COMMONWEALTH OF PENNSYLVANIA

KUTZTOWN UNIVERSITY
KUTZTOWN, PENNSYLVANIA

READING CASE REPORT

Name: Kaylyn

Date of Assessments: Date of Birth:

Address: Age: 12

Phone: Grade: 6

Report(s) to be sent to:

Dr. Catherine McGeehan

Diagnostician:

Rachel Burns
Student Name _______Kaylyn Duser_______________________________________
Grade_____6_______

Examiner____Rachel Burns_____ Dates of examination 9/6/22-

A. BASELINE DATA
1. Interview-
Teacher- Mrs. Missimer describes her typical classroom period as being broken down into
four sections. 3-5 minutes for bellringer brain warm-up, 5-7 for technology warmup, a 10
minute introductory lesson, and the final 25 minutes are left for students independent and
small group work. She stated that her class’s biggest needs were fluency and decoding.
Within this setting, Mrs. Missimer describes Kaylyn as a friendly and pleasant girl. However,
Kaylyn also frequently requests to use the restroom and go to the nurse to avoid tasks and
instruction. Mrs. Missimer expressed that Kaylyn's main needs were in decoding and
comprehension, which she has attempted to support through the use of curating vocabulary
lists with unknown words and using context clues. She believes that the ways to support
Kaylyn best currently is to attempt to reduce the number of avoidant behaviors and have her
try 3 different strategies before stopping work to get help.

Child- Kaylyn has a fondness for animals. She has 9 pets in total and enjoys horseback
riding in her free time. Her passion for horses has culminated in her wanting to become a
horse trainer when she grows up. Kaylyn is part of the middle school’s band and choir
programs. Her favorite things about school are lunchtime and classes with her twin sister.
The worst things about school, for her, are her 4 core subjects, math, reading, science, and
social studies. Kaylyn states that she often has a hard time in those classes due to feeling
overwhelmed and struggling with some of the required readings. Kaylyn stated that she does
not like reading and does not read much at home. When she does read on her own, she enjoys
reading the Percy Jackson series and other fictional stories. She did mention that her father
wants her to start reading for 20 minutes a day at home. She finds that she struggles with
reading and writing because of some words are too hard for her. She also stated that she does
not try to decode unknown words.

2. Motivation to Read Fiction or NonFiction- score Value 28/40 vs Concept 22/40

Total: 50/80
Based on the Motivation to read assessment, Kaylyn shows that she understands how she
is as a reader. Kaylyn deems herself as an okay reader when reading aloud and silently. She
admits that she does not choose to read in her free time but she does seem to read as much as her
friends. Kaylyn answered that often reading is a hard task for her due to certain words and a lack
of strategies to decode unknown words. She is also sometimes self-conscious of her reading
skills and worries that others recognize that she is not a very strong reader. While reading
appears to be a somewhat hard task for Kaylyn, she also reveals a strong appreciation for the
importance of reading. Kaylyn shows that while reading is hard for her, she does enjoy spending
time reading and especially enjoys when teachers read aloud to her. She even stated that more
read-alouds in the classroom would make reading periods more enjoyable for her. Kaylyn
recognizes the importance of reading as she stated that she will need to be able to read more
about her future career as a horseback riding instructor. She also recognizes that she will need to
deal with paperwork and other important documentation as well for her career. Kaylyn stated
that she would like teachers to be able to work with her more individually on her reading to help
her become a stronger reader.

3. Written Expression (Note- for Early Literacy Trail- do writen expression after you
have more information)
Kaylyn’s written expression shows that she has a good handle on proper capitalization and
punctuation. She also can spell a handful of sight words and commonly used words. However,
her writing also showed that grammar and the spelling of less common words is a struggle for
her. Kaylyn's misspelled words do not show a common pattern, but they do suggest a lack of
extended vocabulary. She also responded to the prompt, stating that she believes the school year
should be shorter, but she does not expand upon or support the idea in any way. She ways able to
verbally tell me about her thoughts on the prompt but was unable to show those ideas on paper.
4. CRI Word Lists Data- Start below the child’s current grade. (Take into consideration
other info you know).

Grade Pre Primer 1st 2nd 3rd 4th

Level Primer
of
Words

Flashed 20 19 19 18 18 8
Words
(Within
1
second)

Identifi 0 0 0 0 0 2
ed

Total 20/20 19/20 19/20 18/20 18/20 10/20

Number
Correct

Level = Independe Independe Independen Independent Independe Frustration

 (Ind., nt nt t nt al
Inst. Or
Frust.)
Kaylyn was frustrated at the 4th-grade word list. She scored independently in the preceding word
lists with very few mistakes. The mistakes that Kaylyn made revealed a pattern of struggle with
inflectional endings and ch and sh digraphs. Her performance on the word lists also showed a
potentially restricted vocabulary, as she often replaced unknown words with words that were
composed of similar graphemes and phonemes that she already knew. Throughout the word list
assessment, Kaylyn did not show any negativity toward the assessment even when she frustrated
at the 4th-grade level. While she does potentially need further instruction in word attack and
recognition, she does show a positive attitude toward furthering her ability to read.

