Reader Summary

Reader: Parker
Grade: 3G
Tutor: Cami Saenz
Date: September 13, 2019

Quantitative Summary:
In our first meeting, I conducted three different running records to identify the reader’s text
level at three stages, independent, instructional and frustration. The first text was “Giraffes”
which was level 23, frustration level. The reader scored 97% accuracy; there were 6 errors,
no self-corrections and 68.82 WCPM. Even though there was accuracy in Parker’s reading,
his comprehension was unsatisfactory.

The second text was “Trees on Our Planet” which was level 22, frustration level too. The
reader scored 97% of accuracy; there were 5 errors and 2 self-corrections for a 1:3.5 self-
correction rate and 70.46 words correct per minute.

The third text was “Leo the Lion Cub” level 20, instructional level. The reader’s accuracy
was 99%, there was 1 error, no self-corrections and 83.66 words correct per minute. The
words correct per minute show that the reader is above the 50th percentile, which is
appropriate for a third grader.

Qualitative Summary:
At the instructional level text, Parker did one insertion (word “and”) that did not affect the
meaning of the text and repeated himself a couple of times.When I asked Parker to retell the
story, he was able to follow an order, but he missed most of the important information and I
could tell he was mixing up the movie he had watched with the text. He answered all the
comprehension questions accurately, including the higher-level thinking questions. He read
with expression and intonation; however, he omits important punctuation, which may affect
his comprehension.

Reader Summary:
Before starting the assessment, I could perceive that Parker was tired. Between texts, he
would tell me he wanted to go home and that he did not want to read “those type of texts”.
Nonetheless, once he started reading, he had good fluency but he omitted punctuation signs.
Parker did not have a lot of previous knowledge, but he had adequate vocabulary knowledge.
I also noticed he was a little motivated at the beginning, however, as we moved on through
texts, he began to show disinterest.
He wanted to read fast without taking into account the comprehension of the text. Besides
this, I could see he was self-conscious about the time and the notes I was taking while he was
reading. Parker is a good reader, but I can tell he is focusing more on reading accurately than
actually understanding the text. When he was asked to retell a story, he got overwhelmed and
was unable to organize his thoughts, so his response was short and dry.

Goal/s for the reader:

My main goal with Parker is to improve his comprehension and his confidence retelling
stories. I will like to provide him with useful strategies so that he understands the words that
he is reading. I hope he gains confidence in retelling stories and answering comprehension
questions.