CASE SUMMARY SHEET

Student Name: Age: 10 Grade: 5 Date: 1/30/17

Tutor: Madison Nalewanski
Reading Rate
Word Lists (WRI) Passage Reading (WRC) Comprehension
(FLUENCY)
Timed Untimed WRC % questions answered correctly
Difficulty Level ORAL SILENT
Timed Total (% read
WPM WPM ORAL SILENT LISTENING
%age %age correctly)
Preprimer 1 100 100 Preprimer
Preprimer 2/3 100 100 Preprimer 2/3
Primer 100 100 Primer
1st 100 100 1st
2nd 100 100 2nd 100 135 100
3rd 90 100 3rd 100 154 88 (100w/LB)
86 N 114 N 75(88w/LB) N
4th 55 65 4th
NEED E 100 E 75(75w/LB)E
5th 35 55 5th 50
6th 6th
UM UM
HS HS

Spelling Writing Affective Measures Comments

WTW Inventory: PSI ESI USI Strengths Weaknesses Affect for Reading: WRI: I would like
Score: 10 / 20 = 50% He is good at He is very Raw %ile to start instruction
(total number missed / correct)
establishing what forgetful with Academic 24 60 at a fourth grade
Examples of Spelling Confusions:
he wants to write capitalization and Recreation 25 63 level. According to
about. punctuation. Total 49 61 Leo's WRI score
smuge/smudge
He has the words His writing is he is instructional
saving/shaving
he wants to write. huge and at a fourth grade
scwirt/squirt
relatively messy. ( level. He does need
bunc/pounce
he does have a little bit of
sckaches/scratches
motor issues backfilling in 3rd
salir/sailor
though) grade to
dislyle/disloyal
He only writes strengthen his
fourtchunrit/fortunate
about 2-3 automaticity in
sir counference/circumference
sentences, and the recognizing words
civelasation/civilization
at that level.
 sentences are all Instruction at the
saying generally fourth grade level
the same idea. along with support
from third grade
words would be
best to get him on
track to moving
towards being on
level.
The WRC scores
reinforced my
WTW Inventory: USI
grade level calls
Score: 10/20 50%
for the WRI
independent,
instructional, and
frustrational
levels.
INDEPENDENT LEVEL WRI: 3rd Grade INSTRUCTIONAL LEVEL WRI: 4th Grade
FRUSTRATIONAL LEVEL WRI: 5th Grade

Other Assessments and/or Anecdotal Notes:

This student has an IEP. He is a high functioning austic student. He also has a speech issue and sees an SLP.
Instructional Goals:
Word Knowledge Fluency
I would like to do a small Leo's fluency rate is strong. I
amount of backfilling with would like to work on slowly
digraphs him down a bit to help with
I think Leo would also benefit the pronunciation of things.
from a long vowel review. This will also help him with
Move forward with some of his speech issues, and
ambigious vowels relaxing his mouth.
Prosody - repeated readings
of short text.
I would be interested to see if
slowing him down will help
with him comprehension as
well.
Comprehension & Vocabulary
I'd like to work on building
his vocabulary up. I think
through more exposure to text
and pulling out newer words
this will increase with little
issue.
The bulk of my instruction will
be focused on comprehension
skills and strategies along with
writing.
I would like to work in areas
of establishing the main idea,
retelling, and authors purpose
to start.
Writing
Leo needs to go back to the
basics with writing -
capitalization and
punctuation.
Organization within his ideas
will also be something to focus
on so use of some sort of
visual organizer would be
beneficial.
This area is especially difficult
for Leo due to some motor
issues.