Professional Documents
Culture Documents
Raegan Stead
EDU 325
STUDENT ASSESSMENT PROJECT 2
Introduction
Trevor is a second grade student and has been at his current school since preschool. He is
African American and is eight years old. He is currently on an IEP for a specific learning disabil-
ity. At school he is placed in a second grade general education classroom and goes down to the
ing to do his work and/or disrupting the class. He usually needs to be prompted to do his work,
but once he gets started he can do it on his own. He has a short attention span and gets easily
frustrated with his assignments. There is not a paraeducator in his general education classroom,
so he is sent to the special education classroom to get extra help. Sometimes he will try to make
jokes and get off topic to avoid doing his work. He responds well to rewards and will immedi-
ately start doing his work if promised something in return. Rewards used are a piece of candy,
being able to ask a question, or getting to tell one joke. Trevor gets along well with other stu-
dents, but acts less mature than the students in his class. He listens to directions and does what he
is told, but it seems like he does not understand why he is engaging in the behavior. Trevor is
also very clumsy and messy. The inside of his desk is always full of garbage, crumpled up pa-
pers, broken pencils, and books with pages and covers missing. He always has food on his
clothes because he eats very quickly at lunch and has a hard time using silverware correctly. He
skips through the halls instead of walking and frequently trips over his own feet. At home, Tre-
vor lives with his aunt and acts immaturely. He usually does what he is told, but eventually re-
verts back to his immature behavior. He enjoys eating, playing games, and telling jokes.
Procedures
STUDENT ASSESSMENT PROJECT 3
student should asses. She suggested Trevor and gave me all of the background information
on him that I could not fill put myself. He does not live with his parents so I had to ask her
for the rest of the information. I have worked with Trevor multiples times throughout the
semester so I had most of the background information already. The interview took place
before the assessment was given. The assessment took place on April 4th and April 9th.
Trevor and I worked on the assessment in the cafeteria while it was empty. On the first day
we did the first two assessments and on the second day we did the second two
assessments. During the assessments, Trevor was given a break between tests because he
has a hard time focusing for long periods of time. The break was about five minutes long
and he received a Reese Cup as reinforcement for completing the first assessment. Each day
the assessments took about thirty minutes to complete. After finishing each day, Trevor
received another Reese Cup as reinforcement and as a reward for helping me on the
project. He was excited to help me with the project and was even happier to receive the
chocolate. While analyzing the data, I found that Trevor is received very low scores in
words read per minute and on his retelling ability. Both of those areas are affected by
fluency and comprehension, which is why those were chosen as targeted areas for
Assessments Given
The assessments given were Nonsense Word Fluency and Oral Reading Fluency. The
NWF assessment presents made-up words consisting of two or three letters. The student
being assessed is asked to read as many of the words correctly as they can in one minute.
They receive one point for every letter sound that they pronounce correctly and one point
STUDENT ASSESSMENT PROJECT 4
for each whole word read correctly. According to Ritchey (2008), NWF measures a stu-
consonant pseudowords.
This ability important for students because it allows them to recognize letter-sound rela-
tionships and not just memorize the sounds of certain words. The “words” are presented in
The Oral Reading Fluency assessment was broken up into three parts. Each part
contained a different story that the student had to read and a retell section. The student
was give one minute to read as much of the passage as possible. While the student was
reading, the assessor marked mistakes, missed words, and skipped lines. When the minute
was up, the assessor put a bracket around the last word read. That indicated how many
words were read in the time period without accounting for mistakes. The mistakes were
then added up and subtracted from the total words read. That figure determines the total
number of words read in the time frame. After the student completed the oral reading, they
were ask to retell as many details from the story as they could. They were given one minute
to retell the story. While the student was summarizing the passage, the assessor marked
the number of details the student was able to provide. When the time was up, the assessor
took note of the number of details given by the student and scored their summarization
based on the retelling. This sequence was done three times with three different passages.
The Oral Reading Fluency assessment is important because it shows how many
words a student can read correctly in one minute. The student has to also comprehend
what they are reading because they have to retell what they just read with as many details
STUDENT ASSESSMENT PROJECT 5
as possible. It is important to give the retell test because in order for students to under-
stand what they are reading, they have to be fluent readers. According to Francis, Santi,
Barr, Fletcher, Varisco, & Foorman (2008), this relationship between fluency and compre-
hension has been argued theoretically and studied empirically, where it has been shown
across a variety of settings and contexts using different measures of fluency and compre-
hension, that a fluent reader is more likely to have better comprehension skills. Fluency
and comprehension build off of each other and the scores in these categories can show why
ered well below the benchmark for the end of the year. On the Nonsense Word Fluency as-
sessment, he read 7 words correctly and was able to correctly pronounce 31 letter sounds
in the time frame. He is considered below benchmark for CLS and well below benchmark
for WR. He was able to read words that were similar to actual words and was unable to
read the rest. He got to the third row on the assessment before time ran out. He tried to
sound out the words he could not read and sometimes tried to spend a lot of time on one
word or letter. On the first DORF assessment, Trevor read 49 words and had 7 errors,
which resulted in a score of 42. His retell for that passage was average and he was able to
remember three details from what he read. He explained the details in 25 words. In the sec-
ond assessment, he read 40 words and had 7 errors, which resulted in a score of 33. His re-
tell for that passage was weak and he could only remember two details from what he read.
