Patty Pinchuk

LTRE 520
Northern Illinois University
Graduate School
Assessment Report #1
Student: Jenny
Birthdate: January 15, 2006
Grade: Third

Examiner: Patty Pinchuk

Title: Graduate Student
Dates Tested: 10/28/14 & 11/14/14

Reason for Assessment

Jenny was administered reading assessments in partial fulfillment of the course requirements
of a graduate level reading class at Northern Illinois University.
Background Information
Jenny has attended Johns Elementary School since Kindergarten. Jenny has lived in the same
household since birth and currently lives with her mother, father, older female sibling (12 years
of age), 3 younger male siblings (6, 2, and infant) and younger female sibling (2 years of age).
According to her parents, Jennys teacher has reported that she is friendly in school and is a
focused student who aims to do her best. Jennys parents note that Jenny excels in other core
subjects, but feels that in the subject of reading, Jenny can improve. Jennys father reported
that Jenny doesnt always fully understand the text she is reading and often inaccurately recalls
the order of events when reading chapter books. Her parents are also concerned that her
choices of books are beyond her level, although they appeal to her interests.
Jennys parents state that according to the MAP (Measures of Academic Progress) test that was
administered in May 2014, Jenny scored in the average range at the 64th percentile in the area
of reading. Due to privacy, Jennys parents preferred not to provide artifacts of Jennys MAP
scores.
Jenny has not received support from a reading specialist since beginning school and to the
present day.
Behavior during Assessment
Jenny willingly accompanied the examiner for assessments, which were given over separate
two day periods. She needed little direction to stay focused and seemed to put forth her best
effort. It is the opinion of the examiner that the results obtained are an accurate estimate of
Jennys reading ability.
Scores Reported
Jenny was administered formal assessments, which compare her performance to that of same
grade peers. The following scores will be reported for one or both tests. Definitions are
provided for explanation.

Raw Score: The total number of items Jenny answered correctly.

Grade Equivalent: This score compares Jennys score to the score an average student at a
particular level would have received if the average student had taken the same test.
Percentile: This score compares Jennys performance to the norming populations scores. For
example, if a student earns a score at the 50th percentile, it means that the students score was
the same or better than 50% of his or her same-grade peers. Percentiles between 1 and 24 are
below the average range, percentiles between 25 and 75 are within the average range, and
percentiles above the 75th percentile are above the average range.
Stanine: A stanine score also compares Jennys score to the scores obtained by the norming
population. Stanine scores of 1-3 are below the average range, scores of 4-6 are within the
average range, and scores of 7-9 are above the average range.
Test Results/Evaluation
In order to assess Jennys current reading performance the examiner administered the Group
Reading Assessment and Diagnostic Evaluation (GRADE) test and Gates-MacGinitie Reading Test
(GATES).
The examiner administered the GRADE (Level 3, Form A). The GRADE is comprised of subtests
which measured Jennys current reading achievement and skills in the areas of Word Reading,
Vocabulary, Sentence Comprehension, Passage Comprehension, and Listening Comprehension.
For each subtest, Jennys achievement was compared to same grade peers using a nine-point
standard scale. Below is a table which summarizes the results:
Test

