Literacy Profile

Student Name: /// Date of September 26, 2021

Assessment:

Student Grade 4th Age: 9 years, 6 2012

Level: months

Examiner: Partner,, Alexa Lavinka Date of Report: 2021

BACKGROUND INFORMATION

/// is a 9 year old student that attends ///. He participates in the fourth grade collaborative

class. He was recommended by his teacher for remedial reading and writing services through the

partnership with Longwood University. The desired outcome is that through one-on-one

instruction using a systematic and explicit approach, ///’s reading and writing skills would

improve.

/// alternates staying with his mom and dad during the week. /// receives tutoring from his

homeroom teacher during his school week.

 The assessments were given in a virtual setting.

ASSESSMENTS ADMINISTERED

Student Interview Word Recognition in Context (QRI Oral

Reading)

Word Recognition in Isolation (Word List Comprehension (QRI Passages)

Assessment from QRI)

Words Their Way Spelling Inventory Writing Sample

Results

Qualitative Reading Inventory

Graded Word Lists

Grade Level Percentage Scores (100%)

Preprimer 1 Preprimer 2/3 Primer First Second

Automatic 88 95 85 95 40

Total Correct 100 95 85 95 40

Functional IND IND INS IND FR

Level1

● Student was uncooperative during the WRI therefore scores reflect total the times

assessment only.
Reading Passages

Readability Grade 1 Grade 2

Level

Passage (Fiction) The Bear and The Lucky

the Rabbit Cricket

Total Accuracy 94% 95%

Rate 32.5 wcpm 53 wcpm

Retelling >50th %ile 25th-50th %ile

Comprehension 16% 25%

Explicit 2 correct 1 correct

Implicit 2 correct 1 correct

Total 4/6 (66%) 2/6 (33%)

Passage Level1 INS FR

● Student was uncooperative and in a non-standard location during the reading assessment.

Elementary Spelling Inventory

Spelling Features Raw Score Percentile

Consonants (beginning) 2/2 100

Consonants (final) 3/5 60

Short Vowels 3/5 60

Digraphs 3/6 50
Blends 1/7 14

Long-vowel patterns 1/5 20

Other-vowel patterns 0/4 0

Syllable junctures and easy prefixes 0/4 0

and suffixes

Feature points 13/53 25

Words attempted 25/25 100

No. of correct words attempted 1/25 4

Spelling stage: Letter Name

Writing Sample

The student was not cooperative during the writing sample. He was given the opportunity to

complete the first and third assessment session. The first session he completed a story about a

boy who liked school. The writing contained a few sentences that each thought started at a new

line. There was no planning, capitalization, or punctuation. His beginning attitude towards

writing was negative and he was not very cooperative. He did like to share his story at the end.

OBSERVATIONS DURING PRETESTING

Development of Word Recognition

Qualitative Reading Inventory (QRI-7)

The QRI is an informal reading inventory that assesses a students ability in the following areas:

word identification, fluency and prosody, and comprehension. This measure allows teachers to

determine the appropriate beginning stage for reading instruction, but also identifies the students

current independent, and instructional levels.

The assessment consists of using generated words lists starting at the preprimer level and moving

up through high school. For the virtual setting that we used, the student was given a flashed

word using a powerpoint presentation. That word was flashed for three seconds, then quickly

hidden to measure the students ability to recognize the word. If the student was unable to identify

the word automatically, the word was displayed again for the student to identify.

We started with the Preprimer word list and worked up from there. /// struggled with cooperation

during this portion of the assessment therefore the automatic scores are the only true scores

collected. He reached the frustration level on the grade 2 word list with a score of 40%.

However, when given the WRI for a second attempt, he scored a 60% which is still considered at

the frustration level. He received the following scores: Preprimer 1: 88; Preprimer 2/3 95%;

Primer 85%; First 95%. Instructionally, /// is between primer and first grade, and his

independent level is preprimer.

Spelling Development

The Elementary Spelling Inventory assessment helps to determine which spelling stage a

student is developmentally in. There are 25 words that progressively get harder to determine

which word features skills the student understands.

 According to the Elementary Spelling Inventory assessment, /// is within the Letter Name

Stage. /// has mastered beginning consonant sounds. He would benefit from a review in final

consonants, short vowels, and digraphs. /// needs direct instruction in blends, long-vowel

patterns, other-vowel patterns, syllable junctures and easy prefixes and suffixes.

