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EDU 474
of total words correct automatically. She identified correctly but not automatically 3/20 words,
which accounts for 15% of total words. The total number of correct words on the primer word
list was 19/20, or 95%. This placed the student in Independent reading level for total number of
words correct. If scoring for automaticity, the student would place in the Instructional level for
this word list. Based on the student’s results, sight words could be reviewed with the student, as
Reading passages:
The student was given primer reading passages and was found to be instructional level on
these passages for total accuracy. The student was given the narrative primer story “Fox and
Mouse”. On this passage, the student’s number of total miscues, or total accuracy, was 9. The
number of meaning-change miscues, total acceptability, was 9. This placed the student on the
instructional level for total accuracy and frustration for total acceptability. The student’s rate
was 46 words per minute. Her words correct per minute were 42 words correct per minute. The
student was then given the expository primer passage “Who Lives Near Lakes?” The student’s
number of total miscues, or total accuracy, for this passage was 6- placing her in the instructional
level for total accuracy. Her number of meaning change miscues, total acceptability, is 4- placing
her at frustration level for total acceptability. Her rate was 66 words per minute, and her words
EDU 474
According to the student’s miscues in both passages, a focus for instruction for T should be
to focus on comprehension and reading accuracy. The student does possess automaticity based
on her words per minute score when reading, but her prosody scale level is a 2.
Comprehension:
The student was given primer level narrative (“Fox and Mouse”) and expository (“Who
Lives Near Lakes”) passages to read. Overall, the student was able to answer narrative text
comprehension questions more correctly than expository text comprehension questions. She can
answer narrative explicit answers more accurately than in expository texts. The student struggled
with comprehension and retelling details from both narrative and expository stories. The student
does struggle with answering key detail questions correctly, or explicit answers found directly in
the text. She instead does better with answering implicit questions correctly, as there can be
multiple implied answers correct. From these passages, it can also be determined that the student
struggles with identifying details of a story, comprehension of a story, and understanding story
Fluency:
The student does not read with expression, and instead reads words as if simply to get
them out. She does possess automaticity when reading, but her prosody scale level is a 2. She
reads in two-word phrases at a time, with awkward word groupings. The student reads from a
monotone to choppy reading. She fails to mark ends of sentences and clauses, with improper
stress and intonation. She has several “rough spots” in text where extended pauses or hesitations
are frequent and disruptive. She more than occasionally, and frequently, breaks smooth rhythm
Heather Coulter
EDU 474
because of difficulties with specific words and structures. The student has an uneven to slow
reading pace. She may choppily rush through a reading, often omitting known and unknown
words, and substituting unknown words for known words. Or she may pause and read slowly and
monotone at other times. She does not stop to use word attack skills, such as decoding, while
reading.