Psycho-Educational Report

Examiner: Danielle O'Grady

Examinee: John Doe
Age at Testing: 7
Report Date: November 29, 2016
Grade: 3rd

Background

John Doe is a third-grade student in an ICT classroom at P.S. 1344 in Bronx, New York.

He is 7 years old. John is an at-risk student. He is very bright, but due to his ADHD, his

academic learning suffers due to his trouble focusing. He can often be seen playing with

something in his hand, focusing on that instead of what the teacher is teaching. Sometimes, John

has low motivation to complete tasks, but this is minimal. He often talks about his two younger

sisters whom he loves very much. One of his younger sisters is in Pre-K at P.S. 1344, and they

always say hi whenever they see each other in the hallway. One time John stopped to tie his shoe

outside of his sisters classroom, and while he was tying his shoe, he tried to get a glimpse of his

sister in the classroom. On the first day of school, he wrote about how much he loved his new

baby sister on his All About Me paper.

I learned the following from Johns Student Interest Inventory: John feels that his best

subjects are math, reading, and writing, and he is looking forward to learning multiplication this

year. Outside of school, his enjoys playing with his friends in the park and playing with his Xbox

4. His favorite sport is soccer, but he also enjoys playing kickball and football. He enjoys the

Diary of a Wimpy Kid series, and his favorite kind of books are comic books. His favorite movies

are Minions, Home, and The Avengers. He enjoys playing LEGO video games, Mario Brothers

video games, and Five Nights at Freddys. He enjoys playing video games because some games

have weapons. He has traveled to Pennsylvania, and he wants to travel to China to try new food.

His hobby is making dragons out of cardboard.

Testing Results

Wechsler Individual Achievement Test Third Edition (WIAT-III)

Subtest Percentile Standard Descriptive

Score Classification
Early Reading Skills 2 68 Low
Math Problem Solving 19 87 Average
Alphabet Writing Fluency 34 94 Average
Word Reading 42 97 Average
Pseudoword Decoding 63 105 Average
Numerical Operations 18 86 Average
Spelling 42 97 Average
Math Fluency Addition 18 86 Average
Math Fluency Subtraction 12 82 Below Average

Reading. According to the third edition of the Wechsler Individual Achievement Test

(WIAT-III), Johns Early Reading Skills are low. John is able to identify most letters, but he

identified the letter W as Y. He is able to identify phonemes, but he is unable to identify

which words begin or end with the same sound. For example, when asked, Man, van, mud.

Which two words begin with the same two sounds? John answered, Man and van. He made

similar errors on 3 other questions.

His Word Reading is average and his Pseudoword Decoding is average. For the Word

Reading subtest, John was required to read up to 75 words. The test was discontinued after he

read 40 words because he received 4 consecutive scores of 0 on the words interject, radiant,

poise, and custodian. For the Pseudoword Decoding subtest, John was required to read up to

52 pseudowords as if they were real words. The test was discontinued after he read 46

pseudowords because he received 4 consecutive scores of 0 on the pseudowords libnatious,

hefle, eminacious, and purellian.

Writing. According to the WIAT-III, His Alphabet Writing Fluency is average. John was

able to correctly write 16 out of the 25 letters required in 30 seconds. His Spelling is also
average. He correctly spelled 13 out of the 17 words he was asked to spell. The test was

discontinued after 4 consecutive scores of 0 on the words camped, suspect, inactive, and

known.

Math. According to the WIAT-III, Johns Math Problem Solving was average. He

correctly answered 14 out of the 22 questions he was administered. John understands patterns,

measurements, place value, and Grades 3-8 word problems. John struggles with telling time,

money, and Grades 9-12+ word problems.

Johns Numerical Operations was average. John understands basic single-digit and

double-digit addition operations and subtraction operations. However, the test was discontinued

after 4 consecutive scores of 0 on 3 questions on basic multiplication and 1 question on three-

digit addition. John answered the multiplication questions incorrectly because at the time of

testing he did not learn multiplication yet.

For Math Fluency, Johns addition fluency was average. John correctly completed 16

addition problems in 60 seconds. However, Johns subtraction fluency was below average. He

correctly answered 8 of the 11 subtraction questions he completed in 60 seconds. John was not

given the Multiplication subtest for Math Fluency because he did not learn multiplication yet at

the time of testing.

Fountas and Pinnell Running Records Independent Level L

John was given two Fountas and Pinnell running records: one level L and one level M.

