1

Case Study-Reyanna
TE846
Colleen Kayl
9/25/15

Literacy Learner Analysis Project

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I. Brief Background and Reason for Project Focus
Just as students come to us with a range of skills and abilities, they also come to us with
gaps and deficiencies. Each student is an individual and unique learner and what education has
proven over the years is that one size does not fit all (Valencia, 2011, p.381). In addition, being a
strong literacy learner is a key component for success in college. It is our job as educators to help
students reach their full potential and help personalize the instruction, as Gambrell (2015) states,
when teachers differentiate, they are meeting the individual needs of their students without
diminishing expectations of sacrificing curricular rigor (p. 9). The purpose of this project is to
help one focus student reach her potential as a literacy reader and writer through the use of
several evidence-based best practices including motivation, text engagement, modeling, and
scaffolding. (Gambrell, 2015.)
Ive chosen to focus on one student, Reyanna, an advanced learner who is however,
rarely pushed to reach her maximum potential. Reyanna is the daughter of a family friend who is
currently homeschooled and self manages her learning. She has had a range of educational
experiences that includes public school, online school, and traditional home school. Reyanna is a
kind but shy student, who is easily overlooked in large settings and therefor receives less help or
feedback since she has learned from home for a majority of her life. She loves creative writing
though struggles in science, which happens to be my area of expertise. She is an ideal candidate
for this project because I know that with some intervention and time spent working with literacy
strategies, she should easily excel in science, reading and writing.

II.

Home and Family

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Reyanna (Rey) is a thirteen year old female, in the 8th grade, and is homeschooled by her
mother. Since her mother opts out of testing, I have no access to her reading level scores. I have
however frequently observed her reading poetry and anime stories. She reads independently with
ease though often struggles to read aloud, which may be due to her lack of confidence. She
attended public school for one half year in 2014 and told me that she tested at the twelfth grade
reading level, though I have no documentation of this. Rey is Caucasian, speaks English as does
her family, and has no need for special education or supplementary programs. She lives in a very
small house and homeschools with her 5 siblings.
Reyanna is fortunate in that both her parents and siblings all enjoy reading. Her siblings
have all agreed to begin a book study project once a month wherein they all read a small book or
poem and discus it together afterwards. Rey says this helps unite her sisters since they are all at
different grade levels but identify topics of interest together. Her parents are very loving and
encouraging who each hold associates degrees but no further education. Neither parent writes
regularly nor is writing required for their jobs. She indicated that her father loves to read
Michigan history books and that her mother has recently begun online college courses to further
her education.
III.

Emotional Climate
Reyanna is a sweet person but she can easily become distracted and lacks motivation for

doing her school work. She loves to draw anime and is a very creative spirit but doesnt always
like putting her drawing book down to focus on work. What motivates her most is helping her
younger siblings when they are not focused at home while doing their school work. She is very
patient and reflects best when teaching something back to others. Reyanna loves taking initiative

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when she sees her siblings struggling and will drop everything to help her sisters understand their
work but will seldom return to her own work.
Reyanna states that she is best able to concentrate while learning in her bedroom. Her
mother helped her create an inspiring environment to work in and her personal desk helps keep
her space and mind organized. Since her family is flexible with homeschooling, she often leaves
for trips with family members where she is expected to complete her work while being out of
town. She admits that she rarely finds the motivation to read when absent from her working
space at home.
She is best engaged in literacy activities when she can connect personally with the
material. While she may disengage with certain social study or science assignments, she comes
to life when asked to write a narrative or creative piece of writing. She gets through tough text by
re-reading the piece over and over, sometimes up to six times. She also loves to take notes as she
reads and often incorporates drawings of her understanding or thoughts that come to mind.
IV.

Literacy History
Reyanna struggles with topics of literature that do not interest her, such a non-fiction and

scientific publications. She has a wild imagination and loves fictional stories but loses
concentration easily when asked to handle tough subjects. For example, when initially meeting
with Reyanna, I asked her to read the first 4 pages of her science text for the lesson she was
learning for the day. Several minutes after beginning, she asked if we could try something else
instead of science since shes not great with science. Shes not alone in her struggle with
science literacy; according to Reutzel (2011,) the United States ranks 14th in literacy, 17th in

