Reader Profile Report

Reader: Roger Ready to Results and Interpretations completed by:

Read Kandyce Wood

Grade: 5th

Date of Assessments: Date of Report: October 7, 2021

09.28, 09.30, 10.4, 10.5

1. Overview of reader interview and background information:

Roger is a 5th grade student. He lives with his mother, father, sister, and dog. He enjoys playing
video games, swimming, and playing basketball. Roger enjoys reading series such as “Captain
Underpants,” “Amulet”, and “Dog Cop”. Roger shares that someone is a good reader once they
find a book that keeps you interested. Roger shares that he enjoys reading, because when you
read it makes you feel like you are going somewhere else. He loves getting choice in choosing a
comfortable spot to independently read. Roger shares that sometimes when he is reading, he
gets a headache and it causes him to want to stop. He states that confusing words will also
cause him to want to stop reading.

2. High-frequency Words Inventory:

A random sample of words from the third set of Fry Sight-Word Inventory was presented
to the reader one word at a time. These are words that occur frequently in books written for
children. This assessment was administered in order to evaluate Roger’s ability to recognize
common words with automaticity.

Words read correctly out of 45: 44

Interpretation: Based on the data from the High Frequency Word Inventory, I determined
that Roger is able to read the majority of recurring words accurately. However, he would benefit
from continued instruction with high frequency words to strengthen his automaticity with the
words.

3. Developmental Spelling Analysis (DSA) Screening Inventory:

Word: Student Spelling:

Hen Hein

Wish Wish

Trap Trap
 Jump Jump

Brave Brave

Smile Smile

Grain Graen

Crawl Croll

Clerk Klerk

Clutch Cluch

Palace Palis

Observe Ubsreve

Shuffle Shufel

Exciting Exicing

Treason Treezen

Column Colum

Variety Vritey

Extension Extionshon

Competition Comeputishun

Illiterate Ulidirt

Interpretation:
Roger’s spelling inventory shows strengths in identifying and applying digraphs, short
vowels, blends, prefixes, and silent e. Roger’s spelling inventory also shows areas of growth for
multisyllabic words, r-controlled vowels, suffixes with -ion, and vowel teams.

4. Examiner Word Lists:

The Qualitative Reading Inventory Word List is an assessment consisting of a list of
twenty grade specific vocabulary terms in which a student will be asked to read aloud. As the
student reads each word down the list, the teacher will note all words the students read
automatically, as well as any words identified after hesitation or decoding took place. Based
upon the number of words the student was able to accurately identify, the teacher will have a
clear understanding of whether this list falls into the student's independent, instructional, or
frustration reading level. This assessment allows teachers to assess the accuracy of various
grade specific words, the speed and automaticity of their word identification, and determine the
appropriate starting point for the narrative and expository reading passages.
 Fourth Grade Fifth Grade

Total Correct Automatic: 16/20= 80% Total Correct Automatic 13/20= 65%
Total Correct Identified: 4/20= 20% Total Correct Identified 0/20= 0%
Total Number Correct: 20/20= 100% Total Number Correct 13/20= 65%
Independent Frustration

Levels:

Independent: Instructional Frustration

18-20 14-17 Below 14
90-100% 70-85% Below 70%

Interpretation:
The indications of Roger’s report show that Roger could benefit from vocabulary intervention
and exposure. Roger was able to independently identify 20 words on the 4th grade list, 4 words
of which Roger self-corrected. Roger identified 13 words correctly on the 5th grade list;
however, had difficulty identifying and decoding words such as biography, stampede, obstacles,
and pioneers. Exposure to academic vocabulary could help increase Roger’s automaticity and
comprehension.

5. Informal Reading Inventory:

The Qualitative Reading Inventory (QRI-6; Leslie & Caldwell, 2017) is an informal
reading inventory used to estimate the child’s instructional reading level. The child is presented
with a series of texts, increasing in difficulty. The assessment continues until the examiner
identifies the highest level at which the child meets the instructional level criteria. The
instructional level is defined as the highest grade level at which the child can successfully read
with sufficient word reading and comprehension accuracy to meaningfully learn from the text.

Passage Name/Level Word Recognition Level Comprehension Level (total

(percent of words read correct/total # of questions)
correctly)

Wool: From Sheep to You 97% 83%

Level 3
Level P 10 out of 12 points
Lexile: 700
Frustrational (89%-)
Instructional (90%-97%) Frustrational (69%-)
Independent (98%+) Instructional (70%-89%)
Independent (90%+)
 Early Railroads 95% 50%
Level 4
Level Q 4 out of 8 points
Lexile: 810
Frustrational (89%-) Frustrational (69%-)
Instructional (90%-97%) Instructional (70%-89%)
Independent (98%+) Independent (90%+)

Interpretation:
An estimate of Roger’s instructional level is: Level 4 (Lexile: 700). At this level Roger
was able to independently answer the majority of comprehension questions correctly and with
confidence. Although Roger was able to instructionally read a text at a higher level, Roger
scored in the frustrational level for comprehension. This shows that Roger would benefit from
strategies to self-monitor both his reading and comprehension. Strategies for monitoring
Roger’s comprehension will help Roger to feel more confident in understanding a variety of texts
presented to him.

