6/8
Instructional
# Correct = 16

CORE Maze 2A

Benchmark for
fall of 2nd grade
No post-tests
needed

Vocabulary

CORE Vocabulary:

1A = 100%
2B = 93%
3A = 90%
Independent
above grade level.
No intervention

Bowers, spring 2012

John can easily

understand words
at his own grade
level, and even
rated independent
at a third grade
level, though he
only just began 2nd

While John did

very well on this
assessment, he
could only do so if
the words were
read aloud to him.
His vocabulary is
strong, but his

John is above grade

level with vocabulary.
While I will support
further growth by
introducing texts with
new words,
vocabulary
development will not

HMC CSUF Reading Center Diagnostic/Prescriptive Teaching Report

was needed for
vocabulary.

Spelling

Bowers, spring 2012

Words Their Way

Elementary

Initial and Final

Consonants = 7/7

grade.

John has a very

good grasp of the
basics, moving him
7/7
beyond the
Short Vowels = 5/5 alphabetic stage.
Consonants and
7/7
short vowels seem
easy for him.
Digraphs = 3/6
Though he seemed
(consistently
to struggle with
misses SH)
digraphs, it was
really only the
7/7
same mistake each

decoding skills to
recognize the
words on his own
are still weak, and
even when he can
decode the word,
he lacks the
confidence to
believe he is
reading it right
when he is not
given context.

be out focus. Instead,

I will focus on
decoding strategies
that will help him to
recognize words he
reads to himself since
his one issue is not
knowing the
meanings of words,
but decoding them on
his own.

John begins to
struggle at long
vowels,
specifically when
he encounters
vowel digraphs.
The struggle
becomes more
pronounced with
other vowels like rcontrolled vowels
and diphthongs.

Johns spelling is
very low, and his
needs in this area
closely relate to his
decoding and fluency
needs. Through direct
teaching with games
and indirect teaching
in reading varied texts
together, I plan to
devote lessons to each
of the following

No vocabulary goal
needed as John is
already above grade
level.

HMC CSUF Reading Center Diagnostic/Prescriptive Teaching Report

Blends = 7/7
6/6
Long Vowels = 2/5
4/7
Other Vowels =
1/6
1/7
Inflected Endings
= 2/5
2/3
STOPPED
Total words
spelled correctly =
4/16 =25%
10/22 = 45%
Early within
word pattern
Still Early Within
Word.

Bowers, spring 2012

time, making this a

fairly simple fix.

areas:
1) Consonant
Digraphs
2) Vowel
digraphs
3) ough words
4) diphthongs
Goal: Score Late
within word
pattern by
December
The goal was not
met. Progress
was made in with
blends, and one
vowel digraph
was done
correctly.
Otherwise, the
initial errors still
exist. Though he
is still at the
Early Within
Word stage, he is
on target for
second grade.

HMC CSUF Reading Center Diagnostic/Prescriptive Teaching Report

Writing
Mechanics
Content

Informal writing
sample

Lacks punctuation
and capitalization.
Spelling makes
words difficult to
decipher, even for
John as he reads it
back. Tense is
inconsistent, and
some words are
missing.
While John stays
on topic,
explaining
something fun he
did on vacation, he
does not explain 3
different things, as
was asked for.
In the post
assessment, John
does not exactly
discuss the 3 things
that would make a
Christmas morning
great. He does, at
least, mention 3
foods. His writing
was much more

Bowers, spring 2012

John knows to
begin his paper (if
not each sentence)
with a capital
letter. He is also
able to stay within
the lines as he
writes when he
focuses on this.

John does not

know when he
needs a period to
end a sentence. He
forgets words and
changes his tense
when writing,
which he needs to
proof read for. His
spelling currently
makes it difficult
for even him to
decipher. He needs
tools to help him
spell with more
accuracy. He also
needs to be able to
expand on his
ideas. Though he
went on a long and
exciting trip to
Alaska, when
asked to write
about it, he had
difficulty recalling
enough to write
about.

John will need

practice stringing
together several
related thoughts into
complete and varied
sentences. He will to
practice putting a
period where one
thought ends and the
other begins. He
seems to know
capitalization rules,
though he does not
follow them.
Therefore, he will
need encouragement
to proof read his
work. He clearly also
needs help with
spelling, which I am
hoping the above plan
will help improve.
Goal: Write a 3
sentence paragraph
without help. Each
sentence will contain
an independent
clause. All sentences

HMC CSUF Reading Center Diagnostic/Prescriptive Teaching Report

legible than the
pre-assessment.
However, his
sentences are all
fragments, they are
each connected
with and, and
they still lack
capitalization
everywhere but in
the first line.

Bowers, spring 2012

will be on topic, and

will not repeat ideas.
Paragraph will
contain no more
than 4 spelling
errors.
The writing goals
were not met. When
left to himself,
everything we
practiced together
was completely
forgotten. Writing
will need to be an
area of focus for
John in the future.
To meet common
core standards for
grade 2, he will
specifically need to
work on writing in
complete sentences
and using
capitalization at the
beginning of
sentences and for
proper names.

HMC CSUF Reading Center Diagnostic/Prescriptive Teaching Report

Bowers, spring 2012