5. Passage Reading: Reading Accuracy/Comprehension

CRI: Level 1 Numerical Interpretation Narrative Text
Highest Independent Level: 3rd Highest Instructional Level: Frustrational Level: 4th
Unknown

Word Flash Untime RAI Flash Untime RAI Flash Untime RAI
Lists 20 d 96% N/A d N/A 8 d 98%
0 N/A 2

Miscue MMI SC MMI SC MMI SC

Analysis 98% 5% N/A N/A 99% 25%

Comp Retelling Comp Retelling Comp% Retelling

% %

Comprehe Oral 90% 56% Oral N/A N/A Oral 40% 81%
nsion &
Retelling Silent 30% 12% Silent N/A N/A Silent N/A N/A

Average 60% 34% Averag N/A N/A Average

e

Question Oral Silent Oral Silent Oral Silent

Type

Text 4/4 1/4 Text N/A N/A Text 2/4 N/A

based based based

Inferen 2/3 1/3 Inferen N/A N/A Inferenc 0/3 N/A

 ce ce e

Critical 3/3 1/3 Critical N/A N/A Critical 2/3 N/A

Total 9/10 3/10 Total N/A N/A Total 4/10 N/A

Oral Reading:
Kaylyn’s scored independent at third grade level. Her instructional level is somewhere
between third and fourth grade, but was unable to be identified directly. On the third grade oral
reading passage, she scored a 96% in reading accuracy and a 98% in meaning maintenance. Most
errors that Kaylyn made held the meaning of the sentence and was visually similar to the actual
word. Kaylyn seemingly substitutes words that she already knows when coming to an unknown
word, rather than trying to sound out the word. She scored a 4.5 out of 8 possible points in the
retelling rubric. Kaylyn identified all key characters in the story and mentioned some details
from the story but was unable to give detailed statements about the story she just read. She also
struggled with having a personal response to the story and was prompted to give more than a
simple yes or no response. For comprehension analysis, Kaylyn had an overall score of 90% for
total comprehension. She was able to answer all text-based and critical response questions
appropriately and only missed one inferential question.
Kaylyn’s frustrational level was found to be at the fourth grade level. She scored a 98%
for reading accuracy and a 99% for meaning maintenance. However, her total comprehension
score was 40%. Kaylyn’s mistakes during reading this passage followed the same patterns
identified during the third grade reading passage. Kaylyn did not attempt to sound out unknown
words and substituted words that she already knew. She also showed signs of struggle with
words that had attached inflectional endings, which is consistent with data from other
assessments. She scored a 6.5 out of 8 possible points in the retelling rubric. Kaylyn was able to
identify all key characters and setting and was able to point out the problem in the story as well
as 4 out of 5 key details. However, Kaylyn still struggled to provide a personal response to the
story even after being prompted. Kaylyn was able answer 2 out of 4 text based questions and 2
out of 3 critical response questions correctly. Kaylyn struggled to remember features from the
text to properly respond to the text-based questions. Kaylyn was unable to answer any of the 3
inferential questions correctly and seemed to be confused by the questions.

Silent Reading:
Kaylyn’s silent reading was tested at her instructional level. The retelling rubric revealed a
further struggle to recall characters and details from the story she had read with a score of 1 out
of 8 possible points. She gave a very general synopsis of the reading and did not identify any key
characters, the problem of the story, or more than key detail. She also did not provide any sort of
personal response to the story, even with prompting. Kaylyn’s total comprehension score was
30%. She answered one of each type of question correctly. It seemed that Kaylyn did not process
the questions in the same way that she had when she read aloud. Her answers to the questions
were obscure and made it clear that it was difficult for her to read the story to herself and retain
the information as effectively.

B. SUPPLEMENTARY DATA
HYPOTHESIS (What is the major problem area or is this an on-level or strong
reader?)
___ ___ Early Literacy __x___ Word Recognition

_______ Comprehension ______On or above grade level

_______ Other

2. Word Knowledge (Possibilities)

1. PAST Assessment
Basic Syllable Levels
Level D: 4/6 correct 3/6 answered automatically
Level E: 4/6 correct 4/6 answered automatically
Section total: 8/12 correct 7/12 answered automatically

This section of the assessment tested Kaylyn’s ability to recognize different syllables
within words. The Level D required Kaylyn to delete the first syllable in two syllable words and
Level E asked her to delete the first syllable in three syllable words. With both sets, Kaylyn
performed well and demonstrated this ability.

