HMC CSUF Reading Center Diagnostic/Prescriptive Teaching Report

Affective

Pro

Bowers, spring 2012

Assessment
(Formal/Informal)
Name (citation)

Data

Strength

Need

Intervention
Decision

“All about me”

John has close
family
relationships and
especially loves
spending time with
his cousins. Has
been on several
family trips, the
most memorable
being to Alaska,
Mexico, and
Kansas. He is very
athletic and
especially loves
soccer. His favorite
subject in school is
math. Though he
only likes reading
“a little” he
considers himself
to be a fairly good
reader. He does not

John has a lot of
confidence. He
also has a very
supportive family.
He has been given
a wealth of
experiences in
travel for a boy
who is not yet
eight, which has
likely built a lot of
background
knowledge.

The two areas he
needs to build
confidence in are
reading aloud and
writing.

First of all, I want to
impress upon John
the value of reading
for both enjoyment
and learning. It is also
important that John
sees his reading skills
growing and gains
confidence in his
abilities. To
accomplish these
goals, I will
1) Bring in texts
John enjoys
and can laugh
with
2) Provide
expository
texts that
appeal to
johns interests

HMC CSUF Reading Center Diagnostic/Prescriptive Teaching Report

MRP:

like to read aloud,
and he does not see
himself as a good
writer.
-----------------------

-----------------------

-----------------------

John does see
some value in
reading, and he has
Value:28/40 =
a high opinion of
70%
friends who are
Total: 52/80 = 65% avid readers. His
confidence in his
own reading
abilities is fair. He
considers himself
an “okay” reader.

I would like to see
John’s value for
reading increase.
While he does
believe it is
important to be a
good reader as an
adult, he does not
feel it is very
important at his
age. In addition,
John’s confidence
in his own abilities
could be stronger.
His lowest scores
are consistently
when questions
asked him to
compare himself to
his friends.

Self Concept:
24/40 = 60%

Phonemic

Bowers, spring 2012

Johnny is a second grade student who is decoding words using phonics techniques. He
is beyond the phonemic awareness level. Therefore, it would not make sense to assess

3) Emphasize
John’s
strengths and
point out his
growth
4) Ask John to
evaluate his
own growth
periodically
Goal: Move up
to an 80% total
score on MRP by
December

No intervention
needed because John

HMC CSUF Reading Center Diagnostic/Prescriptive Teaching Report
Awareness

him in this area when he is already reading with some comprehension.

Word Recognition:
(Out of Context)

CORE High
Frequency Words

3rd Grade – 17
correct (intensive)

------------------------

2nd Grade – 21
correct
(benchmark)
----------------------

Sight Words
QRI Word List

San Diego Quick

Independent –
Primer
Instructional – 1st

-----------------------QRI Word list

Frustration – 2nd
---------------------Grade 2 –
Frustration level
(stopped early at
#12 after 6 skips)
Grade 1Frustration level
stopped at # 15,
20% correct

Bowers, spring 2012

John is usually
able to recognize
single syllable
words, and he is
good at early level
sight words. He
can usually
recognize long
vowels on words
with an e at the
end.

John has trouble
with vowel
digraphs, -ough
words, diphthongs,
and multisyllabic
words, even when
they are compound
words made up of
smaller words he
would otherwise
recognize. He is
also quick to
substitute a less
familiar word for
another that might
look similar (like
and for an, or on
for one).

is well past the
phonemic awareness
stage.

John needs exposure
to digraphs, -ough
words, diphthongs,
and multisyllabic
words through both
direct and indirect
instruction. In
conjunction with his
spelling needs (which
are similar) I will
create lessons and
games to focus on
these word features
with the goal of
taking him to
instructional at the
2nd grade level on
the SD quick, and at
least the 1st grade
level on the QRI
word list.

HMC CSUF Reading Center Diagnostic/Prescriptive Teaching Report
Primer –
Independent
Correct automatic
=60%
Total correct =
19/20 95%
_________________
Word Recognition:
(In Context)

CORE reading

Phonics
Miscue Analysis

QRI Primer
Narrative

3 MC miscues
Instructional

QRI Primer
Expository

3 MC miscues
Instructional

QRI level 1
Narrative

12 MC miscues
Frustration

QRI level 1
Expository

Bowers, spring 2012

Average – 90
words accurate at a
first grade level in
the first 100 words.

