Kelsey Ramirez

SPED639

Assessment Report
Identifying Data
Students Name: Madelyn Alden Teacher: Adele Horikawa
Date of Birth: 6/4/2006 Date of Testing: 3/1/16
Grade: 4 Date of Report: 3/17/16
School: Hickam Elementary School Assessor: Kelsey Ramirez
Chronological Age at the time of Testing (CA): 9-6

Reason for Referral

Madelyn was referred for an evaluation by her special education teacher due to her difficulty in
reading and writing performance.

Background History
Madelyn Alden is a 9 year old girl in the 4th grade at Hickam Elementary School. She lives at
home with her father, mother, and brother. At birth Madelyn had hyperthyroidism, but currently
she does not have thyroids. In 2014 parents were concerned with Madelyns vision, although
they did not believe this was the primary cause of her challenges in academic performance. A
vision examine (dated 9/13/2014) revealed that Madelyn did in fact have some serious vision
problems, and she received glasses. Other than her initial vision problems, Madelyn is reported
to be in good health.

In September 2014, Madelyn was referred for an evaluation due to concerns about her reading
and writing abilities. Her parents indicated that she has difficulty was phonics and reading
fluency. Madelyn would skip difficult words rather than try to sound them out. Her parents
reported that reading comprehension is an area of particular difficulty for her, and that she does
not seem to remember what she reads. They also noted that she seems to have attention
problems and loses focus easily. Madelyns teacher indicated that Math seems to be an area of
strength for her. Madelyn was also reported to be good at memorization. Madelyns teacher also
shared her parents concerns about her reading ability. They noted that despite providing her
with interventions to address her reading, she continued to have reading difficulty. Despite these
reported difficulties, results of academic testing (conducted in October 2014) indicated that
Madelyns overall ability was in the Average range. Her letter/word recognition, reading
comprehension, spelling/listening comprehension performance was in the Average range.
Results of the Woodcock-Johnson, a cognitive assessment, (conducted in October 2014)
indicated that Madelyns overall cognitive functioning was in the Average range. Due to all
assessment results Madelyn did not qualify for special education services, but was provided
informal consultation by the 3rd grade special education teacher.

On September 2015, Madelyn was again referred for an evaluation due to teacher and parent
concerns with sight word vocabulary, reading fluency, and reading comprehension. There were
also concerns with homework completion, and distractibility. STAR Reading Test results
(conducted August 2015) also indicated Madelyns reading level at a grade equivalent (GE) of
2.9. Observation results showed that Madelyn was able to be on-task 72% of the time, but
appeared to need consistent one-to-one assistance to complete an assignment during her general
education class. Results of academic testing (conducted in October 2015) indicated that
Madelyns reading comprehension and written expression skills were in the Below Average
range. On 11/17/2015 Madelyn became eligible for special education services under the
category Specific Learning Disability. According to parents, Madelyn is a caring person to
everyone and has a positive attitude. They also state that Madelyn is exceptional at drawing and
likes to play volleyball, sing, play dress up, and watch movies in her free time.

Behavioral Observations
Madelyn was tested in a small, private classroom at Hickam Elementary School. She appeared
to be in good health, and was appropriately dressed and groomed. Madelyn wore her glasses
throughout the testing. Madelyn did not appear to have any hearing or vision difficulties. Her
mood was generally pleasant, and Madelyn did not appear distracted or exhibit any hyperactive
behaviors. Madelyn did appear to be tired. In the middle of the assessment Madelyn put her
head on the table, while continuing to answer questions and complete assessment tasks. The
results of these assessments are believed to be an accurate reflection of Madelyns current
phonemic awareness, rapid naming, and reading word fluency skills.