6. Oral Reading Fluency

Reading fluency is characterized by three criteria: accuracy, rate, and expression. The
reader’s fluency was assessed using multiple texts levels, including: 1) a lower level text from
the IRI (Informal Reading Inventory) fluency passage, 2) as well as a text on grade level chosen
by Roger from the IRI (Informal Reading Inventory) 3) the text at the reader’s instructional level
(from the QRI, above). Accuracy was scored using the QRI guidelines. These passages were
scored based on reading rate using the words correct per minute (WCPM) score, which was
interpreted using published oral reading fluency norms (Hasbrouk & Tindal, 2017). In order to
score aspects of fluency related to expressive reading, we used the Multidimensional Fluency
Scale (Zutell & Rasinksi, 1991; adapted by McKenna & Stahl, 2015).

Text 20
“Carrots” FK 4.9

Words Correct Per 71

Minute

Word Recognition 96%

Accuracy Level

Comprehension 6/8
Score 75%

Expression and 3/4

Volume

Phrasing 3/4
Pace 3/4

Smoothness 3/4

Total Score on 12/16

Multidimensional
Fluency Rubric

Text 21
“Food” FK 5.1

Words Correct Per 78

Minute

Word Recognition 95%

Accuracy Level

Comprehension 4/8
Score 50%

Expression and 3/4

Volume

Phrasing 3/4

Pace 2/4

Smoothness 2/4

Total Score on 10/14

Multidimensional
Fluency Rubric

Wool: From Sheep

to You
Level 3
Level P
Lexile: 700

Words Correct Per 66 WCPM

Minute

Word Recognition 97%

Accuracy Level

Comprehension 10/12
Score 83%

Expression and 3/4

 Volume

Phrasing 3/4

Pace 3/4

Smoothness 3/4

Total Score on 12/16

Multidimensional
Fluency Rubric

Interpretation:
According to oral reading fluency norms, a student at the beginning of 5th grade reading
at least 121 words correct per minute is in the 50th percentile. Roger does not meet this
criterion. Roger scored 71 words per minute on a level 4.9 passage, indicating that Roger is
between the 10th and 25th percentile. He will need intensive fluency intervention to get him
closer to his grade level benchmark. Roger is using some expression when reading aloud;
however, his focus is largely on saying the words. Roger frequently reads in two or three word
phrases and does not acknowledge sentence structure. Roger will often speed up before
slowing down which often contributes to hesitations or loss of focus on decoding unfamiliar
words. If continued, these factors will continue to decrease Roger’s pace.

7. ​Word Reading/ Decoding Inventory

Patterned after the Informal Decoding Inventory (McKenna & Stahl, 2015), the Wolfpack
Readers Word Reading Inventory is an assessment of decoding skills, in the sequential order in
which these patterns are typically learned. This inventory serves as a placement test to
determine which specific sound-spelling patterns should be targeted for instruction. The
inventory includes words corresponding to many of the common patterns found in English
words. A child has to read at least 8 words (out of 10) correctly and effortlessly to master a
pattern. The assessment is discontinued once the teacher identifies a few key areas where
mastery is not achieved.
The results of this assessment are as follows:

Part 9: Contractions Example of word # of words read Mastery?

and Multisyllabic pattern: correctly
Patterns

9.01 multisyllabic - Adapt 10 10/10

initial unaccented Yes
syllable (schwa) spelled
a

9.02 Multisyllabic - Belief 7 7/10

Long e - e No
 9.03 Multisyllabic - v/cv Tidy 9 9/10
- initial open syllable Yes

9.04 Multisyllabic - Enough 10 10/10

Short u - ou Double Yes

9.05 Multisyllabic - /er/ Humor 8 8/10

spelled or Yes

9.06 Multisyllabic - /er/ Enclosure 10 10/10

spelled ure in sure and Yes
ture

9.07 Multisyllabic - /zh/ Precision 9 9/10

spelled s Yes

9.08 Multisyllabic - tion Invention 6 6/10

as suffix No

9.09 Multisyllabic - Tipping 9 9/10

vc/cv - initial closed Yes
syllable

9.10 Multisyllabic - Stable 9 9/10

consonant + le Yes

9.11 Multisyllabic - Rustic 9 9/10

vc/cv - initial closed Yes
syllable

9.12 Multisyllabic - er/or Constructor 7 7/10

as suffix (ex: No
constructor)

9.13 Contractions Couldn’t 10 10/10

Yes

9.14 -ed suffixes with Removed 7 7/10

and without adding No
syllable to base

Interpretation:
 Roger was assessed on 14 multisyllabic word patterns as shown above where he
showed mastery of 10 word patterns. Roger was asked to complete the Part 9 assessment of
the word reading inventory after successful completion and mastery of the majority of words with
r-controlled vowels, diphthongs, and complex vowels. Examples of words in these categories
would be chair, hurt, owl, talk, and coin. Roger would benefit from additional support when
working with multisyllabic words that have the suffix -tion such as invention, action, prediction
and words that have the er/or as a suffix, constructor, minor, or angered.

