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A Reader’s Journey of

Discovering a Love for Reading

Annie Hollett
The University of Georgia
Master of Education in Reading Education: New and Digital Literacies
Spring 2017
Table of Contents
About Lynleigh Slide 3

Assessments Administered Slide 4

Assessments, Results, and Interpretations Slides 5-41

Tutoring Goals Slides 42 and 43

Areas of Focus: What Did We Do Each Session? Slide 44

Word Recognition- Sight Words Slides 45-48

Decoding and Encoding CVC Words Slides 49-51

Vocabulary Instruction Slides 52-54

Comprehension and Retelling Strategies Slides 55-58

Conclusion Slide 59

Recommendations Slide 60

Thank you Slide 61

References Slide 62
About Lynleigh
Lynleigh is a Kindergarten student at a small private school in Atlanta,
Georgia. Lynleigh turns six in June, making her one of the youngest
students in her class. She is the oldest of three children in her family. Her
sister is two years old and her little brother was just born.

Lynleigh and I have been working together once a week this semester
to help Lynleigh learn reading strategies and skills to advance her
reading abilities. We have also worked on boosting Lynleigh’s
confidence and help her discover a love for reading.

Lynleigh was recommended for tutoring prior to this semester. In
addition to tutoring with me, Lynleigh is being tutored by another faculty
member at the school. With the extra support, Lynleigh has progressed
immensely since the beginning of the year.

Working with Lynleigh has been such a fun experience. I have seen her
grow so much in her reading ability, and her confidence has taken off. I
am beyond proud of her!

Assessments Administered
• Interest Inventory (slides 5-8)
• Qualitative Reading Inventory – 5 (QRI-5) (slides 9-23)
• Running Records (slides 24-26)
• Fry List (slides 27 and 28)
• Informal Phonics Inventory (slide 29)
• Informal Decoding Inventory (slide 30)
• Primary Spelling Inventory (slides 31 and 32)
• Cloze Assessment (slides 33 and 34)
• Fluency Assessments (Slide 35- 37)
• Multidimensional Fluency Scale (Slide 36)
• 5-Point Fluency Scale (Slide 37)
• Checklist for Evaluating Retelling (Slides 38-40)
• Early Reading Checklist (Slide 41)

Interest Inventory
An interest inventory is used to help teachers discover a student’s likes
and dislikes. For the interest inventory that I completed with Lynleigh, I
combined a reading attitude survey and an incomplete sentence
interest inventory. The interest inventory that I created and the one in
which I administered is called the , “Incomplete Sentence Interest
Inventory (Kindergarten).” The purpose of this inventory was to discover
Lynleigh’s interests, self-perception, feelings toward reading, and other
areas that a Kindergartener would be interested.

The very first session, Lynleigh and I engaged in a conversation to help
her feel more comfortable during our tutoring sessions. Throughout this
conversation, I would ask her to complete a sentence. Once she
completed the sentence, I filled it in on the “Incomplete Sentence
Interest Inventory.” The following slide shows the completed interest

Interpretation of the Interest
From the results of the Interest Inventory that I completed on my first day
of tutoring with Lynleigh, I noticed that she is a very positive student. She
is an extremely cheery student and excited about reading. However,
she seems to not have many strategies to help her read and needs
extra instruction to help boost her confidence. Through the conversation
that I had with Lynleigh, her parents read to her a couple books a night,
but she does not like reading to them, because she is scared she will get
something wrong.

This interest inventory has helped me see that Lynleigh responds very
well to incentives and encouragement. I believed that if I continued to
reciprocate Lynleigh's positive attitude and encourage/praise her work
and effort, she would respond very well to the material that I present to
her. I decided to use a “Tutoring Goals” sticker chart. Together, Lynleigh
and I came up with five goals to work on. When Lynleigh gets eight
stickers next to each goal, we can call that goal completed. On the
following slide, I have attached the ”Tutoring Goals” document.

Tutoring Goal Sheet Template

Qualitative Reading Inventory- 5
The Qualitative Reading Inventory or the QRI-5 is a reliable assessment
instrument used to assess a student’s reading ability. The QRI-5 is used for
students at the Pre-Primer 1 reading level all the way to high school
reading levels.

