Reader Summary

Reader: Tyrell S.
Grade: 3G
Tutor: Ms. Wagner
Date: September 19th, 2018

Quantitative Summary:

During the first tutoring session, reading assessments were distributed to determine where Tyrell
fell in the area of independent and instructional text levels. The first text he read was at a level
23. Tyrell scored 99% accuracy, an independent level text. Throughout the reading he only had 1
error and 2 self-corrections for a 2:1.5 self-correction rate, and 133 WCPM.

The second reading was at a level 25. In this text he scored 97% accuracy. However, he was only
able to retell 60% of the story correctly, making this an instructional text. Throughout the
reading there was 6 errors, no self-corrections, and 91 WCPM.

The third reading was at a level 24. Tyrell scored 99% accuracy, but retelling was approximately
60%, making this an instructional text based on comprehension. Throughout the reading there
was 1 error made with 1 self-correction, a 1:2 self-correction rate, and 86 WCPM.

The last reading was given to find his frustrational level. However, Tyrell scored a 98% accuracy
on a level 26 text, making this text independent. Throughout the text 3 errors were made and 1
self-correction, giving a 1:4 self-correction rate, and 102 WCPM.

Qualitative Summary:

At all levels, Tyrell relied on graphophonic information. Tyrell used cues involving letter-sound
or sound-symbol relationships of language to help him to decode unknown words. For example,
he read “deafening” as “defending” and “nibble” for “nimble”. When Tyrell pronounced a
word incorrectly, it created a loss of meaning from the text. For two unknown words Tyrell made
no attempt to decode at all, he simply omitted them. When omitting the words, this changed the
meaning of the sentence. If an error was made Tyrell would self-correct 40% of the time. The
loss of meaning and sentence structure seemed to be unrecognized by him. Often, his
substitutions for words were only one or two letters off from the original word.
Tyrell’s level of fluency is a 3 out of 4 on the Pinnell and Fountas Scale for Assessing Fluency.
While he is reading, Tyrell displays some evidence of appropriate phrasing during reading.
During some readings he was able to display appropriate tone by level of interest. Overall, his
rate, pausing, and stress was natural to reading.

When asked to retell the text, Tyrell’s responses depended on his level of interest. Subjects that
he found interesting were action, sports, and text about animals. At all text levels, Tyrell could
retain information as long as the text was engaging. In all cases, Tyrell could summarize the
story for me and answer the inferential questions correctly. The ones he seemed to struggle with
were the literal questions.

Reader Summary:

Overall, Tyrell stated he doesn’t mind reading. However, he enjoys reading when he is interested
in the subject of the text. When Tyrell was able to active his prior background knowledge, and
read a text that helped to build on his knowledge, he retained more information. This allowed
him to read a level 26 text about soccer with ease. Yet, when he read a level 23 text, with little
interest, he made several errors and struggled to retell the story. However, every story I gave
him, he was eager to read.

Goal/s for the reader:

I have two goals for Tyrell. The first is to work on his comprehension skills. I want to add to his
tool belt, so he is able to pull out the main points of any text. Secondly, I want to help him build
on his decoding skills, so he can decode words accurately in all texts. Overall, I hope to help him
build on his skills, and enjoy reading all texts.