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School of Education 3333 University Way Prince George, BC V2N 4Z9 Telephone 250 960 5401

University of Northern British Columbia Winter 2011 Reading Program Report

Student Name: Tyra Evans Age: 10:1 School: Glenview Elementary Session Dates: Feb. 14 – Feb 28, 2011 Testing Dates: Feb. 14, 16 & 17, 2011

Date of Birth: Jan. 2, 2001 Grade: 4 Classroom Teacher: Mrs. Gurney Clinician: Miss K. Kilbey

Background Information and Observations Tyra was referred to the UNBC reading program by her teacher Mrs. Gurney. Mrs. Gurney reported that Tyra was not reading at a similar level to her peers and struggled with reading. This information suggested that additional testing was required

RESULTS OF TYRA’S INITIAL LITERACY ASSESSMENT Interview Tyra completed a Reading Interview that revealed her knowledge of the reading strategies she uses. Tyra stated that she skipped unknown words, sounded them out, or asked someone else. Tyra looks at an index, skips parts of text that she did not understand, asks for help, or just tries to remember the facts to help her understand a passage. She also indicated that she would re-read sections that she did not understand. This information indicates she is aware of some strategies for reading, but may be unaware of other strategies good readers use. This suggested that further assessment was required. Attitudes Tyra completed the Elementary Reading Attitude Survey (ERAS) by ranking from ‘happiest’ to ‘very upset’ a series of questions that assessed her attitude toward reading. Tyra’s raw score of 40/40 for recreational reading indicates she has a better attitude towards recreational reading that 99% of children her age; her raw score of 35/40 for academic reading indicates she has a better
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attitude towards academic reading than 90% of children her age; and her full raw score of 75/80 for indicates she has a better attitude towards reading in general than 96% of children her age. The results suggest that Tyra would benefit if interesting materials were selected for recreational reading and for instructional purposes. Interest Inventory Tyra completed an Interest Inventory that summarized her general interests in and out of school. Tyra enjoys going outside to play after school, and thinks that she reads, colours, and draws well. She enjoys art and gym the most at school, and spelling the least. Tyra said that her favourite hobby is collecting frogs and glass dolls. Tyra’s favourite sports are soccer, basketball and sledding. The results of the Interest Inventory were used to help to choose books of interest for Tyra. Tyra’s Self-reported Reading Level Tyra chose six different books from the school library and sorted the books into three categories: books she could read without help (independent reading level), books she could read with some help (instructional reading level) and books that she could not read by herself, but would like someone to read to her (frustration reading level). These books were then analyzed using the Spache Readability Formula. The book Tyra chose at her independent reading level was Grade 1.7; the book she chose at her instructional level was Grade 3.8 and the book she chose at her frustration level was Grade 4.1. These reading levels were then used to determine where reading ability assessment would begin and to select additional books for recreational reading and instructional purposes.   Informal Reading Inventory Tyra’s reading ability was assessed with the Alberta Diagnostic Reading Program (ADRP). The ADRP is comprised of evaluation strategies, (comprehension question, retellings, and oral reading miscues) and reading passages (narrative and informational) that assessed Tyra’s strengths in the cognitive processes associated with reading (comprehension and word identification) and his instructional reading level. The cognitive processes associated with comprehension include associating (determining the meaning of a unknown word based on the context of the passage), analyzing ( breaking down information presented by the author into parts), inferring (filling in information left out by the author), synthesizing (is restructuring presented by the author and putting it together into a new whole).The cognitive processes associated with identifying unknown words include predicting ( guessing at the meanings of unknown words), analyzing (breaking down unknown words into their letters and sounds), synthesizing (combining letters, blends, and syllables into meaningful words), and monitoring (noticing and correcting one’s miscues). Tyra’s reading level was determined by the reading levels of the two passages on which Tyra answered correctly 7 or 8 out of 10 comprehension questions.

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Tyra’s Strengths and Needs in the Cognitive Processes Associated with Reading Tyra read aloud several narrative passages, retold the stories in her own words and answered 10 comprehension questions on each passage. The answers to the comprehension questions, the retellings, and the oral reading miscues were recorded and/or transcribed and analyzed to reveal Ayden’s strengths and needs in the cognitive processes as associated with reading and her instructional reading level. Comprehension Focus Tyra had strengths in associating, inferring, and analyzing, and a need in synthesizing. Word Identification Focus Tyra had strengths in analyzing and synthesizing, and needs in predicting and monitoring. Instructional Reading Level Tyra’s reading level was Grade 1. Summary Tyra had strengths in associating, inferring and analyzing, and needs in synthesizing, monitoring and predicting. A reading program was designed to address her needs.

PROGRAM TO IMPROVE TYRA’S READING ABILITY Comprehension Focus Summarizing Story Elements Technique The purpose of this technique is to help Tyra synthesize specific details of a story into a coherent whole. Tyra used the structure of the stories to summarize the elements (plot, character, and setting). Word Identification Focus Due to time constraints, it was not possible to address Tyra’s needs in predicting and monitoring.

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PROGRESS MADE Comprehension Focus Prior to instruction, Tyra had a need in synthesizing. Following instruction in the Summarizing Story Elements Technique, Tyra was able to read a passage and summarize the elements (plot, character, and setting) into a coherent whole. Word Identification Due to time constraints, it was not possible to address Tyra’s needs in predicting and monitoring. Summary As Tyra had not received instruction and practice in word identification, it was decided to not reassess Tyra’s reading ability.

SUGGESTIONS FOR TYRA’S CONTINUED GROWTH IN READING Suggestions for Tyra’s continued growth in comprehension To address Tyra’s need in synthesizing, it is recommended that continued instruction and practice in the Summarizing Story Elements Technique be used. This activity can be found on page 146 of the ADRP Instructional Strategies book 4. It is also recommended that the Novel Study Strategy be used. The purpose of this strategy is to help Tyra sustain interest in a story while examining, building and extending ideas within one literary work. This activity is located on pages 135-140 of the ADRP Instructional Strategies book 4 Suggestions for Tyra’s continued growth in word identification To address Tyra’s needs in predicting and monitoring, the Masking Technique is recommended. The purpose of this technique is to help Tyra monitor her predictions by comparing her prediction with the author’s words to ensure that the meaning of the passage has not changed. This activity is located on page 186 of the ADRP Instructional Strategies book 4. Suggestions based on Tyra’s instructional reading level Tyra’s reading level is Grade 1. It is recommended that texts at this level should be chosen for instruction, as well as recreational reading.

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Suggestions based on Tyra’s attitudes and interests During the Interest Inventory, Tyra suggested that she had an interest in collecting glass dolls, as well as frogs. It is recommended that these interests be used to identify texts that she may find more interesting. Summary Tyra has a passion for reading. She was a delight to work with, and her enthusiasm for learning and reading was contagious. I was encouraged to see her enjoy school, despite the challenges she faces with her reading level.

______________________________________ ______________________________________ Kyra Kilbey B.A., B. Ed. (in progress) Colin Chasteauneuf, Ph. D. Teacher Candidate, UNBC Reading Program Asst. Professor, UNBC School of Education

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