The QRI-5 is used to provide teachers with…
• A student’s independent level, instructional level, and frustration level
• Determine areas in which a student needs more instruction
• Determine future instruction and appropriate materials for a student
• Document growth based on intervention or instructional program
(Leslie and Caldwell, 2011, p. 22)

Qualitative Reading Inventory- 5
Reading Levels Descriptions:

• Independent level- student can read and comprehend a passage
without assistance

• Instructional level- student can read and comprehend a passage
but with help from the teacher

• Frustration level- student is unable to read or comprehend a

Qualitative Reading Inventory- 5
As an emergent reader, Lynleigh was tested on the very first level of QRI-
5 materials, Pre-Primer, for both the initial testing and final testing.

Tested QRI-5 Components:
• Word Lists
• Pre-Primer 1
• Pre-Primer 2/3
• Reading by Analogy
• Pre-Primer 1
• Narrative Passages
• Pre-Primer 1- “I Can”
• Pre-Primer 1- “I See”
• Pre-Primer 2- “Just Like Mom”
• Comprehension Questions
• Pre-Primer 1- “I Can”
• Pre-Primer 1- “I See”
• Pre-Primer 2- “Just Like Mom”

QRI-5 Word Lists
The QRI-5 word lists contain words that have been selected from the QRI-
5 passages at the same level. For example, the Pre-Primer 1 word list
contains 17 words from the Pre-Primer 1 passages. At the beginning QRI-5
levels, the word lists contains mostly all high frequency words.

The word lists are designed to assess accuracy of word identification, to
assess speed and automaticity of word identification, and to determine a
starting point for reading passages.

Below is a chart that reflects the leveling system for Pre-Primer 1 word lists:

Independent Instructional Frustration
15-17 words 12-14 words Below 12 words
identified identified identified
correctly correctly correctly

90-100% 70- 85% Below 70%
accuracy accuracy accuracy

Initial QRI-5 Word Lists Results
For the initial testing of the Pre-
Primer 1 word list, Lynleigh
scored on the line of
instructional and

Total correct: 14 out of 17
83%- Instructional
(one away from independent)

For the Pre-Primer 2/3 word list,
Lynleigh scored well into her
frustration level by the
thirteenth word, so we
stopped the assessment.

Total correct: 3 out of 13
23% Frustration
(Only 13 words tested)
Initial QRI-5 Passage Selections
From the results of the initial QRI-5 word list testing, I determined that
Lynleigh’s readability level was independent/ instructional for Pre-Primer 1

Next, I needed to test Lynleigh’s fluency and comprehension for a
narrative passage. Expository passages are supposed to be tested as well,
but there is not an expository passage at the Pre-Primer 1 level, so I
deemed Lynleigh’s instructional level of expository passages as Pre-Primer

To start the passage testing, I used the first two Pre-Primer 1 narrative
passages. The passages in the QRI-5 book increase by difficulty level as
you continue through levels. Meaning, the first Pre-Primer 1 passage is
slightly easier than second Pre-Primer 1 passage.

Below are the passages that Lynleigh was tested on:
• Pre-Primer 1 Narrative: “I Can”
• Pre-Primer 1 Narrative: “I see”
• Pre-Primer 2 Narrative: “Just Like Mom”
• Testing word identification ability in context versus isolation
Initial QRI-5 Passages Results
Pre-Primer 1 Narrative: “I Can”-

Reading: Comprehension:
Total Accuracy: 97% (1 miscue) Comprehension Accuracy: 100%
Level: Independent Level: Independent

Initial QRI-5 Passages Results
Pre-Primer 1 Narrative: “I See”-

Reading: Comprehension:
Total Accuracy: 91% (3 miscues) Comprehension Accuracy: 100%
Level: Instructional Level: Independent

Initial QRI-5 Passages Results
Pre-Primer 2 Narrative: “Just Like Mom”-

Reading: Comprehension:
Total Accuracy: 86% (6 miscues) Comprehension Accuracy: 80%
Level: Frustration Level: Instructional

Final QRI-5 Word Lists Results
For the final testing of the Pre-
Primer 1 word list, Lynleigh
scored _______.

Total correct: ____ out of 17

For the Pre-Primer 2/3 word list,
Lynleigh scored __________.

