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Emergent Reading Assessment

RDNG 361
Name: Ryan
Age: 5
Grade: Kindergarten

Evaluator: Allison Meche

Date of Evaluation: 09/30/15

Student Information:
Ryan is Kindergarten student at Rock Prairie Elementary here in College Station. He is
very tall for his age and has a slight lisp when he speaks. School is not his favorite thing
in the world, especially since he thinks the school hours are too long.
Assessments Administered:
Print Awareness, Phonological Awareness, Letter Recognition, and Listening
Student Observations:
For the most part, Ryan understood and followed the directions I provided him with;
however, he had already spent an entire day at school, so he tended to be distracted at
times. Despite this, he worked willingly to help complete my school assignment and kept
asking why my teacher needed someone his size to help me. Giving Ryan an example of
each assignment before he proceeded really helped him understand what exactly I was
asking him to do.
Assessment Results:
Print Awareness:
For this assessment, Ryan scored a 21 out of 23. On the section that instructed the
student to point to something related to the book, Ryan easily and very quickly
responded to each instruction I gave.
Ryan understands the process behind reading. He knows where to begin/end
reading, where a sentence ends, that a person reads left to right in English, and
which letters are capitalized and lowercase. Nevertheless, Ryan struggled with a few
punctuations. At his age, he has learned what a period and question mark are and
what they stand for. He referred to a period as a dot at first, but soon corrected
himself and said it meant the end of the words. He said the question marks means
to ask something about it and then its over. When I asked him what the
exclamation mark was called and what it meant, he paused for a long period of time
and then told me the name of this punctuation; however, he did not know what an
exclamation is for. He told me that it tells you to stop, but I know he was just
guessing in hopes that this was correct. He was unable to tell me what a comma is
called and he had no idea what it is used for. At a Kindergarten reading level, most
students are not exposed to commas and what they mean to the reading world, since
they are exposed to simple sentences.

Phonological Awareness:
For Counting Words in a Spoken Sentence, Ryan was able to notice how many
words were in a sentence very easily and scored a 6 out of 6. For every single
sentence, he said the words of the sentence and pulled a marker out of a pile to
represent one word per marker. For Rhyme Recognition, Ryan received a 6 out of 6
and did not struggle deciding if two words were rhyming or not. On the Rhyme
Production section, Ryan scored a 6 out of 6 and answered with mostly nonsense
words. For instance, he said ight rhymed with right, ail rhymed with mail,
and hake rhymed with take. I noticed that Ryan tended to take the last sound
out of the word and used only that sound to rhyme with the given word. For the
Single Syllable Onset-Rime Blending, Single Syllable Onset-Rime Segmenting, and
Syllable Blending & Pronouncing, Ryan scored a 6 out of 6 on all of these and was
very good about blending syllables and breaking them apart. When going through
the Syllable Segmenting & Counting section, Ryan scored a 6 out of 6 and clapped
out each syllable to assist him with finding the correct answer. For the Phoneme
Alliteration & Discrimination, Ryan was able to figure out which word has a
different first sound by watching my mouth move and he scored a 6 out of 6. Ryan
scored perfect on the Phoneme Isolation of Initial Sounds and like I mentioned
before, he proceeded to watch my mouth to notice the sounds I was making. On the
Phoneme Isolation of Final Sounds section, Ryan scored a 5 out of 6 because he
confused the last sound of x with s on the word fox. These sounds are very
similar, so this can be a common mistake. I repeated myself more than once to see if
he would correct his answer, but he heard the sound of the letter s at the end of
the word fox. When Ryan worked through the Phoneme Isolation of Medial Sounds
section, he scored a 6 out of 6 included getting the middle sound correct and where
the vowel is short or long; however, I believe that Ryan guessed at whether the vowel
meant because he could not explain a long or short vowel. When I asked him how he
knew a vowel was long in the work game, he responded with because its a long
word. On Phoneme blending, he missed the word stand. He blended the sounds
of this word to say stunter. At this time, Ryan was getting distracted and not fully
paying attention to what he was supposed to be doing, so I feel that this contributed
to him answering this one wrong. For Phoneme Segmenting, Ryan missed every
single one of them. He struggled with decoding what sounds were used to make up
these words. In this case, he said the sounds in the word play were pl-ay, in junk
were ju-unk, in ripple were rip-ple, in snack were sn-ack, in wonder were won-der, and in cabin were ca-ab-in. Ryan did not understand how to segment the
phonemes and instead he blended sounds. He was very successful with the Phoneme
Addition section with a perfect score. For Phoneme Substitution and Deletion he
scored a 5 out of 6. When I asked him to change the w in the word wiggle to g,
he pronounced the word as jiggle. Ryan has a weakness when it comes to similar
sounds because he is unable to figure out the correct sounds used. When I asked him
to say the word flower without the f, he said ower. He deleted the f and the
l because he blended these sounds together and thought they were one. This seems
to be where he struggles.