Onset-Rime Levels
Level F: 5/5 correct 5/5 answered automatically
Level G: 3/5 correct 2/5 answered automatically
Section total: 8/10 correct 7/10 answered automatically

This section assessed Kaylyn’s ability to separate the onset, the initial sound in a word,
from the rime, the sounds that follow the onset. In Level F, Kaylyn showed a very strong ability
to identify the rime of words. In Level G, she showed some difficulty with substitution of onset
sounds, but not in a way that raises concern.

Basic Phoneme Levels

Level H: 5/5 correct 5/5 answered automatically
Level I: 4/5 correct 2/5 answered automatically
Section total: 9/10 correct 7/10 answered automatically
 Level H tested Kaylyn’s ability to manipulate the beginning sounds of words through
deletion and substitution. Kaylyn performed very well and demonstrated the ability to
manipulate the beginning sounds. Level I assessed Kaylyn’s ability to manipulate the ending
sounds of words through deletion. Kaylyn performed well with this task with minimal error and
simply needed a few more seconds than the allotted three second to answer correctly.

Advanced Phoneme Levels

Level J: 4/5 correct 4/5 answered automatically
Level K: 1/5 correct 0/5 answered automatically
Section total: 5/10 correct 4/10 answered automatically
Level J was to gauge Kaylyn’s ability to manipulate the short and long vowel sounds
within words through substitution. Kaylyn only answered incorrectly once revealing a strength in
this area. Level K was to test Kaylyn’s ability to manipulate the consonant sounds within words
through substitution and deletion. Kaylyn frustrated at this level with only one correct answer.
Kaylyn struggled to replace the correct consonant sound within the word, often substituting
ending sounds rather than the beginning consonant sound. When asked to delete the sounds
entirely, Kaylyn modified the vowel sound and not the consonant sound.

2. Core Phonics Survey

Part A Upper Case Letter Names
Score: 26/26
Part A of the survey asked Kaylyn to identify the names of each letter of the alphabet in
their uppercase form. Kaylyn identified all 26 letters correctly and with ease.

Part B Lowercase Letter Names

Score: 24/26
Part B tested Kaylyn’s ability to identify each letter by name in their lowercase form.
Kaylyn identified the letters with ease only missing two letters. She simply mixed up l for i,
which may be due to the font used, and g for i, which was likely due to the speed at which she
was identifying the letters. Overall, her mistakes made in this section do not raise concern.

Part C Consonant sounds

Score: 20/21
Part C assessed Kaylyn’s ability to correctly identify the sounds of each consonant letters.
Kaylyn was asked to identify all sounds for each consonant as some have soft and hard sounds,
such as g and c. Kaylyn mistook l for i which is consistent with mistakes from other parts. This is
likely due to the font and the speed at which she read, so there is no concern for Kaylyn in this
skill.

Part D Vowel Sounds

Long Vowels: 5/5
Short Vowels: 3/5
Part D tested Kaylyn’s ability to correctly identify the short and long sounds for each
vowel. Kaylyn was able to identify all long vowel sounds but struggled to identify the short
vowel sounds for o and u.

Part E Short Vowels in CVC Words

Score: 13/15
Part E evaluated Kaylyn’s ability to read and decode CVC short vowel pattern words.
CVC words are words with a consonant-vowel-consonant pattern. Ten of the words are real
words and five are nonsense words. Kaylyn misse two words, one real and one nonsense word.
Kaylyn’s mistakes were due to letter swapping as she swapped f for r and p for b. There is no
concern for Kaylyn with this skill.

Part F Consonant Blends with Short Vowels

Score: 14/15
Part F assessed Kaylyn’s reading and decoding abilities with words that contain
consonant blends and short vowels. Consonant blends are created when their are two consonants
next to each other that make each of their sounds. For example, St is a consonant blend. Kaylyn
performed very well. Her error occurred on a nonsense word on which she placed a long /a/
sound instead of a short /a/ sound.

Part G Short Vowels, Digraphs, and -tch Trigraph

Score: 12/15
Part G examined Kaylyn’s recognition of short vowels, digraphs, and the -tch trigraph.
Digraphs and trigraphs are two or three letters that make one sound when they are next to one
another in a word. Kaylyn’s errors occurred on words with the digraphs dg and ph.

Part H R-controlled Vowels

Score: 13/15
Part H assessed Kaylyn’s recognition of R-controlled vowels within words. R-controlled
vowels refer to vowels who’s sound is changed by the presence of the letter R. Kaylyn only
struggled with two nonsense words and her errors were due to her trying to substitute the
nonsense words for real words.