Total correct: ____ out of 17

Initial QRI-5 Passages Results
Pre-Primer 1 Narrative: “I Can”-

Reading: Comprehension:
Total Accuracy: Comprehension Accuracy:
Level: Level:

Final QRI-5 Passages Results
Pre-Primer 1 Narrative: “I See”-

Reading: Comprehension:
Total Accuracy: Comprehension Accuracy:
Level: Level:

Final QRI-5 Passages Results
Pre-Primer 2 Narrative: “Just Like Mom”-

Reading: Comprehension:
Total Accuracy: Comprehension Accuracy:
Level: Level:

Running Records
A running record assesses a reader’s fluency and reading
comprehension. At St. Martin’s Episcopal School, the school Lynleigh
attends and the school in which I currently teach, Lynleigh is a level B,
according to the Reading A-Z program’s leveling system.

During the semester, Lynleigh moved from a level B to a level C, which is
where Kindergarten teachers would like their students to be at the end of
the year.

The program, Reading A-Z, provides students with leveled books that are
just right for a student, once they have been initially assessed.

Throughout the course of the semester, I frequently assessed Lynleigh’s
reading fluency and comprehension by administering Running Records. I
did this to make sure I was still providing Lynleigh with materials within her
instructional and independent level.

In the following slides, I have included an example of one of the running
records that I completed with Lynleigh.

Running Records

Running Records

Fry Word List
The Fry Word List contains words that readers encounter all the time-
these are high frequency words or sight words. These sight words are
words that a reader should recognize automatically in order to build their

In Kindergarten at St. Martin’s Episcopal School, there are 70 sight words-
22 of which are color words and number words.

Out of the first 100 words from the Fry Word List, St. Martin’s Kindergarten
students should be able to recognize 58 of the words.

When I first tested Lynleigh in mid- February, she scored 47 out of 100 of
the words.

Fry Word List
Initial testing: Mid-February
47/100 correct: 47%

Informal Phonics Inventory
The Informal Phonics Inventory is an informal assessment that can be used to
evaluate a student’s phonics skills (letter and sound recognition).

I used the Informal Phonics Inventory with Lynleigh to assess her knowledge
of the letters and the sounds that each letter makes. Lynleigh’s results
showed that she knows the consonant sounds and vowel sounds. Lynleigh
also knows almost all of the diagraphs. Lynleigh scored 100% on the
consonant sounds, 100% on the vowel sounds and 80% on diagraphs.

Informal Decoding Inventory
The Informal Decoding Inventory is an informal assessment that assesses a
student’s skills to decode both single syllable and multisyllabic words. Within
the test, there are portions that test real CVC words and nonsense CVC

I used the portion of the Informal Decoding Inventory with Lynleigh that
assesses single syllable CVC words because Lynleigh is an early reader.
Lynleigh’s results showed that she knows how to decode short vowel both
real and nonsense CVC words. Lynleigh scored a 90% on the portion

Primary Spelling Inventory
The Primary Spelling Inventory is an informal assessment that assesses a
student’s spelling knowledge. The Primary Spelling Inventory is used for grades
Kindergarten through third grade.

In the assessment, there are 26 total words that a student is asked to spell.
Kindergarteners and emergent readers are asked to spell the first five to eight
words. In late Kindergarten and early first grade, teachers are to assess the
first 15 words on the list. I assessed Lynleigh on the first 15 words on the Primary
Spelling Inventory List (pictures below).

9. stick
10. shine
11. dream Guide to
12. blade
13. coach misspellings
14. fright
15. chewed
Primary Spelling Inventory
Below is the Primary Spelling Inventory Feature Guide. The Feature Guide is
used to calculate a student’s spelling ability level and determine future areas
of instruction. From the results below, Lynleigh is in the Middle to Late Letter
Name- Alphabetic spelling stage. She was able to generate the correct letter
for the beginning, middle, and ending sounds. Lynleigh has knowledge of
diagraphs (ch, th, sh), and some knowledge of blends (sl, bl, fr).

Cloze Assessment
A cloze assessment is generated using a passage written at a student’s
reading level. Within the passage, words are omitted and the student
uses clues within the context or in this case, pictures, to help fill in the
blanks correctly. The purpose of a cloze assessment is to see how a
student uses their context clues to fill in the blanks. A cloze assessment is
used to assess comprehension and ability to make meaning from a

For this cloze assessment, I decided to create one using Lynleigh’s
interests. The cloze assessment is titled, “At School.” The completed cloze
discusses all of the things that Lynleigh likes to do at school- that she has
expressed to me throughout the tutoring sessions. Within the cloze, there
are picture clues to help Lynleigh fill in the blanks correctly. There is also a
word bank to help her spell the words correctly.

Once the cloze was completed correctly and reread, Lynleigh was able
to tell that the cloze was about her. She thought this was so cool!