Raw Score

Stanine

Percentile Rank

Grade
Equivalent

Word Reading

28

Vocabulary

28

Vocabulary Composite

56

81

>3.7

Sentence Comprehension

16

Passage Comprehension

24

Comprehension Composite

40

78

4.9

TOTAL TEST

96

76

5.3

Listening Comprehension

16

Average Range: 25th-75th Percentile/Stanine 4-6

The Word Reading subtest required Jenny to pick the target word from a list of four or five
choices after the examiner read the word aloud. The items were designed to measure Jennys
ability to both decode regularly spelled words and to recognize sight words. Jenny achieved a
raw score of 28 which corresponds with a stanine score of 5.
During the Vocabulary subtest Jenny was asked to read a phrase or short sentence that
included a word in bold (target word) and then choose the meaning of the word from a list of
four of five choices. The Vocabulary items were designed to measure Jennys vocabulary
knowledge without the use of contextual clues. Jenny achieved a raw score of 28
corresponding with a stanine score of 8.
Based on the results from the Word Reading and Vocabulary subtests, Jenny achieved a raw
score of 56 corresponding with a stanine score of 7, a percentile rank of 81 and a grade
equivalent score of >3.7.
The Sentence Comprehension test consisted of items made up of a single sentence with a
missing word, which was represented by a blank (______). Jenny was then required to choose
the correct answer from a list of four single words based on context, vocabulary knowledge,
and part of speech of the missing word. This subtest was designed to identify the students
ability to comprehend a sentence as a whole thought, and included a variety of parts of speech
(missing words in a sentence) and sentence types (10 simple sentences, 2 compound sentences,
3 complex sentences, and 4 complicated sentences). As the items progressed, the sentence
types became more difficult. Jenny achieved a raw score of 16 corresponding to a stanine score
of 5.
The Passage Comprehension subtest required Jenny to read a passage of one or more
paragraphs and then answer multiple-choice questions about the passage read, choosing the
correct answer. The purpose of this subtest was to measure the students comprehension
reading skills. The use of authentic and synthetic passages were used. When Jenny began
taking this subtest, she appeared focused. Approximately half way through this subtest, Jenny
requested a drink and shortly after needed a restroom break. Jenny achieved a raw score of 24
corresponding with a stanine score of 8.
Based on the results from the Sentence Comprehension and Passage Comprehension subtests,
Jenny achieved a raw score of 40 corresponding with a stanine score of 7, a percentile rank of
78 and a grade equivalent score of 4.9.
The Listening Comprehension subtest items required Jenny to listen to an oral presentation by
the examiner while connecting the speech to one of the four pictures that best corresponds to
what was read by the examiner. The purpose of this subtest is to measure linguistic
comprehension without printed clues and identify the ability to understand orally presented
material. Jenny completed this section with ease. Jenny achieved a raw score of 16 and a
stanine score of 7.

Using the results from the Word Reading, Vocabulary, Sentence Comprehension, and Passage
Compression subtests, Jenny achieved a total test raw score of 96 corresponding with a stanine
score of 7, a percentile rank of 76, and a grade equivalent score of 5.3.
In order to further assess Jennys current reading ability, the examiner administered the GatesMacGinitie Reading Test (GATES). This test is designed to measure Jennys skills in the areas of
Vocabulary and Comprehension. Her scores were compared to scores achieved by same-grade
peers. Both subtests are timed measures, but Jenny was able to complete all the items in the
time allowed, and with time to spare. The table below summarizes the results of both subtests
and also provides information related to the total assessment.
Test

Raw Score

Percentile Rank

Stanine

Grade
Equivalent

Vocabulary

36

79

4.9

Comprehension

32

47

3.7

Total

68

73

4.2

Average Range: 25th-75th Percentile/Stanine 4-6

The Vocabulary subtest consisted of 45 test items. Jenny was required to read sentences with
the key vocabulary word underlined, then choose the word that was its approximate from the
list of four words. Jenny achieved a raw score of 36, which corresponds to a percentile rank of
79. The stanine score was 7, and the grade equivalent was 4.9.
The Comprehension subtest consisted of eleven short stories. Each passage varied in length and
subject matter, and contained between 3-5 questions. Jenny was instructed to read each part
and answer the questions related to the passage. Jennys raw score for this subtest was 32.
This raw score means that Jennys percentile rank was 63, with a stanine score of 6 and a grade
equivalent score of 3.7.
The raw scores for Vocabulary and Comprehension were totaled. The total raw score of 68
corresponds to a percentile rank of 73, a stanine score of 6, and a grade equivalent of 4.2 for
the complete assessment.
Conclusion/Recommendations

