REASON FOR REFERRAL: Olivia was referred for educational testing through an initial evaluation process. At the local screening committee meeting, Olivia’s parents shared that they are concerned with Olivia's weaknesses in reading. Her parents are aware that she is behind in reading. Parents also reported that Olivia may have dyslexia. Her mother noted that Olivia struggles with blending sounds and letter reversals. Olivia’s teacher shared that Olivia struggles with reading sight words and recalling learned sight words. Her teacher also noted that Olivia struggles with decoding words and blending letter sounds. Olivia’s teacher reported no concerns with reading comprehension. BACKGROUND INFORMATION: Olivia is a 2nd grade student at Clermont. …show more content…
Her performance on the Reading Comprehension subtest (10th percentile) fell within the below average range. On this subtest, Olivia had to independently read passages and answer comprehension questions. Within the Reading Comprehension subtest, Olivia showed no relative strengths or weaknesses. Olivia’s score fell in the below average range for Letter and Word Recognition (8th percentile). She was asked to read words in isolation from a list. She showed no relative strengths; however, relative weaknesses were noted in the areas of single/double consonants, consonant blends, consonant digraphs, short and long vowels, silent letters, suffixes/inflections, and unpredictable patterns. Olivia’s score fell in the average range on the Comprehension Composite (18th percentile). The composite score came from her performance on the Reading Comprehension subtest and the Listening Comprehension subtest. On the Listening Comprehension subtest, Olivia’s score fell in the average range (standard score 95; percentile rank 37th). Olivia was asked to listen to several short sentences and/or passages and answer comprehension questions. No relative strengths were noted; however, she showed relative weaknesses in expository comprehension. On the Word Recognition Fluency subtest (ability to read a list of real words) and Silent Reading Fluency (ability to read short questions and answer them correctly), Olivia scores were below average. Both subtests were timed. No relative strengths or weaknesses were noted. On the nonsense word decoding subtest, Olivia showed below average ability (standard score 71; percentile rank 3rd). No strengths or weaknesses were noted. Olivia scored in the below average range on the Sound-Symbol Composite assessment (4th percentile; standard score 74). The Sound-Symbol assessment measured Olivia’s ability to
Torgesen (1998) claims that the top reasons students have difficulties with reading is because they have issues correlating letters and sounds in words, or phonological awareness. Many students also have trouble memorizing sight words and many also have an
Two subtests comprise the Reading Composite: Letter and Word Recognition and Reading Comprehension. Catalina’s overall performance fell within the Average range (Reading Composite Standard Score of 95; 37th
The Kaufman Test of Educational Achievement, Third Edition (KTEA-3) is a revised and updated comprehensive test of academic achievement (Kaufman & Kaufman, 2014). Authored by Drs. Alan and Nadeen Kaufman and published by Pearson, the KTEA-3 remains an individually administered test of achievement intended for use with examinees ages 4 through 25 years, or those in grades Pre-Kindergarten (PK) through 12 and above. The KTEA-3 is based on a clinical model of academic skills assessment in the broad areas of reading, mathematics, and written and oral language. It was designed to support clinicians utilizing a Cattell-Horn-Carroll (CHC) or Information Processing theoretical approach to assessment and detailed information regarding the structure
Lila is a second grade student who participated in a Primary Spelling Inventory and the reflection of her results are as follows. After her spelling inventory was finalized I noted that the student spelled ten of the twenty-six words correctly giving her a power score of 10/26. Most of the words that she mastered was in the Late emergent and early of Letter Name Alphabetic stage. I also noted that Lila accomplished 36 features out of 56 total features during her spelling inventory. Based on the results of the Primary Spelling Inventory the orthographic features that Lila recognizes are the consonants, short vowel, blends, and is familiar with diagraphs. Although she mastered blends which falls in the late Letter Name-Alphabetic stage she failed to master diagraphs which is the middle stage.
Six principles for early reading instruction by Bonnie Grossen will be strongly enforced. It includes Phonemic awareness, each letter-Phonemic relationship explicitly, high regular letter-sound relationship systematically, showing exactly how to sound out words, connected decodable text to practice the letter phonemic relationships and using interesting stories to develop language comprehension. Double deficit hypothesis which focuses on phonological awareness and rapid naming speed.
