Reader Summary

Reader: Lovely
Grade: 3-O
Tutor: Miss Bildstein
Date: 9/14/2018 and 9/19/2018

Quantitative Summary:

During the first meeting with Miss Bildstein, Miss Bildstein’s goal was to utilize reading
assessments to find the reader’s independent, instructional, and frustration level texts. The first
text that was given was a Level 23. The reader scored 94% accuracy which was an instructional
text when based solely on the reading elements. While reading the text, the reader had 13 errors
with 1 self-correction, a self-correction rate of 14:1, and 39 WCPM. When asked comprehension
questions regarding the text the retell was a 3/10 and the comprehension questions score was a
2/5 which means the reader left the text at a frustration level.

The second text was a level 21 text. This text was read with 92% accuracy which also makes it a
frustration level text. Upon reading this text the reader had 17 errors with 1 self-correction. The
self-correction rate of 17:1, and 53 WCPM. The reader also left this text with answering 3 out of
the 5 comprehension questions correctly and getting 5 out of the ten possible points for retell.

The third text read was a level 19. This text was read with a 96% accuracy which makes it an
independent text. While reading this text, the reader had 6 errors and 1 self-correction, a self-
correction rate of 6:0, and 52 WCPM. The reader answered 4 out of the 5 comprehension
questions correctly and scored an 8 on the retell information.

The fourth and final text read was a level 21. This text was read with 95% accuracy. The reader
had 9 errors and one self-correction. The self-correction rate was 10:1, and she read 38 WCPM.
The reader left this text with answering 4 out of the 5 comprehension questions correctly and
scored a 9 on the retell.

Qualitative Summary:
 At the instructional level, the miscues Lovely made were mostly substitutions. Many of
the substitutions were made due to visual cues. For example, she substituted the word paints for
planing. Lovely saw the first letter of the word was p and assumed the word was planning.
Another miscue was substituting kids for children, Lovely more than likely used the meaning
cues of the pictures to identify the word kids and doesn’t utilize the visual cues of seeing the
letters in children. Lovely took a long time to read this text roughly 5 minutes. This may have
influenced her higher score on the comprehension because it took her awhile to read and
comprehend the text. This also may conclude that her retell was higher because she spent more
time reading the text as well. During her retell Lovely scored a 9 out of 10 which was influenced
by prompting of the teacher. Some prompting helped her to be able to identify the setting and
characters of the story which was significant for her.

When thinking about her fluency score on the Fountas and Pinnell Scale, Lovely scored a overall
between a 2 and a 3. I would say her rate was a 3 as throughout a majority of the text she was
reading at an appropriate rate. I would say her phrasing is also a at a 3 because she is able to
group meaningful phrases together with adding correct pausing. Her pausing is done very
correctly, and at a level 3. As far as her tone and stress, these elements are a 2. Lovely does not
attend print with correct tone and stress; she typically reads very monotone.

One may also note that Lovely had read two texts at the Level 21. Her first was a
frustrational text due to her omitting one full sentence in the text. She also had many omissions
in that text. The heat and school day being a Friday also may influence the tremendous gap
between the two 21 level scores.

Reader Summary:

Overall, motivation was a challenge for Lovely. I would often catch her saying that she
can’t read, she doesn’t want to read, and she doesn’t like to read. Her motivation was quickly
diminished if the text looked hard, there weren’t pictures, and it was long. Through positive
feedback, stickers, and reminding her that her job was to read and she can do it, helped build up
the motivation. When Lovely enjoyed the text, she responded to it well. Lovely’s vocabulary is
something that can be improved upon. She rarely used decoding to help her sound out larger
words or words she didn’t know. Lovely often became frustrated and at points resistant if she
was frustrated with a text. She did not use background knowledge or skills to help her in these
situations.

Goals for the Reader:

 Lovely’s goal is to increase comprehension. I will provide Lovely will strategies to help
her with words that may be a challenge and cause less focus on comprehending the text.
Throughout the entirety of my work, I hope to instill Lovely with self-confidence as well!