Name: Riley Age: 12 years, 2 months Grade: Sixth Grade School: Gems World Academy- Dubai Date of Testing:

February 4, 2014

Assessments Administered ualitati!e Readin" #n!entory$4 % R#$&' (S# S)ellin" #n!entory %*+,S#' De!elo)mental S)ellin" Analysis %DSA' Writin" Sam)le *lementary Readin" Attitude Sur!ey %*RAS' Student #nter!ie-+#nterest Sur!ey

Reason for Referral Riley is a 12 year-old "irl in the sixth "rade at Gems World Academy- Dubai. She -as e!aluated to determine ho- to better hel) her succeed in her *n"lish class. #n order to ma/e the most o0 her time in tutorin", it -as necessary to determine her instructional readin" le!el and her le!el o0 s)ellin" and -ord /no-led"e. As )art o0 this assessment, she -as as/ed to -rite a short story on a to)ic o0 her choice. Background Information Riley is in her 0irst year o0 middle school. 1e0ore the assessments be"an, her mother and # had a discussion about her. 2he 0irst comment her mother made -as that Riley considers readin" a chore. 2his is the 0irst year that Riley ta/es 3an"ua"e as a stand-alone sub4ect and she 0inds hersel0 stru""lin" -ith the amount and content o0 the -or/. She is es)ecially ha!in" di00iculty -ith !ocabulary and -ith com)letin" in-class and home assi"nments in the allotted time. Riley concurred -ith her mother5s statements and did not seem excited to do the assessments and the tutorin". Assessments 2hrou"hout this re)ort the terms inde)endent, instructional, and 0rustration le!el are used to describe Riley5s readin" )er0ormance. 2hey are understood as 0ollo-s$ inde)endent le!el allo-s 0or readin" to be com)leted easily, inde)endently, and -ithout su))ort. #nstructional le!el readin" re6uires moderate su))ort. Frustration le!el readin" material is read -ith di00iculty and learnin" cannot ta/e )lace.

ualitati!e Readin" #n!entory$ & % R#$&' 2he R#$& -as administered to assess Riley5s current readin" le!el. 2he R#$& is a readin" in!entory used to assess -ord reco"nition in isolation, -ord reco"nition in context, readin" s)eed, and readin" com)rehension. An o!erall readin" le!el is determined by analy7in" an indi!idual5s )er0ormance across these 0our com)onents o0 the readin" )rocess. 2he R#$& contains "raded -ords lists )resented in a timed and untimed 0ormat. Word Reco"nition in #solation %WR#' loo/s at a child5s automaticity in identi0yin" "raded -ords in these t-o se)arate conditions. 2he scores on the timed )resentations measure a child5s store o0 /no-n -ords that he+she can identi0y 6uic/ly and automatically. 2he scores on the untimed sections measure a child5s ability to read -ords -hen "i!en additional time to decode. Riley5s )er0ormance on the 0lashed )ortion o0 the WR# re!eals that her automatic -ord /no-led"e is inde)endent throu"h the second "rade le!el, and instructional at the third throu"h 0i0th "rade le!els. She reaches 0rustration at the sixth "rade le!el. 2he untimed )ortion o0 the in!entory indicates that Riley is able to read most o0 the -ords on the second throu"h 0i0th "rade lists -hen "i!en additional time to decode. 8o-e!er, she still has di00iculties -ith many o0 the -ords at sixth "rade le!el. Word Reco"nition in 9ontext %WR9' loo/s at the child5s ability to decode -ords usin" context to su))ort them. 2y)ically, a child -ill score hi"her on WR9 than on WR# because the context o0 the story itsel0 -ill hel) a child identi0y an un/no-n -ord. Riley read narrati!e )assa"es orally 0or the :rd throu"h ;th "rade le!els. <easures o0 oral readin" accuracy, readin" s)eed, and ex)ression -ere recorded. Detailed com)rehension 6uestions 0ollo-ed each readin". 2y)ically the 6uestions consist o0 0actual, in0erential, and !ocabulary 6uestions. Riley read the third and 0ourth "rade )assa"es -ith "ood accuracy. She read the 0i0th and sixth "rade narrati!e )assa"es -ith ade6uate accuracy. 8er readin" rate 0or the third "rade )assa"e -as abo!e -hat is ex)ected 0or students readin" )assa"es at this le!el. For the 0ourth, 0i0th, and sixth "rade )assa"es, her readin" rates -ere belo- -hat is ex)ected. 8o-e!er, -hen