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science, and 25th in mathematical among 34 developed comparable nations ( p.369). Rey
indicated that she has a habit of ignoring tough chapters in her science and social studies books,
which is especially harmful in her situation since she is home-schooled. She does not have the
supervision that a traditional student has, so her interaction with challenging text is limited. That
is not to say, however that her household ignores all aspects of literacy. Her mother wants to
inspire great readers by taking them to the public library weekly. Rey and each of her 5 siblings
have to check out a book of their choice that is over 100 pages. If they complete their reading
within one week and can recite a very concise summary of the main characters or theme to their
mom, they are rewarded a monetary amount. Rey says this keeps them motivated to continue
reading. Rey often chooses fictional books, such as the Twilight series and Amine books. While
the end result of reading is a positive, the fact that they are rewarded for reading leaves some
concern. According to Guthrie (2014), extrinsic rewards dont always motivate students to excel.
He says Students who read only for the reward of money, a grade, or a future job are not the
best readers (p. 62). I hope to inspire the strengthening of her reading ability without using these
reward tactics.
V.

Tests Given and Summary of Test Results

Before beginning any interventions with Reyanna, I first needed to know where she stood

in terms of reading fluency and comprehension. Since I have little access to her school records
due to her being home-schooled, I needed a baseline as to what her actual capabilities are. I
know that she speaks well and with varied vocabulary, but I needed more concrete ideas and data
to better guide my lessons. I decided fluency was an important skill to test. According to
Rasinksi (2011), the research suggests that it has remarkable potential for improving students

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reading proficiency and that many students have not achieved adequate levels of fluency in their
reading (p. 111). The first test I gave Reyanna on September 30th, 2015 was the Passage Reading
Fluency (PRF) test from the University of Oregon (UO, 2014). The purpose of this test was to
find whether speed and fluency were hindering or helping her comprehension. Since she doesnt
attend public/private school, she wasnt aware of how well she scores for her age group. She is
on the honor roll, but the lowest scores she has ever received were in her 6th and 7th grade science
class. In addition, I had her complete the Multiple Choice Reading Comprehension (MCRC) test
from the same website on that day. I also needed to identify if her lack of knowledge regarding
science text was due to lack of motivation and interest as I initially suspected or whether it was
due to misinterpretation of the text. Motivation can play a major role in whether a student is
learning or not, along with other factors such as interest and success (Guthrie, 2011, p. 74).
Motivation can be a tough item to assess since it is multi-faceted and ruling out other factors may
be easier to identify whether motivation is causing her to do poorly in science or not.
To administer the reading fluency test, I gave Reyanna a copy of a small passage titled
Form 8-2 (See Appendix A for Pretest). As the instructor, I also had a copy of the same text.
Before beginning the reading I recited:
This is a story about Susan. I want you to read this story to me. Youll have 1 minute to
read as much as you can. When I say begin, start reading aloud at the top of the page.
Do your best reading. When you have trouble with a word, Ill tell it to you. Do you have
any questions?
Reyanna read the passage with ease and clarity. As she read, I marked any errors with a slash (/)
and placed a bracket (]) on the last word. To determine her overall score, I counted out how

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many words she read but subtracted how many errors she made. In a 1-minute time frame,
Reyanna was able to read 219 words and had 4 errors; thus her CWPM (Correct Words per
minute) of 215 is above average. This places her in the 87th percentile for her grade level (See
Appendix B for scoring standard). She twice made the error of adding additional words into the
reading. For example, instead of saying the long walk to the bus stop, she read aloud the long
walk to the school bus stop. I used this information to deduce that Reyanna is indeed reading
at her appropriate grade level and her strong fluency skills could help her understanding of tough
texts, not hinder it. In addition, this may demonstrate her meta-cognition thinking. Simply put, it
may refer to the processes used to plan and monitor her understanding. I will be sure to include
lessons that practice meta-cognition and help her become aware of what she is processing when
she reads, and to ensure it isnt hindering her comprehension. As Almasi (2014) states,
students are able to influence and make decisions about the reading process when they are able to
evaluate their progress to determine whether their reading is successful or unsuccessful (p.
239). I concluded that perhaps her lower grades in science could be due to a different factor, such
as motivation. I will be sure to include lessons that interest her and allow her choice to inspire a
deeper learning of the text. I still felt the need to follow up and had her read a similar passage
Form 8-1 (See appendix C for Post Test) after interventions on November 5th, 2015. On this
post-test, Reyanna read 222 words and only had 1 error, which gave her the total score of 221.
This score puts her in the 90th percentile for her age. The results verified her strong fluency skills
yet again.
Identifying that she was reading at grade level was not enough to help assist me with
lesson planning. I needed to know whether she comprehended what she was reading. Research
has indicated that one assessment is not adequate to test students abilities. For example, Valencia