2 MC miscues
Instructional

In context he can
usually self correct
when he realizes a
word he said does
not make sense.

In context, he is
usually able to
self-correct this
last mistake, but it
seems that
tiredness and the
desire to be done
with the
assessment will
even inhibit this at
times. Even with
context, he still
cannot usually get
-ough words on his
own. He also often
substitutes words
for similar ones
without really
paying attention to
the word on the
page.

The above plan
should help to some
extent with reading in
context. In addition, I
want to teach John to
use the context when
he struggles to try out
words that could
make sense (he
currently catches
mistakes when he has
substituted words, but
he waits for help
when he is not sure of
a word he is
decoding).
Furthermore, I will
frequently bring in
texts that we can read
together to give him
more visual exposure
to words.
Goal: No more than
2 meaning changing
miscues at the first
grade level for both
narrative and

HMC CSUF Reading Center Diagnostic/Prescriptive Teaching Report
expository
Fluency

CORE reading

Average – 32
CWPM (in a first
grade leveled
reading) putting
him below the 30th
percentile.

QRI Primer
Narrative

46 CWPM

QRI Primer
Expository

42 CWPM

QRI level 1
Narrative

25 CWPM

QRI level 1
Expository

Bowers, spring 2012

35 CWPM

It is a strength of
John’s that he does
not feel the need to
rush through a
reading, and he
does not consider
speed the most
important aspect of
reading as some
children do. In
fact, it was
somewhat difficult
to get an accurate
WPM because he
would stop in the
middle of reading
to ask questions
when something
did not make sense
to him. While this
does not improve
his reading rate, it
is certainly helpful
for comprehension.

John’s reading,
even at the primer
level which is 2
grades below his
own, is very slow
and laborious. He
often makes
mistakes that he
has to go back and
self-correct. While
the fact that he
does self-correct is
a strength, the
constant need for
self correction
makes his task
longer to
accomplish, which
makes reading
more chore-like
and less enjoyable
for John. His
decoding skills are
slow. He regularly
sounds out words
as he reads. He
currently lacks

While John does read
at home, it is often
silently to himself,
which is not
monitored to correct
errors. To help his
fluency, I will
practice reading aloud
with John using
choral reading and
multiple readings of
varied texts.
There are certain
word features which I
mentioned in spelling
that I will also focus
on to increase
fluency.
Goal: Average 45
CWPM at a first
grade level by
December.

HMC CSUF Reading Center Diagnostic/Prescriptive Teaching Report
automaticity even
below his grade
level.
Comprehension
Retell

QRI Primer
Narrative

Explicit
Questions

Retell = 8
Explicit
Questions = 4
Implicit
Questions= 2

Implicit
Questions

Total= 6/6
Independent

QRI Primer
Expository

Retell =12
Explicit
Questions = 4
Implicit
Questions = 1
Total = 5/6
Instructional

QRI level 1
Narrative

Retell = 2
Explicit

Bowers, spring 2012

In spite of John’s
low fluency rates,
he is usually able
to comprehend
what he reads. I
believe this is
because he does
have a good
amount of
background
knowledge, having
been on many trips
with his family in
his short life, or
learning
vicariously from
the experiences of
his older siblings
who have travelled
to places like
Uganda and
Turkey on mission
trips. He always
answers the
explicit questions

Because of his
struggles decoding,
I was unable to test
John’s
comprehension at
his own grade
level. Even at the
lower grade level,
he sometimes rates
instructional for
missing just one
implicit question,
which may mean
his slow reading
does hold him back
from
comprehending to
some extent.
His recall score is
sometimes very
low, but I do not
believe this
accurately reflects
what he takes in.
He seems to get

John seems to do well
with comprehension.
Though he sometimes
misses implicit
information, he
understands the
majority of what he
reads to himself in
spite of his slow and
labored reading. His
maze assessment was
also on benchmark
for his grade. Though
I will continue to
support his
comprehension
through leveled
questioning as we
read together, I will
not make this a focus
of our limited time.
The time will be
better spent working
on fluency so that
John can progress to

HMC CSUF Reading Center Diagnostic/Prescriptive Teaching Report
Questions = 4
Implicit
Questions = 1

accurately, and he
usually is able to
answer the implicit
questions.

lazy and only
report the gist of
the reading, but
when asked direct
questions, he can
easily recall the
facts.

higher leveled texts
that will be more
challenging for
comprehension and
allow growth.