as/ed to read silently, her readin" rates -ere in line -ith -hat is ex)ected. Riley demonstrated ade6uate oral readin" com)rehension throu"h the 0i0th "rade le!el on narrati!e texts. She stru""led -ith oral readin" com)rehension on the ex)ository text at the 0i0th "rade le!el and the narrati!e text at the sixth "rade le!el. She stru""led -ith both 0actual and in0erential 6uestions. With loo/ bac/s, Riley -as only able to ans-er 1 additional 6uestion on t-o o0 the )assa"es. #n e!aluatin" Riley5s )er0ormance on these readin" measures, her inde)endent readin" le!el is third "rade. 2he inde)endent le!el is the le!el at -hich a student can read -ith excellent understandin", accuracy, and 0luency. 8er instructional le!el is 0ourth "rade. At this le!el, she can read -ith "ood understandin", accuracy, and 0luency. Riley5s 0rustration le!el is 0i0th "rade. *x)ository material at this le!el is too di00icult 0or her to read -ith ade6uate ease and meanin". 2o "et a 3istenin" 9a)acity score, a )assa"e on the child5s current or u)comin" "rade le!el is read aloud by the examiner. Follo-in" the )assa"e, com)rehension 6uestions are as/ed. 2his score indicates -hether a child can listen to and understand material that is deli!ered orally in class. Riley scored 2&= on 3istenin" 9a)acity at the sixth "rade le!el. When # allo-ed her to see the )assa"e and loo/ 0or the ans-ers, she -as better to able to ans-er the ex)licit 6uestions, scorin" ;2.&=. 2hese results indicate that Riley -ill ha!e di00iculty com)rehendin" "rade le!el material -ithout instructional su))ort in the classroom. *lementary S)ellin" #n!entory %*S#'+De!elo)mental S)ellin" Analysis %DSA' 2he *S# and DSA are in0ormal s)ellin" tests used to determine an indi!idual5s sta"e o0 s)ellin" de!elo)ment. #nitially, the child is "i!en the *S# to determine his+her s)ellin" sta"e. 1ased on his+her )er0ormance on this list, s+he is "i!en a 0eature list re)resentati!e o0 one o0 the 0our sta"es o0 s)ellin" de!elo)ment %letter name, -ithin--ord )attern, syllables and a00ixes, and deri!ational relations'. 8is+her s)ellin" errors are then analy7ed. Riley is currently in the 3ate Within Word ,attern Sta"e o0 s)ellin" de!elo)ment. She accurately re)resents short and lon" !o-els, di"ra)hs, blends, and in0lected endin"s, as e!idenced by her correct s)ellin" o0 -ords such as s-itch, sailor, scratches, and tra))ed. Riley is usin" but con0usin" com)lex consonants

%e."., >?22*D$knotted and S<(G8$smudge). Riley is also usin" but con0usin" su00ixes %e."., @#SA13*$!isible and #RR#S,?>SA13*$irres)onsible'. Writin" Sam)le 2o determine Riley5s le!el o0 -ritin" de!elo)ment, a )ersonal narrati!e -as collected and analy7ed. 2he examiner told her a story about a )ersonal ex)erience and then as/ed Riley to tell one. A0ter this oral storytellin", the examiner and the student -rote their )ersonal narrati!es. Riley chose to -rite about the time she "ot a s)linter in the 1ur4 Ahali0a. Riley5s -ritten narrati!e -as analy7ed 0or com)osition s/ills as -ell as mechanical )ro)erties %e."., "rammar, )unctuation, s)ellin", etc.'. Riley5s -ritin" re!ealed a number o0 stren"ths. She has a stron" !oice and can se6uence a story. 8er hand -ritin" is !ery neat and she s)elled the -ords she chose accurately. Wea/nesses included the use o0 one run-on sentence, and the omission o0 ca)ital letters in )ro)er nouns. Riley5s -ritin" sam)le is some-hat consistent -ith her s)ellin" sta"e. 8er -ritin" is 0luent because she can correctly s)ell a lar"e number o0 -ords and does not need to s)ell letter by letter. 8o-e!er, Riley5s -ritin" )iece is not -ell-or"ani7ed. 2hou"h she -rote in se6uence and her !oice is )resent, she -rote one lon" run-on sentence. *lementary Readin" Attitude Sur!ey %*RAS' 2he *RAS )ro!ides a 6uic/ indication o0 a child5s attitudes to-ard readin" in both academic and recreational contexts. Riley -as as/ed to rate her attitude about readin" on a scale o0 B!ery ha))yC to B!ery u)setC, -ith Ba little ha))yC and Ba little u)setC in bet-een. She -as as/ed 20 6uestions about readin" both 0or 0un and 0or academic )ur)oses. Riley scored 44 out o0 D0 on the attitude sur!ey, -hich 0alls rou"hly in the middle. 2his indicates that she has a relati!ely neutral attitude to-ards readin". onclusions 1ased on the assessments "i!en, Riley5s inde)endent readin" le!el is at the third "rade le!el. 2he 0ourth "rade le!el is an instructional le!el 0or Riley. 2he 0i0th "rade le!el is Riley5s