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states From a measurement perspective, results that are based on a few test items, even those
clustered in a subscore, generally cannot provide reliable, trustworthy information to inform
instruction (2011, p.384). I tested her reading comprehension by having her read 8-2
Hedgehog Experience (See Appendix D for a sample of the reading). She took this test online
and was asked to answer 20 multiple choice questions based upon the passage. The multiple
choice questions are designed to assess literal, inferential, and evaluative questions. Each
question is comprised of the question stem and 3 possible answer choices; the correct answer and
2 incorrect distractors. Reyanna scored a 16/20, which puts her in the 62nd percentile for her
grade level (See Appendix E for scoring standard). Specifically, she answered 4/6 evaluative
questions correct, 5/7 inferential questions correct, and 7/7 literal questions correct. This
indicated to me that she could use some practice in developing opinions, conclusions, or
inferences when it comes to reading science articles. She is clearly a strong reader and above
average for her grade level but her lack of interest in science and general unease with learning it
could be due to other factors, such as motivation and confidence. It is important to encourage
reading authentic science or informational text because as research shows, There is evidence to
suggest that students comprehension development is accelerated when they are asked to read
authentic text for authentic proposes during instruction (Duke, 2014, p.254). During her lessons,
she will find one article from National Geographic that she finds relevant so that the learning is
authentic and tailored to her interests. On her post-test administered on November 6th, 2015,
Reyanna scored a 19/20 after reading 8_1 The Camels Back passage (See appendix F for a
sample of the reading). She improved upon the inferential questions with a 7/7, scored a 5/6 on
the evaluative and a 7/7 on literal questions. This places her in the 97th percentile for her age

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range. I would infer that she made gains since she learned some valuable techniques during
intervention to cope with content that she doesnt understand.
VI.

Lesson Plan Matrix

Lesson
Foci/Date

Objectives
Instructional materials (what will use to
(include
deliver the main objectives of the lesson)
including
performance,
conditions, and
criterion. State
the Common
Core State
Standard at the
end of each
objective.
9/30/15 and Reyanna will -Form 8_1 from
10/2/15
develop her
https://www.easycbm.com/.
Passage
analysis skills
Reading
by selecting a -Form 8_2 Hedgehog Experience from
Fluency and text that
https://www.easycbm.com/
Reading
interests her
Comprehensi and will find 3 -Wetlands and Habitat Loss by Elaine
on
points of
Mao by www.readworks.org
evidence to
support her
-Amazonian Road Decision By Heather J.
claim.
Johnson
Student will
http://education.nationalgeographic.com/n
cite textual
ews/amazonian-road-decision/
evidence to
support analysis-Highlighter
of science and
technical text. -Sticky notes
(CCSS.RST.68/1)

On-going assessment
(to measure attainment
of objectives)

The main assessment I

will be using is the
Passage Reading
Fluency and Multiple
Choice Reading
Comprehension from
https://www.easycbm.c
om/. I am looking for at
least a 2 point increase
in both tests over the
course of my
intervention.
In addition, I will
assess Reyanna by
taking notes during our
session and looking for
how/when she loses
focus and drifts off.
Informally, Reyanna
will use sticky notes to
write down questions
she has as we are
working on the lessons.
Reyanna will complete
a practice Talking to

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10/7/15,
10/14/15,
10/21/15,
10/28/15
Making
inferences/dra
wing
conclusions
for increased
comprehensio
n

the Text with me

using an article I
gathered. (Wetlands
and Habitat Loss) She
will then practice on
her own using an
article of her choice.
(Amazonian Road
Decision)
-The American Chestnut by
The main assessment I
www.readworks.org
will use to determine
whether she is better
able to make inferences
-8_1 The Camels Back from
and drawing
https://www.easycbm.com/
conclusions is through
the Multiple Choice
-Paleontologist: Dr. Louise Leakey
http://education.nationalgeographic.com/n Reading
ews/real-world-geography-louise-leakey/ Comprehension from
https://www.easycbm.c
om/ (Passage 8_1)
-Graphic Organizer

Reyanna will
identify the
authors
purpose by
completing a
graphic
organizer and
questioning
the author.
Student will
analyze the
authors
purpose in
-Pencil/pen
providing an
explanation,
explaining a
procedure, or
discussing an
experiment in a
text.
(CCSS.RST.68.6)