Comprehension

The QRI was used to test comprehension. The QRI is the Qualitative Reading Inventory.

The QRI includes the opportunity to assess prior knowledge, reading rates, and comprehension.

The goal of the QRI is to assess and discover the students' independent, instructional, and

frustration reading levels.

Using the word list data, we began to test comprehension with the level one passage, The Bear

and the Rabbit. /// tested as this was his independent level, so we used level 2, The Lucky Cricket

to try to find his frustration level.

Cooperation was lacking due to external factors during this assessment. The student was not in

the ideal tutoring location and internet service was a factor due to traveling. Due to these factors,

we do not feel that the data is valid because /// began to lose his willingness to read and

participate.

According to the data provided, First grade is instructional and second grade is frustration. Due

to the nature of the assessment, we used this as an approximate gauge to begin with for lesson 1.

We plan to use lesson work to determine if this data is valid.

MOTIVATION/ATTITUDES
/// was given a Child’s Interview to determine his interests, motivations, and as a way to get to

know him since we have not had the privilege to work with /// before. During this portion of the

pre-assessment, /// shared that he enjoys playing soccer and watching youtube. He shared that his

favorite subjects in school are recess and math. /// shared that he dislikes reading because it is

hard, particularly the words. He said that when he needs help, he generally does nothing,

however if it becomes too difficult, he will ask the teacher for help. When asked about what he

likes to read, he shared that his favorite books are fictional stories such as Diary of a Wimpy Kid,

and Dog Man. He stated that he enjoys listening to others read over reading by himself.

SUMMARY OF PRETEST RESULTS (September 26, 2021, and October 12, 2021)

/// is a nine year old boy who lives in /// instructionally reading at the second grade level.

According to his pre assessments, it can be assumed that he can independently read on first grade

reading material. /// is apprehensive and lacks confidence with reading. He also does not enjoy

reading due to it being a difficult task for him. This will be an area that will be challenging as he

lacks the confidence therefore motivation to want to work at becoming a better reader. Providing

him with additional behavior supports may be beneficial to keep him engaged in the tutoring.

/// is currently in the Letter Name stage for his spelling. He has demonstrated mastery of

beginning consonant sounds. He would benefit from remedial work with final consonant sounds,

short vowels and digraphs. Introduction of blends, long-vowel and other vowel patterns should

be systematic and explicit.

///’s reading comprehension was unable to adequately be measured due to external factors and

internet issues. Over the first two tutoring sessions, our hope is to have a better understanding of

where ///’s strengths and weaknesses are using second grade reading passages.
RECOMMENDATIONS

There are a few areas within literacy that /// could benefit from instruction in. We have

established some goals to address during the six sessions we will be working with him. An

overarching goal for /// is to address his behavior. Examples of behaviors that impede is ability to

learn the material presented include, noncompliance with directives, unmotivated even with the

use of a behavior chart, inattentiveness, and uncooperation with significant portions of the

assessment sessions. This goal is not literacy based, but without cooperation, we can not address

the literacy goals.

Word Knowledge

Word Knowledge is important for students' writing. /// will be able to understand and use

blends after direct instruction. A supporting activity to recognize and differentiate between

blends is to use word sorts. Word sorts are used to group in this case different beginning blends

by sound. Pictures are used instead of words to eliminate the opportunity to sort by sight.

Fluency

Fluency is a key component to reading. We plan to focus on reading at an appropriate rate and

reading confidently to give the appropriate expression when reading aloud. /// will benefit by

using timed repeated readings and by hearing modeling. Timed repeated readings are when the

student will read the same passage three times. This process allows for the student to improve

their rate when reading. The student will continue to become more familiar with the text each

time it is read, which leads to expression and confidence.

Comprehension and Vocabulary

Comprehension and vocabulary both play a role in reading. ///’s goal is to use a strategy to help

understand longer passages. We recommend the use of sticky notes and summarization. The

sticky notes are to be used to take notes on key points when reading. These sticky notes then

contain the main information to refer back too, which makes it easier to recall specific details.

Summarization is key with the sticky notes because they are not supposed to contain the passage

word for word. The goal is to take the information and only summarize it for the key points.