On the follow slide, I have incorporated pictures from the completed
cloze assessment.

Cloze Assessment

p.1 p.2
Fluency Assessments
Fluency is the ability to read in a way that sounds and flows like spoken
language. When a reader reads fluently, they are able to comprehend
text more easily.

Word recognition and automaticity are important in order to increase
fluency and comprehension.

Fluency can be assessed using fluency scales such as the
Multidimensional Fluency Scale and the 5-Point Fluency Scales. When
assessing a reader’s fluency using these scales, an examiner asks the
reader to read a passage and take notes on the reader’s oral reading.

The criteria an examiner is looking for is:
1. Reading word-by-word or in phrases
2. Choppy or smooth reading
3. Expression and tone of voice
4. Rate of student reading

The following slides show the two fluency scales used for both fiction and
nonfiction books on Lynleigh’s readability level.

Multidimensional Fluency Scale
The Multidimensional Fluency Scale is used to rate a reader’s fluency
level. A reader is tested on their phrasing ability, their reading
smoothness, and their pace of reading.

For a fiction book: For a nonfiction book:

5-Point Fluency Scale
The 5-Point Fluency Scale is also used to rate a reader’s fluency level. A
reader is tested on phrasing, smoothness, expression, punctuation, and
rate. Below is the completed 5-Point Fluency Scale that I used with
Lynleigh for both fiction and nonfiction passages. For both passages,
Lynleigh was able to read mostly in phrases, in a rate generally smooth
and conversational. She used appropriate expression and recognized
punctuation throughout both pieces.

Checklist for Evaluating Retelling
A Checklist for Evaluating Retelling is an assessment a teacher can use to
assess how a reader comprehends a piece of text. The student is required
to read, remember, and retell a passage they have read. In the Checklist
for Evaluating Retelling, a reader is required to retell the story without any
assistance prior to receiving prompts from an evaluator.

Lynleigh did a wonderful job
inferencing and retelling all of
the elements of the fiction
story, “I Love Art Class.”
However, she had a difficult
time retelling the story in the
correct sequence.

When provided with prompts,
Lynleigh was able to respond
with the correct answers. To
the right, I have included the
completed Checklist for
Evaluating Retelling used.

Checklist for Evaluating Retelling

For a nonfiction book,
”Applesauce,” Lynleigh was
able to retell most of the
book’s elements without
assistance. She missed a few
key parts of the book and
was unable to put the parts in

When provided with prompts,
Lynleigh was able to respond
with the correct answers after
a short pause. To the right, I
have included the
completed Checklist for
Evaluating Retelling.

Checklist for Evaluating Retelling
Overall, Lynleigh had a much easier time retelling story elements in a
fiction book than she did in a nonfiction book. I think this is because
she is more familiar with fiction book concepts and text structure
than the nonfiction book she was presented with.

Checklist For Early Reading
A Checklist for Early Reading is a form of assessment that can be
completed by simply observing and having a conversation with the
student. Below is the completed Checklist for Early Reading that I
completed on Lynleigh.

Tutoring Goals
Based on the results of the assessments administered, I generated
tutoring goals that reflected Lynleigh’s interests, strengths, and areas of
reading that needed to be focused on during our time together.

The goals that I generated were:
• Provide Lynleigh with strategies to use when decoding and encoding
• Expose Lynleigh to materials that support her interests and are
suitable for her to use both independently and with some assistance
• Model and teach Lynleigh strategies to help comprehend texts more
• Recognize sight words and CVC words with ease to help with fluency
• Provide Lynleigh with encouragement and praise to help boost her
reading confidence.

Tutoring Goals
To help Lynleigh see that she is capable of being a great reader, we
created tutoring goals that we would try to meet each tutoring session.
As stated on a previous slide, I put the goals together in the form of a
sticker page. Once Lynleigh met one of the goals, she would put a
sticker next to the goal. When each goal had 8 stickers, she was able to
say that the goal was completed. Below is the completed tutoring goal
sticker count.

Areas of Focus: What did we do each
When collecting the data and sifting through the results of the Qualitative
Reading Inventory-5 that I conducted the first two sessions, I noticed that
there were three main areas that Lynleigh needed to improve in: decoding/
encoding strategies, word recognition, and vocabulary instruction. One area
where Lynleigh excelled was in her ability to comprehend and retell the
assessment passages. However, I believe that it is important for me to provide
her with more comprehension and retelling strategies in order for her to be a
great reader.