Part I Long Vowel Spellings

Score: 13/15
Part I tested Kaylyn’s ability to read and decode words with long vowel spelling patterns.
Kaylyn had two errors. The first error she made was because she swapped the long vowel /o/
sound for a short vowel /o/ sound in the word toe. The second error was due to her swapping b
for p in the nonsense word beap.
Part J Variant Vowels
Score: 11/15
Part J evaluated Kaylyn’s recognition of variant vowel spelling patterns within words.
Variant vowels are groupings of vowel letters that make the same vowel sound. Kaylyn struggled
with this skill. She showed that she did not recognize the corresponding sound with some of the
variant vowel teams as she struggled to sound out the words. She specifically struggled with the
variant vowels au, oo,oy, and aw.
Part K Low Frequency Vowel and Consonant Spellings
Score: 7/15
Part K assessed Kaylyn’s ability to read and decode words with low frequency vowel and
consonant spellings. Low frequency vowels start at the back of the mouth with round, open
mouth shape as they are spoken. Kaylyn frustrated at this part of the assessment. She identified
most low frequency vowels correct, but did not recognize the consonant spellings kn, gn, mb,
and gh and therefore struggled to appropriately decode 8 out of 15 words.

3. Words Their Way Spelling Inventory

Spelling Stage: Middle Within Word Pattern Stage
Consonants
Initial: 7/7
Final: 7/7
Short Vowels: 7/7
Digraphs: 6/7
Blends: 7/7
Long Vowel Patterns: 4/7
Other Vowels: 4/7
Inflected Endings: 4/7

Kaylyn was given the Words Their Way Primary Spelling Inventory. The inventory
results reveal that Kaylyn has a strong handle on consonants and short vowels. She also correctly
identified the digraphs used in the assessed words. The inventory results indicated that Kaylyn
does struggle with some long vowel patterns with the main issues being in vowel-e patterns. She
also struggled with other vowel patterns, ew,oi, and ow. Further instruction focusing on these
patterns would be beneficial for her. It was revealed that Kaylyn does struggle with the
inflectional endings -ed and -ing, which is consistent with previous assessment findings.
Therefore, further instruction in these endings should be provided.

4. Dolch sight word check

Words Correctly Identified: 38/40
Kaylyn performed well on the Dolch Sight Word assessment.This assessment examines a
student’s knowledge of common vocabulary words at each grade level. Kaylyn was assessed at
the 3rd grade level and read 38 out of 40 words correctly. The two mistaken words, grow and
shall, do not reveal a pattern together. However, they are consistent with the areas that Kaylyn
has struggled in before. Kaylyn does show a pattern of struggle with short and long vowel teams
and bonus letter words. It is also possible that she was reading too quickly, which she does tend
to do on these assessments, so that may be the reason those mistakes were made.

Summary:
Kaylyn is a very pleasant and friendly student to work with. She demonstrates a high
value for reading and strives to strengthen her areas of need. She also recognizes that she often
struggles with decoding unknown words. Kaylyn’s reading level falls somewhere between third
and fourth grade. She performed well on the word lists presented to her at the third grade level.
Her errors revealed a patter of struggle with inflectional endings. Instruction focused on
inflectional endings would be advantageous to her growth. While Kaylyn struggled to get her
ideas down in writing, she demonstrated the ability to come up with and build upon ideas
verbally. Kaylyn’s reading accuracy was high and she read with minimal error. She struggled to
identify key features of the story after reading and did not provide detailed personal responses.
Instruction on how to create connections to a story and how to map and organize the key features
of a story will be beneficial to Kaylyn. She also struggled with inferential questioning, therefore
instruction on making inferences will also be beneficial to Kaylyn’s comprehension. Her
performance on these assessments revealed strength in the manipulation of vowel sounds, onset
and rime, and the beginning and ending sounds of words. The ability to manipulate these sounds
shows that Kaylyn is able to process the words and break them apart into their separate sounds
fluently. However, she did struggle with the manipulation of consonant sounds. Instruction on
consonant sounds and their effects on words would be helpful in Kaylyn’s development in
decoding skills. These assessments also identified that Kaylyn recognizes most digraphs, long
vowel spelling patterns, cvc spelling patterns, and consonant blends. Some revision of the dg and
ph digraphs may be valuable to her, but intensive instruction in this area is not needs. Instruction
focusing on vowel teams and consonant spellings, specifically kn, gn, mb, and gh will be
instrumental in the growth of Kaylyns spelling and decoding abilities. Overall, Kaylyn is a
hardworking student who, with the suggested instruction, will develop her reading skills and
reach her goals of becoming a better reader.