EDSE 607 © Saint Mary’s University of Minnesota 2016 Rev 3/17 14 Appendix 3A Reading Assessment Report Student Alias NAME____________________________________ G.P.________________ C.A.____________ DIRECTIONS: The text in red is included to provide guidance for what kinds of data/observations should be included in each part. Delete the red text before completing each section. Background information: I n this section, summarize the referral information on your student — What parent(s)/teacher(s) report as his difficulty; What he sees as his strengths and weaknesses; His interests. Also, discuss his attention to task and willingness to work as you test in order to judge whether the results are valid indications of his present functioning levels. Test results: This section should include: ▪ Data from the test — e.g. reading behaviors noted (accuracy, fluency, decoding attempts, types of comprehension questions answered/missed. Attach assessment protocols as pdf documents. ▪ An explanation of what the data means. A. READING Qualitative Reading Inventory (QRI): Narrative Passages. The Qualitative Reading Inventory consists of graded reading passages appropriate for pre - primer through high school readers. Concept questions assess a student’s general background knowledge before reading the passage, while post - reading oral questions as sess comprehension of what has been read. In the grid below, indicate the grade level for each score. Silent Comprehension is optional. Report scores only if you gave enough levels of Silent reading to establish these scores Independent Instruction al Frustration Oral Reading Fluency (WPMC) Comprehension Listening Comprehension What observations can you point out about from administering the QRI? What can you deduce about trends in miscues? Can you note specific examples? Is your student extremely accurate but slow in fluency? Are there any trends with comprehension? What do you notice about explicit vs implicit question responses? Are there prior knowledge links to comprehension scores? EDSE 607 © Saint Mary’s University of Minnesota 2016 Rev 3/17 15 Appendix 3A Reading Assessment Report CBA: Reading Curriculum - based assessments measure a student’s oral reading accuracy and fluency on grade - level material. ______________________________________________Passage title ______________Grade level ______________%accura cy ______________ WPMC You may use the QRI passage written at the student’s grade level for this task, or district - provided CBA passages if these are available to you. Have the student read for one minute and compute Percent of Words Read Accurately (% acc) and WPMC. Interpret these scores. Is the student’s grade - level reading at Independent, Instructional, or Frustration level? How does the WPMC correct compare to the Hasbrouck and Tindahl national fluency norms for his grade? What percentile? The norm s are available at: http://www.readnaturally.com/knowledgebase/documents - and - resources/26/386 B. LANGUAGE AND LINGUISTIC (READING - RELATED) PROCESSES: AAT - R (Auditory Analysis Test - Revised) This is a test of phonological awareness, the ability to analyze spoken words by deleting specified syllables or sounds, for example: “Say ‘flake.’ Say it again, but don’t say /l/.” ▪ What were the scores (Standard Score and percentile). What did you notice? ▪ If the result of this test corroborates what you noted on the QRI, make note of it here. How? (Did your student decode ok there? Are you noticing patterns? How about QRI miscu es? Any connections there? ) QRI: Listening Comprehension: Qualitative Reading Inventory passages are read to the student by the examiner, with oral questions following each, to determine a student’s potential reading level. ▪ Instructional reading leve l. Make a statement about how listening level corresponds to oral instructional level. Is this student reading at expectancy level? If the listening level is low, could results be because of an auditory memory or attention deficit? Or due to poor vocabular y? What about explicit vs implicit responses? What sense can you make here? EDSE 607 © Saint Mary’s University of Minnesota 2016 Rev 3/17 34 Sentence Fluency Sentences are choppy or run on needlessly. 1 - 2 points Sentences need more variety to produce a better flow of language. 3 - 4 points Sentences vary in length and easy to read aloud. 5 points /5 Conventions Text contains too many grammatical and/or spelling errors. 1 - 2 points Needs to clean up some spelling and/or grammatical errors. 3 - 4 points Accurate use of grammar, spelling, punctuation, and capitalization. 5 points /5 Total Points__________/60