The four areas of focus for our tutoring sessions were:

1. Word recognition- Sight words
2. Decoding and encoding CVC words
3. Vocabulary Instruction
4. Comprehension and retelling strategies

My hope was that by focusing on all four of the areas above, I would slowly
prove to Lynleigh that she is fully capable of reading and she is great at
Word Recognition- Sight Words
One area that Lynleigh needed to improve on was her ability to
recognize sight words. I thought that it would be beneficial to Lynleigh’s
fluency, comprehension, and confidence to work on sight words every
session. When Lynleigh recognizes these words immediately, she will be
able to focus all of her attention on comprehending the text.

One strategy that proved to be very helpful throughout the sessions:
• Repetition- Repeatedly going over sight words multiple times during
multiple sessions was very beneficial to Lynleigh. Using different
methods and mediums for Lynleigh to engage with when practicing
the sight words helped her improve her automaticity.
1. Multisensory games and activities
2. Spelling activities

The following slides shows some multisensory games and activities we
used to help Lynleigh improve her sight word recognition ability.

Word Recognition- Sight Words

One person grabs a popsicle stick from the stack and reads the word. If
they read it correctly they keep it, if they read it incorrectly, they place it
back in the can. This play continues until someone pulls a stick that says
“Zap!”- then all of that person’s sticks go back into the can. When no
more sticks are in the can, the person with the most sticks wins.
Word Recognition- Sight Words

SMARTBoard Rainbow Writing
For this activity, Lynleigh would use the SMARTBoard to rainbow write
sight words. Lynleigh would be required to spell the word on the board.
Then she would spell the word out loud and underline and say the word
three times in a row. For example: “l-i-k-e, like, l-i-k-e, like, l-i-k-e, like”
Word Recognition- Sight Words

This was Lynleigh’s favorite game. It is essentially a two player BINGO but
with a twist. When a button is pressed, the dispenser shoots out a sight
word. The player who pushed the button is then required to read the
word. Both players then check their boards to see if they can cover up a
spot. The player with the board covered first wins.
Decoding and Encoding CVC Words
Another area that Lynleigh needed to improve in was her ability to
decode and encode CVC words. Decoding CVC words with ease will
allow Lynleigh to read through passages without having to constantly
sound out words.

Each session, there was some activity that Lynleigh engaged in where
she used strategies to decode and encode CVC words.

Below are two of activities that I used with Lynleigh to help her practice
strategies to decode and encode words with ease
1. Mystery word
2. Roll-a-word

Providing Lynleigh with strategies and activities to practice CVC words
helped Lynleigh’s confidence level go up. By the end of the tutoring
sessions, she was able to read CVC words with ease and not have to use
her fingers to tap out the words.

Decoding and Encoding CVC Words

Mystery Word
The Mystery Word game can be played on the SMARTBoard, white
board, or light board. The game is a phoneme segmentation and
manipulation game. I would say a word, and Lynleigh would have to
write the word. Then I would tell her to change one sound at a time to
make a new word. For instance, “change ‘pet’ to ‘pen.’” Lynleigh would
be required to separate the sounds and determine which sound needed
to change in word to make the new word. 50
Decoding and Encoding CVC Words

The Roll-a-Word game is a game played with big dice. Each dice is a
different color. There is one beginning sound dice, one middle sound dice,
and one ending sound dice. Lynleigh would roll each dice separately and
put them in order to spell a real or nonsense word. She would then need
to say the word and determine if it was real or nonsense. When Lynleigh
started to get the hang of word families, there would be two dice, one
beginning sound dice and one word family dice. 51
Vocabulary Instruction
The third area that I focused on with Lynleigh was vocabulary instruction.
Vocabulary knowledge is essential in order to comprehend passages.
Providing Lynleigh with instruction on vocabulary helped her be able to
recognize the words more easily and read with meaning.

Two activities that I used to teach vocabulary were:
1. Graphic organizer for vocabulary
2. Vocabulary quilt

Both of the activities that I used to teach vocabulary could also be
called, “Pictionaries.” Lynleigh loves to draw and color, so I thought it
would be fitting to allow her to do both to illustrate the meaning of the
new words that she learned.