Writing

Writing is a component of the last two tutoring sessions. /// will use prewriting strategies, use

capitalization and punctuation. Writing contains many components, so thinking aloud is a

supporting activity that could improve these skills. Thinking aloud could be included in

modeling and within scaffolding. Reminders at the beginning of the writing to utilize the skills

will benefit /// to allow him to have the reminder and know the expectation.

SUMMARY OF THE TUTORING

We met with /// a total of 11 times with 5 assessment meetings and 6 lessons. We began

working together September 21 and met twice every other week until November 22. The first

four meetings pertained to pre-tutoring assessments and getting to know one another. The last

session, we administered the post assessments.

It was a pleasure to work with ///, when focus and cooperation were present. Sessions, at times,

were a challenge due to behaviors mentioned earlier in Section II of this report. My colleague

and I created a behavior management system to include incentives that /// could earn when he

remained cooperative for the duration of the session. This was effective at times, however he still
demonstrated challenging behaviors that had a negative impact on the quality of instruction that

was administered due to lack of participation. It should be noted that when /// was in a

cooperative state, his ability to complete the assigned tasks was evident through his work

completion. He was observed to have the ability to complete assigned activities, however his

behavior continued to negatively impact his ability to access the planned tasks.

Based on the results of initial assessments, our primary goals were to increase ///’s word

knowledge, fluency and comprehension. Unfortunately, due to behaviors, limited progress was

made in these areas.

Repeated Readings

All six lessons included a repeated reading activity. We would model fluency before ///

would read. /// would then read it a total of three times over the lesson to improve on fluency. His

fluency varied each lesson due to his cooperation and did not reflect on his true abilities.

Word Study

Word-study activities were ///’s least favorite task. During each tutoring session, we did a

word sort, which we sorted by different s-blends. We covered sorts 18-20 within the Words

Their Way sequence over the sessions. ///’s participation with the activity varied each

session. Games were included to motivate /// to want to participate.

Writing

The last two sessions contained a small writing section. Writing was linked to the word

study activity by using some of the words in his writing.

 His motivation and cooperation varied during this component. We allowed him choice

within what he wrote to allow for him to feel in control of what he was writing.

Post Assessment / Progress Monitoring Data

Post Assessments

All post assessments were completed November 22, 2021.

Qualitative Reading Inventory

Graded Word Lists

Second

Automatic 0

Total Correct 1

Functional FR

Level1

● This is not an accurate measure of the student’s ability to read this word list. Due to

noncompliance and lack of motivation, he only read 1 word correct on the provided list.

Reading Passages

Readability Grade 2

Level
Passage Seasons

(Non-Fiction)

Total Accuracy 91.5%

Rate 38.6 wcpm

Retelling 0 %ile

Comprehension 0%

Explicit 0 correct

Implicit 0 correct

Total 0/6 (0%)

Passage Level1 FR

● Student was uncooperative and was not engaged during this assessment. . The rate

is not accurate due to the student taking a break mid-passage. Timer was paused at

2:32 and resumed when the student began reading again.

Spelling Inventory

Spelling words Raw Score Percentile

star Star N/A

sting Moped N/A

smock Unable to identify N/A

Clinged
spoon N/A
Stoped
snap N/A
chip
school N/A
Unable to identify
ski N/A
Unable to identify
swim N/A

Feature points 1

Words attempted 8

No. of correct words attempted 1

● Data lacking validity due to lack of cooperation from student during assessment period.

Progress Monitoring Data

Fluency

Each session started with a fluency component. ///’s WPM varied based on his

participation.

Comprehension

Data on Comprehension varies due to the nature of this tutoring. Four sessions contained

comprehension, but due to cooperation it was not always complete.

Writing

Writing was a component of the last two sessions. Due to the virtual setting, assessing

writing was difficult. During lesson 5, /// was not motivated to write and was uncooperative.

During lesson 6 he was highly motivated and wrote more than requested.

Future Instructional Recommendations

To further ///’s reading, we recommend in person tutoring. The virtual setting was not

conducive due to motivation. ///’s behaviors are negatively having an impact on his ability to

access the material presented. It is recommended, before continuing with more sessions, to

conduct a Functional Behavior Assessment in order to identify the functions of the behaviors

demonstrated, through observation, and create recommendations of appropriate alternative

behaviors that would be more conducive for such a structured learning environment. Addressing

the behaviors observed would increase his ability to access the tutoring sessions, build

confidence and assist in overall cooperation in his own learning.