The DIBELS assessments are short timed one minute assessments. They are administered individually either by the child’s teacher, or respective staff of their particular school district. This assessment measures the basic skills involved in early literacy. This assessment measures phonemic awareness, alphabetic knowledge, phonics measure, oral reading fluency (ORF), vocabulary and comprehension (Coulter, Shavin, &, Gichuru, 2009). Good comprehenders have a purpose for reading, and think actively as they read. These test are to be utilize for screening purposes only three t...
Both groups placed in the early stage level of the groups. These students demonstrated difficulty with long vowel patters and ed ending words. I decided to administer the elementary
For starters, I would like to have more information on the student prior to assessing. I would like to know about the student classroom experience with reading. As a future Special Education Teacher, I have a passion for helping students who face more challenges. This student did not demonstrate that he faced reading challenges. In hindsight, I would like to have worked with a student with reading challenges in order to start developing a plan to close the achievement gap. Although, all students have room to grow, so I am glad to have worked with
Her phonetic inventory is well developed. She has no troubles creating the age-appropriate speech sounds. The child is just above normal because she can produce more adult-like sounds than her peers. She has control over her articulators and she knows how to manipulate her oral cavity to produce the correct sounds.
It showed that she scored a thirteen on information, a fourteen on vocabulary, a thirteen on similarities, and a fifteen on comprehension. All of these scores were above the standard deviation for most children at eight years of age. Delilah has shown a great interest in reading which I encourage by discussing them with her and trying to find other books I think she would be interested in. Encouraging Delilah’s use and interpretation of language has shown to be one of my most important successes. Language is defined as a form of communication, whether spoken, written, or signed, that is based on a system of symbols (Santrock, 2016). A lot of language development comes from children reading and increasing their reading levels as they get older. Delilah can sound out almost any word and only occasionally gets stuck when she is reading out loud. She has accomplished this through my encouragement and involvement. Reading especially helps with building a bigger vocabulary and comprehension which are two categories that Delilah scored the highest. My involvement in her reading reflects in her high scores so I think I am doing very well in this area with
Lynn comments specifically on the academic difficulty she had to undergo with the state tests by stating “My eyes would puddle up, my body temperature would rise so high that my ears would be on fire” (Rodis, Garon & Bascardin 2001, pp. 20). Lynn’s difficulty with reading and writing had an adverse effect on her ability to take tests. Her performance in the state tests dragged her down and filled with her with shame and anxiety. She represents her LD as a bubble which acts as a barrier between her and the other children, such as her failure to perform in extracurricular
Torgesen. J, Wagner.R, Rashotte. C, Burgess. S & Hecht. S . (1997). Contributions of Phonological Awareness and Rapid Automatic Naming Ability to the Growth of Word-Reading Skills in Second-to Fifth-Grade Children. Scientific Studies of Reading. 1 (2), 161-185.
Phonemic Awareness and Alphabetic Principle in addition to Phonics and Decoding Skills provide students with early skills of understanding letters and words in order to build their reading and writing skills. Students will need to recognize how letters make a sound in order to form a word. While each word has a different meaning to be to format sentences. While reading strategies for Reading Assessment and Instruction, I was able to find three strategies for Phonemic Awareness and three strategies for Alphabetic Principles which will provide advantage for the student in my research and classroom settings.
Last is Frustration Level, at this level the reading material is much too difficult for the student. The student is frustrated by either word recognition or comprehension or even both. The students Word Recognition at this level is below 92% and Comprehension is below 70%. Material at this reading level should be avoided.
Reading is an essential skill that needs to be addressed when dealing with students with disabilities. Reading is a skill that will be used for a student’s entire life. Therefore, it needs to be an important skill that is learned and used proficiently in order for a student to succeed in the real world. There are many techniques that educators can use to help improve a student’s reading comprehension. One of these skills that needs to be directly and explicitly taught is learning how to read fluently for comprehension. “To comprehend texts, the reader must be a fluent decoder and not a laborious, word-by-word reader” (Kameenui, 252). Comprehension can be difficult for students with learning disabilities because they tend to be the students that are reading below grade level. One strategy is to incorporate the student’s background knowledge into a lesson. This may require a bit of work, but it will help the students relate with the information being pres...