Vocabulary Instruction

Graphic Organizer for Vocabulary
This graphic organizer helped Lynleigh organize the words that she
learned in the story, “I Love the Earth.” In the book, there were a few
words that Lynleigh did not know. She was able to pick two of them and
use them for the graphic organizer. She was required to write the words,
provide some describing words, and draw a picture.
Vocabulary Instruction

Vocabulary Quilt
A vocabulary quilt is essentially the same thing as a, “pictionary.” I
created this vocabulary quilt to go along with the book, “Baby Animals.”
This book taught Lynleigh the names of a handful of baby animals. She
thought it was so cool. I even heard her explaining it to her friends the
day after and she remembered the names of the animals!
All of the goals and areas of focus stated prior to this slide are vital
components in order for comprehension to happen. One of the areas
that Lynleigh did well on in the QRI-5 assessment was comprehension
and retelling of passages. However, I feel that these skills are important
to practice and to continue to learn in order for Lynleigh be a great

There were three strategies that I used to help Lynleigh practice her
retelling skills and show her comprehension.
1. Acting it out
2. Journal Writing
3. Roll and Retell

Lynleigh is a very artistic and active student. Acting out the stories to
retell them was something that I immediately thought about. Using fun
activities to get Lynleigh talking about the story that she just read will
result in Lynleigh seeing the true purpose of reading!

Comprehension and Retelling

Acting It Out
Acting it was out so fun for Lynleigh. We did this for two different stories,
“The Three Little Pigs” and “Applesauce.” For “The Three Little Pigs,”
Lynleigh used stick puppets to retell the story. For the nonfiction story,
“Applesauce” Lynleigh was required to write a recipe (the steps stated in
the book) and use the recipe to make fake applesauce!
Comprehension and Retelling

Journal Writing
Writing and illustrating on journal paper was something that Lynleigh
enjoyed doing to show her comprehension of a piece of text. Raz-Kids, a
leveled reading program, has an abundance of books for each reading
level. For each book, there is a comprehension quiz and an extension
activity. For the book, “Beach Fun,” Lynleigh was asked to show her
comprehension by writing about what she likes to do at the beach and
draw a picture. 57
Comprehension and Retelling

Roll and Retell
Roll and Retell is a great game to use after reading a book. The reader
rolls a dice and what ever number the dice lands on, they have to
answer that question on the sheet. This game helps readers recall story
elements such as main characters and the setting of the story. The game
also requires the reader to ask their own questions about the passage. 58
I believe that all of the tutoring sessions were very successful. I am very
pleased about the improvement that Lynleigh made since the beginning
of the semester. She has shown so much growth in her reading ability.
She now has much more confidence than she did when I first started
with her!

Lynleigh’s sight word recognition ability has improve immensely since the
beginning of the semester, and her ability to decode CVC words with
ease is continuing to improve with each day passing. Lynleigh’s
comprehension and retelling ability has strengthened since the
beginning of the semester as well. She is now able to make inferences
and put the passage events in the correct sequence when retelling.

Overall, I believe that Lynleigh is growing to love reading. She is more
confident in her self and her reading performance. Towards the end of
the tutoring sessions, she was excited to show me how she can read her
library book or a book from home.

On the following slide, I have included a few recommendations to help
Lynleigh keep up her confidence and continue to progress in reading.

Below are a few future recommendations for Lynleigh:
• Continue to practice sight words daily
• Practice, practice, practice- repetition is beneficial to Lynleigh!
• Read for at least 20 minutes every day
• It is important to Lynleigh to read every day to build her fluency
• It is also great for Lynleigh to hear an adult read to her. Hearing an
adult’s tone of voice and expression while reading is beneficial to
a child’s reading and language development.
• Point out words that Lynleigh might not be familiar with in texts and
talk about their meaning
• The more Lynleigh knows about a word, the more likely she is
going to remember it.
• Talk about the book after reading it
• This not only builds communication skills and retelling skills, but it
also can assesse comprehension of text.
• One-on-one biweekly support
• I think that continuing to work with someone biweekly will help
Lynleigh keep her confidence. I also think that it would be
beneficial for her to practice what she is learning with someone
else at school and then again when she gets home.

Thank you!
THANK YOU so much for letting me work with Lynleigh this semester. She is
such a sweet and kind girl and she has been an absolute joy to work
with! I have learned so much from her. I know that she will continue to
grow in her reading ability. Her confidence and love for reading will only
grow from here!

I am beyond proud of her!

-Annie Hollett

Leslie, L., & Caldwell, J. (2011). Qualitative Reading Inventory- 5 (5th ed.).
Boston, MA: Pearson.