John can easily
understand words
at his own grade
level, and even
rated independent
at a third grade
level, though he
only just began 2nd

While John did
very well on this
assessment, he
could only do so if
the words were
read aloud to him.
His vocabulary is
strong, but his

John is above grade
level with vocabulary.
While I will support
further growth by
introducing texts with
new words,
vocabulary
development will not

Total = 5/6
Instructional
QRI level 1
Expository

Retell = 10
Explicit
Questions = 4
Implicit
Questions = 2
Total 6/6
Independent
# Correct = 16

CORE Maze 2A
Benchmark for
fall of 2nd grade
Vocabulary

CORE Vocabulary:

1A = 100%
2B = 93%
3A = 90%
Independent
above grade level.

Bowers, spring 2012

HMC CSUF Reading Center Diagnostic/Prescriptive Teaching Report
grade.

Spelling

Bowers, spring 2012

Words Their Way
Elementary

Initial and Final
Consonants = 7/7

John has a very
good grasp of the
basics, moving him
Short Vowels = 5/5 beyond the
alphabetic stage.
Digraphs = 3/6
Consonants and
(consistently
short vowels seem
misses SH)
easy for him.
Blends = 7/7
Though he seemed
to struggle with
Long Vowels = 2/5
digraphs, it was
really only the
Other Vowels =
same mistake each
1/6
time, making this a
Inflected Endings
fairly simple fix.
= 2/5

decoding skills to
recognize the
words on his own
are still weak, and
even when he can
decode the word,
he lacks the
confidence to
believe he is
reading it right
when he is not
given context.

be out focus. Instead,
I will focus on
decoding strategies
that will help him to
recognize words he
reads to himself since
his one issue is not
knowing the
meanings of words,
but decoding them on
his own.

John begins to
struggle at long
vowels,
specifically when
he encounters
vowel digraphs.
The struggle
becomes more
pronounced with
other vowels like rcontrolled vowels
and diphthongs.

John’s spelling is
very low, and his
needs in this area
closely relate to his
decoding and fluency
needs. Through direct
teaching with games
and indirect teaching
in reading varied texts
together, I plan to
devote lessons to each
of the following
areas:
1) Consonant
Digraphs
2) Vowel

HMC CSUF Reading Center Diagnostic/Prescriptive Teaching Report
STOPPED

digraphs
3) –ough words
4) diphthongs

Total words
spelled correctly =
4/16

Goal: Score Late
within word
pattern by
December

Early within
word pattern
Writing
Mechanics
Content

Informal writing
sample

Lacks punctuation
and capitalization.
Spelling makes
words difficult to
decipher, even for
John as he reads it
back. Tense is
inconsistent, and
some words are
missing.
While John stays
on topic,
explaining
something fun he
did on vacation, he
does not explain 3
different things, as
was asked for.

Bowers, spring 2012

John knows to
begin his paper (if
not each sentence)
with a capital
letter. He is also
able to stay within
the lines as he
writes when he
focuses on this.

John does not
know when he
needs a period to
end a sentence. He
forgets words and
changes his tense
when writing,
which he needs to
proof read for. His
spelling currently
makes it difficult
for even him to
decipher. He needs
tools to help him
spell with more
accuracy. He also
needs to be able to
expand on his
ideas. Though he
went on a long and
exciting trip to

John will need
practice stringing
together several
related thoughts into
complete and varied
sentences. He will to
practice putting a
period where one
thought ends and the
other begins. He
seems to know
capitalization rules,
though he does not
follow them.
Therefore, he will
need encouragement
to proof read his
work. He clopearly
also needs help with
spelling, which I am
hoping the above plan

HMC CSUF Reading Center Diagnostic/Prescriptive Teaching Report
Alaska, when
asked to write
about it, he had
difficulty recalling
enough to write
about.

Bowers, spring 2012

will help improve.
Goal: Write a 3
sentence paragraph
without help. Each
sentence will contain
an independent
clause. All sentences
will be on topic, and
will not repeat ideas.
Paragraph will
contain no more
than 4 spelling
errors.