Reading Assessment Report

Name: Aaron School: Bequia Community High School, Bequia, SVG Date of Birth: 01 August 1993 Examiner: Jessica Murray, M.Ed. Date of Assessment: 11 January 2007 College of William & Mary, Virginia, USA Chronological Age: 13 years, 05 months Assessments Administered CORE Phonics Survey Critchlow Vocabulary Measure San Diego Quick Reading Assessment

Reference: The reading activities that are recommended below can be found in the book listed below. A copy of this book was left at Bequia Community High School in January 2007 for teacher reference. CORE (2000). Teaching reading: Sourcebook for kindergarten through eighth grade. Consortium on Reading Excellence, Inc. Novato, CA: Arena Press.

Reading Activities Recommended for Aaron Area of Reading CORE Activities to Try Letter, Sound & Word Recognition & Spelling 8.8, 10.25-10.52 Sight Words 9.21, 9.23-9.25, 10.25-10.33, 10.34-10.39, 10.40, 10.44, 10.47 Vocabulary 14.20, 15.16-15.23, 15.24-15.29

Assessment Results and Recommendations 1. Letter, Sound, and Word Recognition and Spelling a. Results: The ability to connect letters and sounds into words (known as phonics) is a very important part of reading. It allows students to read unfamiliar words by sounding out the letters. It is also an important skill to have when spelling unfamiliar words. Aaron was able to correctly identify all of the upper case and lower case letters of the alphabet. When prompted with the letters, he was able to correctly provide 18 out of 23 consonant sounds (unable to provide sounds for x, y, w, q) and 6 out of 10 vowel sounds (difficulty providing short vowel sounds). Aaron was able to read 9 out of 10 simple short vowel words and 9 out of 10 simple words with long vowel sounds. He was also able to read 90% of words with more complicated consonant blends and 40% of words containing more than one syllable. When asked to write the letter that corresponded with the first sound in a word, he was able to accurately identify the letter 3 out of 5 times. He was able to identify the last sound for all 5 words presented. When asked to spell the entire words, Aaron was able to complete the task with 70% accuracy.

b. What hes ready to learn: Aaron would likely benefit from being taught the connections between letters in print and their corresponding sounds. Although he was able to provide the sounds for many letters, his lack of awareness of the sounds made by all of the letters of the alphabet has a great impact on his ability to read and sound out new words. Page 8.8 in the CORE Sourcebook provides some examples of the orders in which phonemes, or letter sounds, should be taught. Aaron would benefit from instruction of vowel sounds. Additionally, he would benefit from instruction of syllable patterns to improve his ability to read words with more than one syllable. Activities can be found beginning on page 10.25 and ending on page 10.52.

2. Sight Words: a. Results: Sight words are words that appear very frequently in books, and most people are able to read these words from memory, without needing to sound them out. Knowing more sight words allows students to read books quicker, which can lead to a better understanding of the material. The results from the San Diego Quick Reading Assessment indicate that Aaron is reading at a fifth grade level. b. What hes ready to learn: Aaron would benefit from learning more irregular high frequency words. The activity on pages 9.23-9.25 in the CORE Sourcebook provides guidelines for practice. He should be expected to learn between five and seven words per week at his age and ability level. Making a word wall of irregular sight words that can be posted in his classroom would likely help Aaron learn them by seeing the words on a daily basis. A word wall can also be a place of reference when Aaron needs to use a sight word in his writing. A further description of how to set up and use a word wall can be found on page 9.21 in the CORE Sourcebook. Again, Aaron may benefit from learning some of the patterns found in more difficult words containing more than one syllable. Activities pertaining to the variety of patterns found in words can be found on pages 10.2510.33. Activities about prefixes and suffixes can be found on pages 10.34-10.39. Additional word patterns are found on pages 10.40, 10.44, and 10.47.

3. Vocabulary: a. Results: Vocabulary is an important part of reading because the more words a student knows, the more he will understand when reading a book or story. The results of the Critchlow Vocabulary Measure suggest that Aaron has an oral vocabulary at the seventh grade vocabulary level. This assessment measures his ability to provide a word that means the opposite of the stimulus word provided. These results indicate that when Aaron is speaking to others, the words he uses and understands are at the level of the average child in seventh grade. b. What hes ready to learn: A good activity that could teach Aaron a strategy to build his vocabulary is located on page 14.20. This activity requires that he read a passage (located in the appendix on page A.27) and come up with his own definitions for a list of words. He could also benefit from the activities provided

for teaching the different parts of words on pages 15.16-15.23 and for using context clues to understand the meaning of words on pages 15.24-15.29.

Submitted by:

________________________ Jessica Murray, M.Ed. School Psychology Graduate Student College of William and Mary