The results of testing indicate that Jenny scored above the average range on the GATES in the
area of Vocabulary and within the average range in the area of Comprehension. Her total score
places her at the higher end of the average range.
On the GRADE, Jenny scored within the above average range in the areas of Vocabulary
Composite and Comprehension Composite. Her total test scores place her above the average
range.
The results of the GRADE confirm that Jenny has relative strengths when participating in
Vocabulary and Passage Comprehensions, but may have relative needs in the areas of Word
Reading and Sentence Comprehension. The Results of the GATES indicate that Jenny may have
a relative need in the area of Comprehension. Along with both test results, Jennys parents
noted a concern that Jenny may not be comprehending the texts well and has difficulty retelling
texts in the proper order of events. Instructional activities designed to improve Jennys ability
to use comprehension strategies in text are recommended.
Explicit instruction regarding word reading, sentence comprehension, and comprehension
strategies along with participating in comprehension activities may help Jenny understand and
apply these terms in the school setting when reading text.
Regarding Jennys relative weakness in the area of Word Reading, it is recommended that Jenny
participate, with explicit instruction from her teacher, in Rhymes, Poems, and Songs (Johns &
Lenski, 2014). Jennys teacher will choose a rhyme, poem, or song that Jenny is familiar with, is
at Jennys instructional reading level, and is of interest to her. Jenny will learn the rhyme,
poem, or song through oral repetition over a period of several days. When Jennys teacher is
confident that Jenny knows the rhyme, poem, or song orally, the text will then be written on
chart paper for closer inspection. Jennys teacher will guide Jenny through the rhyme, poem, or
song by line or sentence while pointing to each word and discussing the content and vocabulary
to clarify or explain the meanings of new words. Jenny will echo read it back to her teacher,
and this process will be repeated until the rhyme, poem, or song is complete. If Jennys teacher
is given the opportunity to focus on a word that can be the basis for further word study
development, she will do so. An example of this is guiding Jenny by encouraging her to use her
prior knowledge of other sounds and change the first letter of a word to make other words.
Eliciting Jennys ideas, guiding her and clarifying when needed, Jennys teacher will write her
new words on the board, and have Jenny write words on index cards that are of greater
frequency and serve to be useful to Jennys word reading development for further practice and,
if able, draw picture with the words. It is the opinion of the examiner that by having Jenny
participate in the strategy Rhymes, Poems, and Songs, she may develop a greater sight word
vocabulary, allowing her to possibly be able to pronounce more words automatically to aid in
reading with fluency to help in potentially focusing her attention on making sense of the text.
The use of Making and Taking Apart Sentences (Johns & Lenski, 2014) may aid Jenny in the area
of Sentence Comprehension. Jennys teacher will prepare sentence strips that include missing
words from a book that is predictable in nature and chosen by her teacher. Jennys teacher will

read aloud the chosen predictable book to Jenny. After reading, with support and guidance,
Jennys teacher will read each sentence strip and then guide Jenny to brainstorm and write
down a list of words that can be used to fill in the blanks in each sentence. Jennys teacher will
model filling in the blank spaces, asking Jenny how many words are in the sentence and how
she figured out the word(s) used, and then she will read the sentence aloud with Jenny using
echo reading while pointing to the words read. Using the list that Jenny and her teacher
generated, Jenny will then independently complete the rest of the sentence strips by filling in
the missing words and counting how many words are in the sentence. Next, Jenny will write
each complete sentence on the outside of an envelope for each sentence, with encouragement
from Jennys teacher to have Jenny pay attention to the spaces between each word. With
support from Jennys teacher, she will draw lines between each word and then cut on the lines,
placing them in the matching envelope. Jenny will model reconstructing a sentence using the
outside of the envelope as a guide. Jenny will then independently reconstruct the sentences
one at a time. The envelope and sentence word pieces will be sent home for additional
practice in making and taking apart sentences. By having Jenny participate in Making and
Taking Apart Sentences, it may assist her in gaining a greater understanding and to identify
target words which might help her in having an enhanced comprehension experience when
participating in text.
Regarding Jennys relative difficulty in the area of Passage Comprehension, it is recommended
that she participate, with support and guidance from her teacher, in Probable Passages (Johns
& Lenski, 2014), using new informational text. Jenny will identify the organizational pattern of
the text by locating words in the passage that are meaningful to the text under the chosen text
categories, to aid in text comprehension. Jenny will then write a Probable Passage (a passage
that makes sense), using the text structure and words that she identified. After Jenny has
written her Probable Passage, she will read the original text and then edit the passage to reflect
any missing or contradictory information that she found and learned in the passage. It is the
opinion of the examiner that the use of the comprehension strategy Probable Passages may
encourage Jenny to use this strategy while reading passages to aid in having a more successful
comprehension experience.

It is recommended that Jenny takes an active role in her own learning to assess her own level of
understanding and identify her strengths and needs. By monitoring her own progress, Jenny
may have an increase in confidence and self-efficacy to help in comprehension skills along with
application of the strategies suggested.
Submitted by:
______________________________
Patricia Pinchuk, Graduate Student