0rustration le!el. Riley is 0ine tunin" her readin" strate"ies and her di00iculties do not stem 0rom her ability to read -ords, but rather 0rom her ability to com)rehend -hat she reads. She is able to read 0luently -hen the )assa"e is at an inde)endent le!el, but she continues to -or/ on 0luency at the instructional le!el. Riley5s s)ellin" sta"e is the 3ate Within Word ,attern Sta"e. She needs to continue to -or/ -ith com)lex consonants. 8o-e!er, -ith continued )ractice -ith this 0eature, she -ould most li/ely be in the 1e"innin" Syllables and A00ixes Sta"e soon. Riley5s stren"ths in -ritin" include her ability to se6uence a story, her hand-ritin", and her s)ellin". 8o-e!er, Riley -rites in run-on sentences and can continue to -or/ on -ritin" shorter, com)lete sentences. Recommendations 2he 0ollo-in" recommendations address strate"ies to im)ro!e Riley5s readin" 0luency, com)rehension s/ills, -ord /no-led"e+s)ellin", and -ritin". Readin" Fluency Riley -ill bene0it 0rom acti!ities that 0ocus on de!elo)in" accurate, automatic -ord reco"nition. #nstructional ideas include, but are not limited to the 0ollo-in"$ 1. Re)eated Readin"s- Riley can )ractice rereadin" 0amiliar material 0or accuracy, s)eed, and ex)ression. Riley can read the )assa"e silently, out loud to hersel0, or to a )artner. 2. 2imed Re)eated Readin"s- Riley can increase her readin" s)eed by )racticin" a 0amiliar )assa"e 0or 1 minute and recordin" her W,< on a chart. She can then re)eat the )assa"e 2 to 4 times to try to increase her s)eed. :. *x)ressi!e Readin"- Riley can use )oems, son"s, or scri)ts to )ractice readin" -ith ex)ression and intonation. 2his can be modeled 0or her be0ore she )ractices.

9om)rehension 9om)rehension is the ultimate "oal o0 readin", there0ore Riley -ill bene0it 0rom direct instruction o0 com)rehension strate"ies. #nstructional ideas include, but are not limited to the 0ollo-in"$ 1. <a/in" ,redictions- Durin" readin", an adult can model ma/in" )redictions as s+he reads. Riley can then )ractice ma/in" )redictions hersel0 as she reads in order to stay en"a"ed, summari7e e!ents, and remember -hat she reads. She can discuss, con0irm and+or alter her )redictions as she reads. 2. uestion the Author- Riley can )ose 6uestions -hile she reads to hel) her clari0y and dee)en her understandin". 2his can be modeled by an adult 0irst so Riley understands the )rocess and )ossible 6uestions. :. @ocabulary Gra)hic ?r"ani7er- Durin" readin", Riley can use a "ra)hic or"ani7er to 0ocus on the /ey as)ects o0 !ocabulary. 2his -ill also hel) monitor her understandin" o0 -ords and conce)ts in the text. Word Ano-led"e+S)ellin" Riley5s s)ellin" is consistent -ith her instructional readin" scores. She -ould bene0it 0rom direct instruction on the -ord study 0eatures that she is currently usin" but con0usin". #nstructional ideas include, but are not limited to the 0ollo-in"$ 1. Adult Directed Sorts- Riley can com)are sound and )attern cate"ories to notice similarities and di00erences amon" tar"eted 0eatures. Riley -ould bene0it 0rom sortin" )redetermined -ords -ith com)lex consonants and su00ixes, as -ell as discussin" the 0eatures. 2. Word 8unt- Riley can add to a )re!ious -ord sort by huntin" 0or -ords in a text that 0ollo- the same tar"et 0eatures. She can then "ain )ractice -ritin" these -ords by recordin" them in a))ro)riate cate"ories.