Tests and Procedures Administered

- Comprehensive Test of Phonological Processing (CTOPP2)
- Curriculum Based Measurement: Word Reading Fluency Assessment
- Review of cumulative records

Test Results
Comprehensive Test of Phonological Processing (CTOPP2)
Subtest Performance
Subtest Scaled Scores Classification Percentile Rank
Elision 6 Below Average 9
Blending Words 7 Below Average 16
Phoneme Isolation 5 Poor 5
Memory for Digits 7 Below Average 16
Nonword Repetition 6 Below Average 9
Rapid Digit Naming 12 Average 75
Rapid Letter Naming 10 Average 50
Blending Nonwords 7 Below Average 16
Segmenting Nonwords 8 Average 25

Composite Performance
Sum of Scaled
Composite Classification Percentile Rank
Scores
Phonological Awareness 18 Poor 5
Phonological Memory 13 Poor 8
Rapid Symbolic Naming 22 Average 68
Alt. Phonological
15 Very Poor 2
Awareness
Elision
The Elision subtest of CTOPP2 measures the ability to say a word then say what is left after
dropping out designated sounds. On this subtest, Madelyns performance was in the Below
Average range, earning a standard score of 6. Her percentile rank of 9 indicates that Madelyn
performed as well or better than 9 percent of all students when compared to the norms for her
age. Analysis of her errors indicates that Madelyn has difficulty with the deletion of initial and
middle sounds of words.

Blending Words
The Blending Words subtest of CTOPP2 measures the extent in which an individual can combine
sounds to form words. On this subtest, Madelyn performed in the Below Average range, earning
a standard score of 7. Her percentile rank of 16 indicates that Madelyn performed as well or
better than 16 percent of all students when compared to the norms for her age. Analysis of her
errors indicates that Madelyn has difficulty blending words with 3 or more sounds.

Phoneme Isolation
The Phoneme Isolation subtest of CTOPP 2 measures an individuals ability to identify target
sounds in words. On this subtest, Madelyns performance was in the Poor range, earning a
standard score of 5. Her percentile rank of 5 indicates that Madelyn performed as well or better
than 5 percent of all students when compared to the norms for her age. Analysis of her errors
indicates that Madelyn has difficulty identifying the middle, second and third sounds in words.

Memory for Digits

The Memory for Digits subtest of CTOPP 2 measures the extent in which an individual can
repeat a series of numbers ranging in length from 2 to 8 digits. On this subtest, Madelyn
performed in the Below Average range, earning a standard score of 7. Her percentile rank of 16
indicates that Madelyn performed as well or better than 16 percent of all students when
compared to the norms for her age. Analysis of her errors indicates that Madelyn has difficulty
repeating a series of 5 or more numbers.

Nonword Repetition
The Nonword Repetition subtest of CTOPP2 measures an individuals ability to repeat nonwords
that range in length from 3 to 15 sounds. On this subtest, Madelyns performance was in the
Below Average range, earning a standard score of 6. Her percentile rank of 9 indicates that
Madelyn performed as well or better than 9 percent of all students when compared to the norms
for her age. Analysis of her errors indicates that Madelyn has difficulty with repeating nonwords
with 4 or more sounds.

Rapid Digit Naming

The Rapid Digit Naming subtest of CTOPP2 measures the speed in which an individual can
name numbers. On this subtest, Madelyn performed in the Average range, earning a standard
score of 12. Her percentile rank of 75 indicates that Madelyn performed as well or better than 75
percent of all students when compared to the norms for her age. Analysis of her results indicates
that Madelyn is able to process and recall number names without errors.

Rapid Letter Naming

The Rapid Letter Naming subtest of CTOPP2 measures the speed in which an individual can
name letters. On this subtest, Madelyns performance was in the Average range, earning a
standard score of 10. Her percentile rank of 50 indicates that Madelyn performed as well or
better than 50 percent of all students when compared to the norms for her age. Analysis of her
errors indicates that Madelyn is able to process and recall letter names without errors.

