ARTIFACT #9: WRMT-III REPORT

Artifact 9 is the assessment report for the target student in Artfact 3. This is a write up of the
Woodcock Reading Mastery Test (3rd edition) that was shared with stakeholders.

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Norene Ajimine
SPED 639 ASSESSMENT PROJECT

Reading Assessment Report

Students Name: Martin* Teacher: Audrey Richards

Date of Birth: Date/s of Testing:
Grade: 5 th Date of Report:
School: Kalihi-Kai Elementary Examiner: Norene Ajimine
Chronological Age at time of testing:
*not students real name

Tests and Procedures Administered

Pre-assessment Conference with Teacher
Interview with Student
The Woodcock Reading Mastery Test 3rd-edition (WRMT-III)
Analytical Reading Inventory 8th-edition

Reason for Referral

Based on information gathered during Pre-assessment Conference with Teacher:
Martin was referred by his teacher for an evaluation on reading as a result of inconsistent
performance on applying reading comprehension to performance tasks (e.g. math story
problems).

Background History
Based on information gathered from Interview with Student:
Martin expressed a firm belief in long-term goals for reading, To help me with my future. To
get a good education. He described reading a being key to success, It can help you in
education . . . if [you] cant read, youll fail.

For Martin, school is the source of most of his access to printed text. At home, he does not
often engage in reading unless it is needed for homework (e.g. daily reading log), or is a
library book he has borrowed. For personal reading enjoyment, Martin named Diary of a
Wimpy Kid as a favorite. He enjoys this series because of its humor, and the many doodles
imbedded within the story line that make the reading interesting and comfortable.
Martin has self-awareness of his reading abilities, I read kind of good! He says he gains a
better understanding of what he has read when he does the reading himself (as opposed to
listening to it being read aloud to him). He expressed awareness that one of his challenges is
remembering information from text he has read.

Behavioral Observations
Throughout the testing session, Martin presented a very positive attitude and appeared to be
at ease with the process. He paid attention to directions, readily applied himself to each
reading task, and maintained focus throughout. Based on his demeanor, it is felt that the
test results are an accurate reflection of his optimum reading performance.

Test Results

Results of Woodcock Reading Mastery Test 3rd-edition (WRMT-III)

COMPOSITE & CLUSTER SCORES Standard Percentile Confidence Description
Score Rank Interval

Word Identification 98 45 106-90 average

Word Attack 98 45 106-90 average
BASIC SKILLS CLUSTER 99 47 105-93 average

Word Comprehension 98 45 104-92 average

Passage Comprehension 82 12 93-71 low average
READING COMPREHENSION CLUSTER 89 23 95-83 average

Listening Comprehension 98 45 105-91 average

Oral Reading Fluency 98 45 102-94 average

TOTAL READING COMPOSITE 93 23 95-83 average

The Woodcock Reading Mastery Test features six-subtests:

Word Identification measured Martins ability to read lists of real-words that gradually
increase in difficulty. This test does not verify whether Martin understood the words, just
whether he could decode them. Martin was able to read 4/4 words at the 3rd-5th grade
level, 4/4 words at the 6th-7th grade level, and 5/6 words at the 8th-9th grade level. His score
of 98 is in the average range.

Word Attack measured Martins ability to read lists of nonsense-words that gradually increase
in difficulty. This provided an indication of his ability to apply phonological analysis to
unfamiliar words. Martin was able to decode 6/6 nonsense-words at the 3rd-8th grade level,
and 9/12 words at the 9th-grade level. His score of 98 is in the average range.
Word Comprehension measured Martins ability to process vocabulary by identifying the
antonyms and synonyms of target words, and also by forming analogies. Martins score of 98
is in the average range.

Passage Comprehension presented Martin with a short sentence or passage that had one
word missing. Martin needed to provide the missing word. He was able to answer correctly
for passages that targeted words up through the 9th-grade level. His score of 82 is in the
below-average range.

Listening Comprehension measured Martins ability to comprehend spoken language, and

includes items that test both literal and inferential comprehension skills. Martin listened to
passages and answered questions. He was able to answer questions for passages in the
5th-8th grade level. His score of 98 is in the average range.