:. <ani)ulation- Riley can use *l/onin 1oxes to mani)ulate -ords into sound se"ments. 2his -ill hel) em)hasi7e the s)ellin" )atterns 0ound in the -ords. Writin" Riley -ill bene0it 0rom instruction that encoura"es -ritin" e!ery day. #nstructional ideas include, but are not limited to the 0ollo-in"$ 1. Daily Eournal- Riley can be )ro!ided -ith daily o))ortunities to -rite about a to)ic o0 her choosin". She can also be encoura"ed to share her -ritin". 2. Authentic Writin"- Riley can be )ro!ided -ith the o))ortunity to -rite 0or authentic )ur)oses. *xam)les include letters, than/ you cards, or articles. :. Guided ,ractice o0 2urnin" a Run-on Sentence into Shorter Sentences- With "uidance, Riley can )ractice determinin" -hether or not a sentence is a run-on. #0 she determines that it is, Riley can )ractice correctin" the sentence -ith assistance. losing Wor/in" -ith Riley -as a )leasure. She is extremely )olite and enthusiastic and coo)erated -illin"ly throu"hout the entire )rocess. Riley has a stron" /no-led"e base o0 a !ariety o0 conce)ts and is !ery /een on learnin" more, -hich assists her in com)rehendin" -hat she reads. Riley -ill continue to de!elo) as a reader -ith )ractice readin" boo/s on her le!el, and 0rom encoura"ement 0rom both school and home. A0ter com)letin" the assessments, # administered an interest in!entory to determine the to)ics that -ould hel) entice Riley to read. 2his in!entory -as administered se)arate 0rom the testin" and included 6uestions about her hobbies, her 0a!orite mo!ies+t! sho-s, and her )re0erred to)ics to read about. 8er ans-ers indicated that she en4oys boo/s and mo!ies that she 0inds 0unny. #n addition, she li/es to read about animals. She also lo!es art. (sin" this in0ormation, # created a list o0 boo/s 0or her to read inde)endently and -ith su))ort. # also )ro!ided se!eral boo/s that are a))ro)riate to read to her. 2o incor)orate her interests, the boo/s -ere chosen -ere mostly humorous 0iction, -ith some about animals.

Books for Rile! to Read Inde"endentl! Ramona and 8er Father 1e!erly 9leary <rs. ,i""le Wi""le 1etty <acDonald 2he Gira00e and the ,elly and <e Roald Dahl 2he <ouse and the <otorcycle 1e!erly 9leary 2he 2ree 8ouse <ystery %1oxcar 9hildren F14' Gertrude 9handler Warner <rs. <ac/ ,atricia ,olacco

Books for Rile! to Read #ith an Adult Eames and the Giant ,each Roald Dahl Su)er0ud"e Eudy 1lume <r. ,o))er5s ,en"uins Richard and Florence At-ater 1unnies in the 1athroom 1en 1a"lio 2he 2rue Story o0 the : 3ittle ,i"s Eohn Scies7/a Fud"e-a-<ania Eudy 1lume 9harlie and the Great Glass *le!ator Roald Dahl

Books to Read to Rile! 2he 3ion, the Witch, and the Wardrobe 9.S. 3e-is Are Gou there GodH #t5s <e, <ar"aret Eudy 1lume 8arriet the S)y 3ouise Fit7hu"h 3o!e 2hat Do" Sharon 9reech Dra"on Rider 9ornelia Fun/e 9a)tain (nder)ants and the ,re)osterous ,li"ht Da! ,il/ey

Referrals # recommend Riley recei!es tutorin" 0rom a readin" s)ecialist trained in inter!ention strate"ies. Riley should -or/ one-on-one -ith the readin" s)ecialist 0or one hour at least t-ice a -ee/. She should -or/ on increasin" her readin" rate %0luency' and ans-erin" com)rehension 6uestions, both 0actual and in0erential.

Sincerely, 9ourtney @intch, <A2 Readin" 9linician

Re)ort A))ro!ed by$ Eulie Gray, <.*d., ,h.D. 9linic Su)er!isor (ni!ersity o0 @ir"inia

Name: 9ourtney @intch

$racticum %& Grading Rubric: DRA'T Tutorial Re"ort ()*+)

Assignment: Submitted in double-s)aced dra0t, 12)t 0ont, &-; )a"es maximum ()* "ts) Dra0t summari7es students5 stren"ths I areas 0or im)ro!ement (1* "ts) Re)ort includes a list o0 s)eci0ic recommendations that address the core areas o0 readin" (2* "ts) Submitted a boo/list that includes inde)endent and instructional le!el readin" (2* "ts) <echanics, "rammar and s)ellin" ()* "ts)
omments:

'ulfilled the ,-cellent re.uirement

ontinue to 0issing De/elo"