In addition, she will

turn in a graphic
organizer of the
materials.
Lastly she will practice
a literacy skill
(questioning the
author) and will turn in
the work completed

VII. Reflections on Your Differentiated Literacy Lesson Plans

Providing lessons that are data-driven and focused on a students needs are fairly simple
to implement but may have long term positive effects on a students success. Research conducted
by Valencia (2011) supports this idea. For example, she said Studies of student-instruction
interactions suggest that instruction targeted to a students specific areas of need produces gains
in that area (p.385). Having lessons that were tailored directly to Reyannas interests and needs

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lead to her making steady gains in science ready comprehension, especially inferential skills. On
the reading comprehension pretest given on September 30th, Reyanna answered 5 out of 7
inferential questions correctly. (See appendix D for sample of the Pre-Test). After several weeks
of data-driven and personalized lessons, Reyanna answered all 7 inferential questions correctly
on a similar style test. (See appendix F for a sample of the Post-Test) It was clear that Reyanna
was capable of reading tough science texts, but she lacked the motivation and strategies to cope
with content that she showed little interest in learning. In addition to this, Reyanna showed a
positive attitude change when reading science texts, as indicated in her body language and
feedback. When we initially began, she was reluctant to engage with the reading and I would
often find her drifting off. By the end of the intervention, she was eager to learn and excited that
she was making improvements. As Reyanna said, For the first time ever, I feel that I can get
through this stuff.
One of the biggest challenges I faced while working with Rey was finding a way to help
her cope with tough text since she lacked motivation to try. She was not used to working with
others, so peer-mediated learning was not going to be helpful for Reyannas literacy
development. With little supervision and teacher involvement over the years, Rey had developed
some bad habits while reading. She openly admitted that she simply skips over tough sections,
and that no one ever pushed her to go back and try to understand the content. I find that
particularly worrisome since she has a career goal of becoming a veterinarian or a paleontologist
and will encounter some tough text in the future. I used several strategies to help her overcome
these challenges. The two strategies that were most effective were talking to the text and
modeling. Talking to the Text is a technique where a reader puts down her thoughts in writing.
As she reads, she is encouraged to use symbols, underline words she doesnt know, and use

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pictures to interact with the passage. Since Rey is a very artistic and visual learner, being able to
write all over her text was a positive experience. While reading the National Geographic article
Case Study: The Amazonian Road Decision (2015) by Heather Johnson, Rey was able to make
sense of words she didnt know by drawing all over the margins and making personal
connections with the content. (See Appendix G for work sample). In addition, she practiced this
technique a second time while reading Paleontologist: Dr. Louise Leakey (2012) by Stuart
Thornton. (See Appendix H for work sample). She really responded to this technique since it
made her aware of when she was struggling so that she could seek out the answers. In addition,
you can see the growth and comfort with this technique as indicated by the increase in interaction
with the text in from appendix G to appendix H.
Although modeling was not a technique I initially focused on, after 2 sessions it became
apparent that this strategy would prove to be highly beneficial. Since she doesnt have a typical
teacher and is self-managed, she doesnt have a great reference point towards what is acceptable
and what isnt. I modeled the technique Talking to the Text for the first half of the article
before asking Rey to do so for Case Study: The Amazonian Road. (See appendix I for my
modeling sample) This revealed two unplanned and exciting results. It felt like a break-through
in her learning that will have lasting benefits. First of all, Rey was able to see that even
experienced readers, such as myself, stumble upon parts of the reading that dont make sense.
For example, while reading the article, I wasnt sure where the western edge of the Amazon
River basin was, nor was I entirely sure of what the word contentious meant. (See appendix I)
This lead to an increase in her confidence, which ultimately improved her motivation. Secondly,
she realized that everyone, no matter their age or rank, makes personal connections with the
reading. For example, while I was reading the passage form Appendix I, I spoke aloud about how

