It is clear that Logan has improved significantly since
receiving Tier II instruction in the second grade. The increases in his
decoding and word identification skills can be seen in the various assessments
used in the Basic Reading Inventory which was administered when Logan was in
the third grade. On the graded word lists, Logan did not reach his Frustration
Level until he was given the sixth grade word list. The teacher notes however,
that Logan is a “hard-working student” and that he “demonstrated a willingness
to try to pronounce a number of the words.” In addition, Logan received high
marks on the Qualitative Analysis of Basic Reading Inventory Insights.
When
looking at Logan’s performance on the comprehension passages, one can see a
noticeable decline in his oral reading rate as the passages progress from one
grade level to the next. Logan began reading a first grade passage with an oral
reading rate of 71WPM, and finished with a fifth grade passage with an oral
reading rate of 41WPM. The amount of total miscues also increased, although he
did not make any significant miscues during the reading of any of the
passages. None of these measures of
reading skills seemed to affect Logan’s comprehension though. With all of the
grade level passages Logan was able to recall key details in the text and
answer mostly all of the after passage comprehension questions.
I would say
that the interventions and instruction that Logan received were extremely
successful. Logan began as a struggling reader in the second grade, but by the
middle of the third grade his reading skills have increased significantly as
has his motivation level when it comes to reading. His decoding, word
recognition, and comprehension skills are above grade level, but his reading
rate is below grade level and is something that he needs continued work with to
improve. The suggestions that are made to help Logan build fluency are
practical and should really help him on the path to becoming a proficient
reader.
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