Letter Recognition:
Ryan is scored as strategic since he had 74 out of 83 correct. Ryan easily told me the
appropriate letter names to all the uppercase letters. For the most part, Ryan was
very successful at telling me the names that correspond with the lowercase letter;
however, he said the d was a b and the q was a p. This proves that Ryan
gets mirror letters confused. If the letters are the same shape, but flipped a different
way, he struggles to tell which letter name corresponds with the given letter. Ryan
did great on the short vowel sounds, but struggled with the long vowel sounds of a
and u. As I mentioned earlier, he was not really sure what I meant by long or
short vowels, so he could use extra instruction on this topic.
Listening Comprehension:
As I read the story, I was concerned that Ryan was not fully attentive because there
were not constant pictures to follow along with each page. Nevertheless, when I
finished reading the story, I asked Ryan the provided list of questions. He was
able to answer each question correctly with details and vocabulary used in the
story. Being a five-year-old, when he pictured a bird, he imagined the bird using
the bathroom on peoples head, so when he said that this was one reason the
bird was not a good pet, I knew he was just being silly. Ryan excels at listening
to a story and understanding what the story said. If he could choose a pet, he
said he would choose a parrot so that he could train it to talk and because it
would be cool, this showed me that he has prior knowledge of birds and
remembered what the story discussed.
Ryan struggled with segmenting phonemes. Nonetheless, if you isolated them for him, he
would be able to blend them together to form a real word. He struggled with
decomposing words to determine what phonemes make up a particular word, so he could
use review on diagraphs, how two letters together can make one sound. There are a few
things I would recommend Ryan be instructed a little more on. He needs to review all
vowel sounds, specifically short in CVC words, variant, and low frequency as well as
long vowels in general. Overall, the instructor should also review the letter sound
relationships in words with Ryan, as well as some basic phonics. It would also be
beneficial for him to practice decoding letter sound relationships and purposely
focusing on letters that are mirrors of each other so that he will be able to easily
determine the correct letter name correspondence. To practice this last skill, a useful
activity would be to provide Ryan with flashcards of all uppercase and lowercase letters,
each on a separate card. Then ask him to match the uppercase with its lowercase, where
there would only be 26 pairs total, so that he can see that a lowercase b and a lowercase
d cannot be associated with the same uppercase letter. The instructor could then tell the
student the sound that each letter makes and have Ryan repeat after each sound. The
student could give an example of a word that starts or ends with this letter sound. As the
student improves, he could match the cards, say the sound, along with giving a word
example without assistance from the instructor. From this, Ryan could then practice
seeing a word and breaking the word apart by sounding the phonemes out. The teacher

would need to give him direct attention and be able to correct him instantly when he
makes a mistake, so that he can see where he is wrong.
Ryan was very successful in the majority of these assessments. He has strengths in print
awareness and knowing the proper skills needed to read, but he could use more work on
punctuations. Ryan is good at determining how many words are in a sentence, how many
syllables make up a word, what words rhyme, and breaking apart words and blending
them together through syllables. Ryan is excellent at listening comprehension and enjoys
listening to stories. Ryan was very successful in general; however, I feel that he would
benefit from this extra instruction. I believe that it would be helpful to test his word
recognition and decoding in order to know more about how developed his reading skills
Allison Meche
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This was my first time ever giving any type of assessment to a student, so this was a
learning experience for me. I feel that from the instruction provided, I was able to
successfully administer these assessments and test the level that this student relates to.
Since this was face-to-face, I think the assessments tested the skills of Ryan on a deeper
level to really point out his strengths and weaknesses. I definitely believe that providing
Ryan with an example of what I was asking him to do helped him understand the
assessment better. One specific thing I need to work on for my future is to practice more
on the sounds of letters to be sure that my students are learning correctly and can
understand the difference in sounds. I can also work on how to teach students the
difference between mirror image letters. Discovering effective activities will definitely
help me in my future career and these assessments showed me different ways to figure
out if my students are understanding my teachings or not. Another thing I believe would
be beneficial to me in the future is if I do not administer assessments after a student has
spent an entire day at school because they have the chance of being very distracted and
uninterested. I feel that assessments should be given earlier in the day, so that students are
more aware and willing to work. I noticed that encouraging Ryan made him feel better
about his efforts and motivated him to try harder in order to feel accomplished. Overall, I
feel that things went well and have prepared me a little more as a future educator.