Oral Reading Fluency measured Martins ability to decode passages fluidly, with expression
and phrasing. Martin was able to read passages at the 5th and 6th grade levels. He was
able to read the 5th-grade passage in 90-seconds with 1 error, and the 6th-grade passage in
60-seconds with 4 errors. It was noted that during his read, Martin would sometimes substitute
words, attempt to sound out words, and self-correct. His overall performance score of 98 is in
the average range.

Overall, Martins Total Reading Score is a composite of Word Identification, Word Attack,
Word Comprehension, Passage Comprehension, and Oral Reading Fluency. His overall
score of 93 is in the average range. 5 of 6 subtests have a score of 98, which is in the
average range. 1 subtest, Passage Comprehension, has a score of 82, which is in the below
average range.

Results of Analytical Reading Inventory

Reading Word Lists Reading Leveled Passages
#correct / 20

Preprimer:
20 / 20 Title: Exploring a Cave
Level 1: Predictions: simple, but on-point
19 / 20 Miscues: 3 (substituted words, but it made sense)
Level 2: plus some self-correction
18 / 20 Fluency: reads quickly
Level 3: Prosody: flat, not too much expression; tends to run
13 / 20 over punctuation.
Comprehension: able to answer questions, responses
Level 4:
sometimes related more to personal
20 / 20
experience rather than pulled from text.
Level 5:
17 / 20
Level 6:
18 / 20

The Analytical Reading Inventory provides an indication of where Martins independent level
of reading is:

Reading Word Lists measured Martins ability to read lists of high-frequency words which
gradually increase in difficulty (from primer level through 6th-level). In all but one of the lists,
Martin was able to at least 80% of each list. For words in the list at Level 3, he was able to
read 13/20 words.

Reading Leveled Passages measured Martins ability to read leveled text and answer
comprehension questions. He was able to independently read a Level 3 narrative text at a
fluent pace, with 3 miscues (errors). He tended to run over punctuation marks, and his
tone did not change to express exclamation points, or emotions in the storyline. He was able
to answer comprehension questions, however his answers were usually simply phrased and
sometimes were more a reflection of personal knowledge/connections rather than derived
from information within the text.

Conclusions
Martin is a 10-year old student in the 5th-grade. He presented an enthusiastic attitude
toward reading, was cooperative throughout the assessment process, and maintained focus
on all tasks through to completion. All of his test scores landed in the below-average or
average ranges. He demonstrated relative strengths with decoding, comprehension of
individual words embedded within single sentences, listening comprehension, and oral
reading fluency. Martin exhibited relatively difficulty with reading with prosody (e.g.,
changing his tone or pace to reflect punctuation marks), and comprehension of whole
passages.

Recommendations
Prosody, or reading with expression, is a critical facet of reading comprehension because
reading with accurate expression creates accurate mental imagery of the text. Though
Martin is able to read words very fluently, the way he presently reads whole passages is akin
to reading a long list of single words. He is not yet changing pace to reflect commas or
periods, or urgency in the storyline. He is not yet changing tone to reflect exclamation
points, questions marks, or emotional tensions in the storyline. Overall, he is reading individual
words quickly, but interpreting those words at a much slower rate or not at all. Thus his
mental imagery of the passage is not as strong as it will be once he is able to vividly interpret
text (words, punctuation, and context) at the same rate as he is able to read individual
words. Some suggestions for Martin to develop prosody:
Break up long passages into shorter chunks.
Before reading a chunk of text, scan through the words, punctuation marks, and
storyline. Figure out where changes in tone and pace may be appropriate.
Practice reading at a rate where expression and interpretation can keep up with word
reading. This will probably be a slower rate than usual.
 Read in pairs or small groups---ask listeners for feedback on whether changes in
pace/tone made sense.
Increase opportunities to read during classroom instruction. Some strategies that
optimize student engagement include choral reading, echo reading, partner reading,
and whisper reading.
Opportunities for assisted reading include: reading while listening to a recording, using
close captions on TV, using digital tech that includes recordings.