Jose Ybarra

11/17/15

The student I administered the QRI on is a 7-year-old boy named Daejonte who is in 2nd

grade at Elvira elementary school. He has emotional disability under the category

developmental delay with the main two factors being social emotional development and

communication development. Greatest subject strength is in Math. He needs additional

support in Reading and Writing. His performance on the word list level pre-primer 1 was

great with getting 14 of the word automatically and then identifying 3 of the words so he

got all 17 correct with an independent level. After that it went down quickly with getting

a 15/20 on pre-primer 2/3 with some noticeable mistakes of changing like to lie and place

to plate, he also didnt know people so he skipped it and finally got an instructional level

this time around. After that it took a turn with Primer level where he got a 9/20 this gave

him a frustration level, his most noticeable changes were changing need to Ned, children

to chill and want to went. Also a number of the words he didnt know was interesting

because he is able to read them later in the reading section like every, went and said.

When my student started out reading the passages I noticed he didnt really try to

go back to fix them he just somewhat saw them and either guessed something close or

something completely different an example is when he ignored inside the house and

changed them into something else like for my dog or the city. That being said he can

somewhat recall the story even if it is his own version at certain points and he can

answers the questions so he does well at first in comprehension but then with his massive

changes to the story he answers some of the questions wrong. He reading ability after
looking at his results are pre-primer 1-2, I feel if he takes his time and slows down to

look at each word then he could get better to maybe pre-primer 3or primer but being a

second grader he is well underdeveloped and needs help with reading words and books

more than anything right now.

Fluency and Prosody Analysis:

Choppy, hesitation at times, monotone, too fast, more skimmed words then really looked

at them and laborious.

He could phrase well and he did slow down to read the words at the beginning of the

testing to sound them out and know what the words are.

Decoding Analysis:

Good- added water plants to working like mom so he knows what someone might do

while working with mom. Also had an understanding with the concept questions like

when I asked what it means to dream by saying it means you have imagination when

you sleep

Not good- Didn't slow down while reading so he couldnt read the correct words like he

changed inside the house to things like the city or for my dog

Decoding objectives:

Use a level 2/3 pre primer level reading passage to help him get a better grasp on his

reading fluency to get to independent level and then do the same thing with primer level.
Also by having him slow down his decoding and comprehension levels will go from

instructional to independent cause he can read the words he just needs to take his time

with them.

Comprehension Analysis:

Some of his greatest strength are he can read out the questions and words well

when he takes his time with them, so this shows he can read them and understand them

well enough when he takes his time. Also listen to the questions better and ask for a

repeat if he needs cause I asked if he needed one but he said no when he clearly did.

Instructional recommendation

Some strategies I would use for him are relaxing techniques because I feel when he is in

the spotlight to read anything he gets nervous and rushes. Other strategies that could help

is for the teacher to first read the book/sentence so he can hear what I word sounds like so

when he reads it he gets a better idea what to say and what it means.