On his Level L running record, John received a 97% for accuracy (7 errors total), a 1 for self-

correction, a 1 for fluency, a 7 for comprehension, and a 3 for writing. It took him 2 minutes and

40 seconds to complete the oral reading portion. When reading aloud, John read dark instead

of bark, said instead of made, and packed instead of backed. These mistakes did not
affect his understanding of the text. John had a satisfactory comprehension of the text. John was

able to show key understandings within the text and about the text, showing that he was able to

recall details in the story. However, he was not able to show key understandings beyond the text.

His writing sample reflected an excellent understanding of the text, using what he knew from the

story in order to make a higher-order prediction about the text. This is his independent reading

level, which is two reading levels below his grade level.

On his Level M running record, John received a 99% for accuracy (2 errors total), a 0 for

self-correction, a 2 for fluency, a 6 for comprehension, and a 1 for writing. It took him 2 minutes

and 19 seconds to complete the oral reading portion. When reading aloud, John omitted the

words certainly and the. John had a limited comprehension of the text. John was able to

show key understandings within the text and beyond the text, but he was not able to show key

understandings about the text. Specifically, he struggled with answering questions authors craft.

His writing sample reflected a very limited understanding of the text, only referencing one detail

from the text. He is decoding but not comprehending. This is his instructional reading level,

which is one reading level below his grade level.

Open-Ended Writing Sample, Level 2

Based on the Scoring Rubric for Writing Pieces, John received a 2 on his Open-Ended

Writing Sample. John has original ideas and has a fairly well-developed topic with details that

support it. There is a clear focus throughout the piece and some voice. There was some

organization present, and it includes a beginning, middle, and end. However, the flow of the

story in unclear and difficult to follow at times. While he was completing this assessment, John

rushed through the task, which is reflected in his word choice, which showed little thought and

precision, and his sentence fluency, which had no flow or variation. There were many grammar
and punctuation errors. John did not use periods to separate his sentences and does not use

commas to separate his thoughts, which affects the flow of the piece.

Prompted Writing Sample, Level 2

Based on the Scoring Rubric for Writing Pieces, John received a 2 on his Prompted

Writing Sample. For this writing piece, John had to write about the following prompt: Which

superpower would you most like to have invisibility, super strength, or the ability to fly?

Describe what kinds of things you would do with your powers. John has a unique, expressive

voice. For example, he poses a question for the reader: Would you have this superpower if you

were a superhero? John has some original ideas, and he does not go into detail about the topic.

He includes some details, but his focus strays. The piece has little organization and is difficult to

follow. John put more thought into his word choice for this piece. For example, at the beginning

of the piece, he uses the term bad guys. Later on, he uses the word criminal instead. There

was more of a flow in this writing sample, but there was little variation in sentence structures and

lengths. Like the Open-Ended Writing Sample, there were many grammar and punctuation

errors. John used more periods to separate his sentences, and but he still does not use commas to

separate his thoughts. For the question he posed, he used a period for punctuation instead of a

question mark.

Recommendations

Reading. John needs extra instruction on identifying and decoding phonemes, and he

needs extra instruction on reading comprehension. Specifically, John needs extra instruction on

thinking critically and understanding the deeper meanings of the text. John would benefit from

individual conferencing and guided reading lessons that address decoding phonemes, making

inferences about a text, and identifying authors craft using a text on his instructional level, Level
M. He would also benefit from reading a variety of fiction and nonfiction texts on a Level M

reading level.

Writing. John needs extra instruction on using punctuation in his writing pieces and

putting more details into his writing with his word choice. He also needs extra instruction on

maintaining his focus. To help build John's understanding and awareness of sentence structure

and proper grammar and punctuation, John would benefit from correcting writing samples with

run-on sentences and improper grammar and punctuation. To help John with maintaining focus

in his writing pieces, John should read a writing sample where the focus strays and identify

where the paragraph loses its focus. To help enhance his vocabulary for word choice, like in

reading, he would benefit from reading a variety of fiction and nonfiction texts on his

instructional reading level, Level M.

Math. John needs extra instruction on problem solving that involves telling time and

money. He also needs extra instruction on three-digit addition operations and subtraction facts.

John would benefit from using computer programs that assess telling time, using money, addition

and subtraction with three-digit numbers, and subtraction operations. He would also benefit from

using flash cards to help build his subtraction fluency.