Blending Nonwords
The Blending Nonwords subtest of CTOPP2 measures an individuals ability to combine speech
sounds to make nonwords. On this subtest, Madelyn performed in the Below Average range,
earning a standard score of 7. Her percentile rank of 16 indicates that Madelyn performed as
well or better than 16 percent of all students when compared to the norms for her age. Analysis
of her errors indicates that Madelyn has difficulty combining 4 or more sounds to make
nonwords.

Segmenting Nonwords
The Segmenting Nonwords subtest of CTOPP2 measures an individuals ability to say the
separate phonemes that make up a nonword. On this subtest, Madelyns performance was in the
Average range, earning a standard score of 8. Her percentile rank of 25 indicates that Madelyn
performed as well or better than 25 percent of all students when compared to the norms for her
age. Analysis of her errors indicates that Madelyn has difficulty separating 4 or more phonemes
of a nonword.

CBM: Word Reading Fluency Assessment

Reading Rate Accuracy Classification
55 WPM 93% Poor

The Word Reading Fluency Assessment is a curriculum based measurement that is used to
determine an individuals word reading rate. When given a 4th grade leveled words, Madelyn
was able to read 55 WPM with 93% accuracy. Her performance was in the Poor range indicating
that Madelyn has difficulty with word reading fluency.

Conclusions
Madelyn Alden is a 9 year old student in the 4th grade at Hickam Elementary School. Results of
the Comprehensive Test of Phonological Processing (CTOPP2) demonstrate Madelyns strength
in naming numbers and letters at a rapid speed and segmenting nonwords. Madelyns speed in
naming symbols and shows that she is capable of recalling familiar visuals. Madelyns ability to
segment nonwords demonstrates her ability to separate up to 4 sounds in a nonword. This also
displays Madelyns potential capability in manipulating sounds in a word or nonword.
Phonological awareness and phonological memory are important skills for word fluency and
comprehension. Madelyns weakness in word reading fluency, as displayed in the Word Reading
Fluency Assessment, appears to be affected by her difficulties in phonological awareness of
words and nonwords, and phonological memory. Results of the CTOPP2 also display Madelyns
specific phonological challenges in elision, blending words, phoneme isolation, memory for
digits, nonword repetition, and blending nonwords. Madelyns behavior during the assessment
was generally pleasant, and she did not appear distracted or exhibit any hyperactive behaviors.
Although Madelyn appeared to be tired in the middle of the assessment, results of are believed to
be an accurate reflection of Madelyns current phonemic awareness, rapid naming, and reading
word fluency skills.

Recommendations
Results of the Comprehensive Test of Phonological Processing (CTOPP2) and Word Reading
Fluency Assessment indicate that Madelyn would benefit from targeted instruction in reading
fluency and phonemic awareness. Strategies to address these needs may include, but are not
limited to:

1. Rereading
Madelyn would benefit from reading passages repeatedly aloud with adult
guidance. First, select a passage that is 100-200 words at Madelyns current
instructional reading level. Next, record the time of the first reading and work
with Madelyn to set a goal. For example she could aspire to read until there is
95% accuracy in 75% of the time it initially took to read the passage. Then record
each reread to track progress. This activity would help Madelyn get involved in
her learning and increase reading fluency.

2. Partner Reading
Madelyn would also benefit from partner reading. Madelyn and another reader
take turns reading a text aloud to each other. A partner can model fluent reading
and increase motivation for Madelyn. During partner reading, it is a good idea to
organize time so that all partners spend the same amount of time reading. You can
also require all students to read text at least twice so that practice is insured.

3. Explicit Instruction on Affixes and Morphemes

Affixes and morpheme instruction will provide Madelyn with experience
understanding meaningful prefixes and suffixes, which will help in decoding
multisyllabic words.

4. Explicit Instruction on Syllables and Syllable Types

Not all multisyllabic words with affixes (for example: middle) so it would benefit
Madelyn to also have instruction in syllables and syllable types. This will help to
increase phonemic awareness and word reading fluency.

5. Reward System
Madelyn could benefit from a reward system that encourages participation in
difficult academic tasks. This could increase motivation and duration of on-task
behaviors.