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the phrase illegal loggers made me think of that as poachers of trees. In addition, she saw me
talking aloud what how I wonder what the Asheninka way of life is and how their society must
be entirely different from ours. (See appendix I). Long term gains can be made in her education
if Rey can maintain this enthusiasm and confidence and apply it while learning alone. As
Gambrell (2014) stated, Literacy motivation often makes the difference between superficial and
shallow learning and learning that is deep and internalized. Clearly, students need both the skill
and the will to become competent and motivated literacy learners (p.15.)
If I had to go back and repeat these lessons with Reyanna, I would be sure to always begin
each teaching technique with adequate modeling time. I wasted valuable time trying to get
Reyanna feeling comfortable and confident talking about her learning. Based upon her body
language and comments, she felt like she was already behind and the only student who struggled.
I should have demonstrated every technique myself to help her realize that making mistakes and
re-reading is normal and expected. As Fisher (2011) said As teachers think aloud, they do not
simply explain or demonstrate what they did, but rather they highlight the process they used to
reach understanding (p.361). In addition, I would have given her some independent work at
home to see if she could apply some of the techniques on her own in her regular work space.
Having that feedback would have been helped me modify each technique to her own learning
style. I could have also given her different strategies to tackle motivation as she developed these
strategies on her own.
With data-driven lessons and implementing small changes while teaching, I was able to find
methods that Reyanna best responded to while dealing with tough texts. If time permits, I would
love to continue working with Reyanna to help her achieve her future goals. I am invested in her

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education and she shows the will to learn; therefore I will strive to help her succeed when she is
struggling. I know Reyanna will be an outstanding student if she can apply what she has learned
in our sessions and take the steps to improve. As Guthrie (2014) said, When students can
identify the links across contents of reading, and perceive themes in the substance of their
reading materials, they gain a belief that they can succeed in reading and writing about the text
(p.72). It was an absolute pleasure working with Reyanna and I cannot wait to see what the
future holds for her.
VIII.

Recommendations to Teachers and Parents/Caregivers

Recommendation for teachers of Reyanna Kosch:

While working with Reyanna, it became apparent that she is a strong reader, has high
fluency, but lacks the motivation and confidence to make gains. On her fluency pretest, she
scored in the 87th percentile and after interventions, she scored in the 92nd percentile. In addition
to fluency, Reyanna was tested on her reading comprehension skills. She initially scored in the
62nd percentile, scoring the lowest on inferential questions. After personalized sessions and
several teaching strategies, Reyanna scored in the 97th percentile and answered all of the
inferential questions correctly.
The instructional strategies that Reyanna responded best to were Talking to the Text
and modeling. Since Reyanna hasnt had much time working with peers and other adults, she
was not aware that all readers, despite their age and role, struggle with understanding the text and
make personal connections with the reading. She was slightly reluctant to attempt this on her
own, so I modeled how to do it. Modeling was highly effective for Reyanna since she was given

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an example and a reference point. This strategy both increased her confidence and her motivation
to learn.
I would recommend that Reyanna continue to develop these skills to cope with tough
reading text in all content areas. She will greatly benefit from realizing when she is struggling to
tackle tough text rather than ignoring them as she has done in the past. Since Reyanna has a
career goal of becoming a veterinarian or paleontologist, she will encounter tough reading
assignments. If she remembers to challenge herself when she is struggling and become aware of
her learning, Reyanna will continue to make literacy gains, especially in reading comprehension.
I would recommend that she continues to push herself to read non-fiction books and articles
about animal care, careers in veterinarian medicine, and current events in science. Engaging with
texts that correspond to her career goals and interests, using the techniques we practiced together,
will ensure success in future college classes.

To the parents or guardian of Reyanna Kosch,

It has been a pleasure working with your daughter for the past several weeks. Before
beginning, I needed to gain a better understanding of her strengths and areas of need to help her
improve in the area of science literacy. She was tested for both general fluency and reading
comprehension. On her fluency pretest, she scored in the 87th percentile and after interventions,
she scored in the 92nd percentile. On the reading comprehension pretest, she scored in the 62nd
percentile, scoring the lowest on inferential questions. After personalized sessions and several
teaching strategies, Reyanna scored in the 97th percentile and answered all of the inferential