He explained the details in 15 words. In the third assessment, he read 51 words and had 6
errors, which resulted in a score of 45. He read more words this assessment, but could only
STUDENT ASSESSMENT PROJECT 6
retell 2 details in 13 words. He began to make up details about the passage so the time was
cut short.
Targeted Area A
The first literacy area that Trevor needs to improve in is fluency. Fluency is targeted be-
cause Trevor did not read many words per minute and struggled to sound out some of the words.
The mistakes made on some of the words reduced his total words read score. Trevor will need to
be able to use this skill for the rest of his life, so it is important that he improves on it now while
he is still relatively young. In order to improve his fluency, two strategies would be imple-
mented. The first strategy is assessment. Assessments would be used to find underlying cause of
non-fluent reading and address those in instruction. According to Murray, Munger, & Clonan
(2011), without an adequate background in assessment, many teachers may not realize the limita-
tions of oral reading fluency data, and they may also fail to gather additional data to aid them in
making effective instructional decisions. This means that assessment could undercover reasons
STUDENT ASSESSMENT PROJECT 7
as to why Trevor is struggling with fluency and his needs could be met during instruction. The
assessments would also provide data for progress monitoring and instruction could be based off
of the data.
The second strategy is repeated reading. Repeated reading allows the student to practic-
ing reading orally, which can increase fluency. On the DIBELs assessment, Trevor struggled
with reading orally and read at a slow pace. Practicing those skills with different passages could
increase the number of words Trevor can read correctly during a period of time and will help him
make less mistakes. The student also rereads the passage until they receive a sufficient score,
which could give Trevor a goal to reach. Using repeated readings as an intervention to increase
fluency, Boon, Spencer, & Strickland (2013) found that results indicated that both students with
LD consistently retained higher fluency gains on the high fluency criterion passage for all post-
intervention sessions. The same type of intervention could be used with Trevor and his process
Targeted Area B
The second literacy area that Trevor needs to improve in is comprehension. Trevor was unable to
accurately retell many details from the passages he read. He was able to tell a few details at first
then he eventually got off track and started making up details or he would repeat the same details
over and over again. In order to improve his comprehension, two strategies would be imple-
mented. The first strategy is structure strategy intervention. According to Meyer & Ray (2011),
strategy interventions employ modeling, practice, and feedback to teach students how to use text
structure strategically and eventually automatically. Using this strategy will increase Trevor’s
ability to use the text to understand its meaning. The classroom teacher would have to model
STUDENT ASSESSMENT PROJECT 8
tion. After modeling, the teacher would practice with Trevor until he is able to find meaning in
the text on his own. Feedback is also important because it lets Trevor know how he is progress-
ing and what skills he still needs to work on. Direct instruction, modeling, scaffolding, elabo-
rated feedback, and adaptation of instruction are important to teaching students to use their
The second strategy is Say Something. This is a strategy that involves interrupting a stu-
dent’s reading and asking them questions about what they had read up to that point. According to
Kissau & Hiller (2013), weak readers are often so focused on understanding and correctly pro-
nouncing individual words in texts that they lose sight of the general message. This strategy has
students stop reading frequently and has them reflect on what they read. Students are encouraged
to discuss what they have read in detail. This strategy could also be implemented in groups and
the students could discuss what they have read with one another. This strategy would help Trevor
because he was very focused on reading the words and sounding them out rather than under-
standing what the passage meant. He would still be able to try to pronounce the words correctly,
but he would read less at a time and reflect on a smaller amount of information. This would also
help him remember the information longer. Progress monitoring could be done by slowly in-
creasing the number of words or sentences read before stopping to ask questions.
Conclusion
Overall, I found that Trevor is well below the second grade benchmark for the end of
the year. He struggled to read in both the Nonsense Word Fluency assessment and the Oral
Reading Assessment. He seemed to not take the retell section as seriously as I would have
liked, but I could tell he just wanted to be done with the assessment. I found allowing
STUDENT ASSESSMENT PROJECT 9
Trevor to have breaks between the assessments to be important because I do not think he
would have continued to cooperate without them. The Reese Cups also helped keep him
engaged in the assessment. I also found the benchmark scores to be important because it
allowed me to see where Trevor was compared to other students his age and it gave an
idea of the kind of intervention he would need. I was surprised to find how below
benchmark Trevor performed because when I work with him in his classes he does not
seem to have a problem reading and answering questions about what he read. I have found
that he works better when someone is helping him and keeping him on track.
STUDENT ASSESSMENT PROJECT 10
Bibliography
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the estimation of students' oral reading fluency using DIBELS. Journal Of School Psy
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Kissau, S., & Hiller, F. (2013). Reading Comprehension Strategies: An International Comparison
of Teacher Preferences. Research In Comparative And International Education, 8(4),
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Meyer, B., & Ray, M. (2011). Structure strategy interventions: Increasing reading comprehen-
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