Instructional Recommendations:
Based on the assessment results, Roger reads and comprehends texts estimated
around the beginning of 4th grade level. The assessment results for both the Informal Decoding
Inventory and Spelling Inventory highlight Roger’s need for additional support in specific
decoding patterns. Roger would benefit from intensive instruction in the areas of word
recognition and fluency. In addition, he needs to continue to have a chance to read for meaning
(comprehension) during teacher-supported and collaborative reading activities in class. A few
specific instructional recommendations are described here.

Scaffolded reading and discussion with feedback:

Roger should read books, websites, and other authentic texts on topics of interest with
instructional support from a teacher or other adult. Depending on the difficulty of the text being
read, the teacher can use a variety of reading scaffolds to help Roger successfully comprehend
and learn new information along with academic vocabulary from these texts, including read
alouds, echo reading, repeated reading, and choral reading. For each chunk of text, the teacher
and Roger can take turns doing the following: 1) paraphrasing what they learned in their own
words; 2) asking each other questions about the text; 3) monitoring and repairing their
understanding of challenging concepts or ideas; and 4) predicting what they might learn in the
next chunk.

Repeated reading for fluency:

Roger would benefit from a repeated reading approach (McKenna & Stahl, 2015) that
consists of the following flexible steps: 1) the reader reads a new text with minimal assistance (a
“cold” read); 2) the teacher provides feedback on the accuracy and expression of the child’s
reading (e.g., helps with any words that were misread; models a few sentences that were
challenging); 3) the tutor and reader collaboratively set a goal for the next reading of the text
(i.e., increase number of words, accuracy, and expression); and 4) the reader re-reads the text,
trying to incorporate the teacher’s feedback. This cycle continues multiple times until the reader
is able to comfortably read the text with accuracy, appropriate rate, and expression. The teacher
can use various techniques to support the student’s fluent reading and to provide explicit
feedback on word reading accuracy, including echo reading, choral reading, alternated reading,
and modeling of code-based word attack strategies.

Systematic decoding/encoding through interactive word work:

Using an explicit and systematic approach to decoding and encoding (spelling)
instruction, Roger should practice the following sound-spelling patterns each day:
 ● R-Controlled Vowels
● Vowel Teams
● Long Vowels
He can learn these patterns to mastery, using an approach that includes four parts:
1) Using letter tiles to build, manipulate, and analyze words that include these patterns;
2) sorting words based on their sounds and spellings;
3) writing words;
4) and reading lists of words that represent the patterns being studied.
These activities are designed to promote the development of high-quality lexical representations
(memory) of words that include these target spelling patterns, so that Roger can read them with
automaticity in texts and spell them correctly and efficiently in his own writing.

Structural analysis and syllabication:

It would be helpful for Roger to read and write complex words by analyzing their
structure through a process of graphosyllabic analysis (Bhattacharya & Ehri, 2004). This
includes breaking larger words (with multiple syllables) into pronounceable parts by learning
about syllable types. This also includes learning to recognize common prefixes and suffixes and
using this knowledge to break apart and understand multisyllabic words (Rasinski et al., 2011).
Roger’s instruction will focus on the following common suffixes: -ion, -er, -or, -ed. He will learn
about these affixes while also learning to analyze common words found in academic texts.

References

Bhattacharya, A., & Ehri, L. C. (2004). Graphosyllabic analysis helps adolescent

struggling readers read and spell words. Journal of Learning Disabilities, 37(4), 331-348.

Ganske, K. (2014). Word journeys: Assessment-guided phonics, spelling, and vocabulary

instruction (2nd ed.). New York: Guilford Press.

Hasbrouck, J. & Tindal, G. (2017). An update to compiled ORF norms (Technical Report No.
1702). Eugene, OR, Behavioral Research and Teaching, University of Oregon.

Leslie, L., & Caldwell, J.S. (2017). Qualitative reading inventory-6. Boston, MA: Pearson.

McKenna, M.C., & Stahl, K.A.D. (2015). Assessment for reading instruction (3rd edition).
Guilford: New York.

Palincsar, A.S., & Brown, A.L. (1984). Reciprocal teaching of comprehension-fostering and
comprehension-monitoring activities. Cognition and Instruction, 1(2), 117-175.
Rasinski, T. V., Padak, N., Newton, J., & Newton, E. (2011). The Latin–Greek Connection. The
Reading Teacher, 65(2), 133-141.

Scanlon, D., Anderson, K., & Sweeney, J. (2017). Early Intervention for Reading Difficulties: 2nd
Edition. The Guilford Press.

Zutell, J., & Rasinski, T. V. (1991). Training teachers to attend to their students’ oral reading
fluency. Theory Into Practice, 30(3), 211-217.