16
questions correctly. This demonstrates that the interventions were successful and lead to gains in
her literacy skills. I have outlined a few strategies below that she found helpful that she can apply
to any subject area in the future.
The strategies that Reyanna responded best to were Talking to the Text and modeling.
Since Reyanna hasnt had much time working with peers, she was not aware that all readers,
despite their age and role, struggle with and make personal connections with the reading. Talking
to the Text allows students to interact directly with the text and become aware when they are
struggling, what they like/dislike, and what they still have questions on. She was slightly
reluctant to attempt this on her own, so I modeled how to do it. Reyanna was able to see that
even an experienced reader, such as myself, struggles with some of the reading materials and it is
alright to question what you are reading. This strategy both increased her confidence and her
motivation to learn. She told me that seeing someone else have the same experience that she did
made her realize that its normal to stumble at times. You can easily model how you read tough
text by reading aloud and showing her where you struggle, or when you reach a sentence that
doesnt make sense.
I would recommend that Reyanna continue to develop these skills to cope with tough
reading text in all content areas. She will greatly benefit from realizing when she is struggling to
tackle tough text rather than ignoring them as she has done in the past. She will be able to apply
these strategies to her career choices in the future. Furthermore, I would also recommend that she
continues to push herself to read non-fiction books and articles about animal care, careers in
veterinarian medicine, and current events in science. Engaging with texts that correspond to her

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career goals and interests, using the techniques we practiced together, will ensure success in
future college classes.
For any further questions, feel free to reach me via email at ckayl@k12.com
Best regards,
Mrs. Colleen Kayl

IX- Appendix A
Passage Reading Fluency 8-2 PreTest Results

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Appendix B
Correct Words Per Minute Chart

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*PreTest and Post Test Results are boxed

Appendix C
Passage Reading Fluency 8-2 Post-Test Results

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Appendix D
Reading Comprehension PreTest-8-2 Hedgehog Experience (Page 1 of 7)

21

Appendix E
Reading Comprehension Chart- Results are boxed

22

Appendix F
Reading Comprehension Post-Test 8_1 The Camels Back Sample (Page 1 of 7)

23

Appendix G
Talking to the Text-First Attempt (Page 1 of 5)

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Appendix H
Talking to the Text-Second attempt (Page 1 of 5)

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Appendix I
Talking to the Text-Mrs. Kayls modeling example

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X References

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Almasi, J, Hart, S. (2014). Best Practices in Narrative Text Comprehension Instruction. In L. B.
Gambrell & L.Mandel-Morrow (Eds.), Best Practices in Literacy Instruction (5th ed.),
(pp. 239). New York: Guilford Press.
Duke, Nell, Matin, N .(2014). Best Practices in Informational Text Comprehension Instruction.
In L. B. Gambrell & L. Mandel-Morrow (Eds.), Best Practices in Literacy Instruction
(5th ed.), (p.254). New York: Guilford Press.
Fisher, D., Frey, N., Lupp, D. (2011). What the research says about intentional instruction. In
S.J. Samuels & A.E. Farstrup (Eds.), What Research Has to Say About Reading
Instruction (4th ed.), (p.385). Newark: DE: International Reading Association.
Johnson, Heather (2015, August 10). Case Study: The Amazonian Road. National Geographic.
(August 2015)
Gambrell, L., Malloy, J., Marinak, B., & Mazzoni, S. (2014). Evidenced-Based Best Practices in
Comprehensive Literacy Instruction. In L. B. Gambrell & L. Mandel-Morrow (Eds.),
Best Practices in Literacy Instruction (5th ed.), (pp. 3-36). New York: Guilford Press.
Guthrie, J.(2014). Best Practices for Motivating Student to Read. In L. B. Gambrell & L.
Mandel-Morrow (Eds.), Best Practices in Literacy Instruction (5th ed.), (p.62, 72-74).
New York: Guilford Press.
Rasinski, T, Samuels, J. (2011). Reading Fluency: What It Is and What It Is Not. In S.J. Samuels
& A.E. Farstrup (Eds.), What Research Has to Say About Reading Instruction (4th ed.),
(p.111). Newark: DE: International Reading Association.
R. Kosch, personal communication, September 17, 2015.
Reutzel, R, Clark, S, Flory, M.(2014). Organizing Effective Literary Instruction. In L. B.
Gambrell & L. Mandel Morrow (Eds.), Best Practices in Literacy Instruction (5th ed.),
(p.62, 72-74). New York: Guilford Press.
Thornton, Stuart. (2012, April 4th) Paleontologist: Dr. Louise Leakey. National Geographic.
(April 2012)
Reading Comprehension and Fluency Pre Test. University of Oregon (2014). Eugene, OR :
Retrieved on September 30th, 2015 from www.easycbm.com
Valencia, S. (2011). Using Assessment to Improve Teaching and Learning. In S.J. Samuels &
A.E. Farstrup (Eds.), What Research Has to Say About Reading Instruction (4th ed.),
(p. 384-385, 379,405). Newark: DE: International Reading Association.