Diagnostic Report and Program of Remediation Power

Report


Ronni Clark, Michelle Johnson, Abigail Kellar, Misty Roark


By: Ronni Clark

General Information
o Student: Jaylen Lee
o Current Grade Level: Fifth
o Chronological Age: 10 years
o Current Reading Level: Pre-Primer

Data Collected and Clinical Information
o Information of Assessments
Jaylen did not get very far on the assessments we
conducted. He read an average of 29% of the Durr Sight
Words from lists 1-5. When reading the Sentences for Initial
Passage Selection, he read very few words correctly and
only read one full sentence, (i.e., The boy was jumping). We
began with the Pre-Primer Narrative Passage, and Jaylen
described the pictures with quite simple sentences (i.e.,
“The girl is riding”) related to the pictures. With regard to
the Primer Level, he used the pictures to read the passages,
but his reading was only accurate for the first of the four
pictures. With the Phonics Competency Test, Jaylen read
40% of the CVC words in the first paragraph, and only 5% of
the Consonant clusters-short vowel words in the second
paragraph. When assessing Jaylen’s knowledge of the
basic letter sounds, he was able to respond correctly for
each letter. When adding letters to words he knew (i.e., “it”
became “kit” and “fit”) Jaylen did not read the words
accurately and continued to use substitutions.

Analysis of Data
o Description of Assessment Behaviors:
The client read words he knew in isolation more
accurately than when they were within text. When he
came across a word he did not know, he would substitute
it for a word he knew that often began with the same
letter. The student displays no knowledge of phonics
rules and does not attempt to sound out words unless
prompted to do so. The words he used to substitute did
not make sense in the sentence or paragraph. With
regard to comprehension, the student answered very few
questions correctly. The questions he could answer
accurately related to simple Wh questions, such as,
“Who was the story about?”
The attitude/interest survey revealed that the
student either does not know he is a poor reader or he
does not wish to admit it. It also showed that he does
very little reading at home and enjoys spending his time
playing sports and watching television. He says his
teacher helps him a lot in school with reading and
writing. Writing is also a non-preferred activity, and it is
easier when the student writes about a subject of
interest. Finally, Jaylen mutters his words by not moving
his mouth when he speaks, speaking in a low tone, and
running his words and sounds together.


By: Ronni Clark

Instructional Plans
o Strengths:
• This student has a great attitude and is willing to
work on his reading deficiencies.
• This student tries quite hard to discern text from
looking at a picture.
• Jaylen has already begun to speak more clearly
through the use of a syllabic visual, to which the
tutor points as Jaylen speaks.
o Weaknesses:
• This student has very few sight words in his
repertoire.
• The student’s confidence hinders his ability to ask
for help or admit he is unable to do it.
• Jaylen is not able to expressively comprehend what
he has just heard.

Instructional Strategies:
o Work on sight word drills with the Pre-Primer sight
word list, as well as cloze activities with word
banks.
o Read simple BOB books and kindergarten level
books about sports that will not only increase his
motivation for reading but will also increase his
confidence.
o Use cloze exercises that practice using context to
fill in sentences with a word bank from which to
choose.


By: Michelle Johnson

General Information
Three Oaks Elementary
Fourth Grade
o Mexican/American ESL
o Special Ed. Language Arts and Math
o

Data Collected and Clinical Information
Pretest Reading Results of Form A, Flynt & Cooter
Administered 3/12/12
Level 1 - 100% accuracy
o Level 2 - 100% accuracy
o Level 3 - 100% accuracy
o Level 4 - 88% accuracy
o
Phonics Competency Test Administered 3/12/2012
o
o
o
o
Part 1 - 25/25 correct
Part 2 - 19/19 correct
Part 3 - 23/23 correct
Part 4 - 1/20 correct
Durr Sight Word Test Administered 2/22/12
o
95/98 correct
Results of Observations and Interviews
o Speaking in complete sentences sounded choppy
o Comprehension of story not in correct order

Analysis of Data
Tests
o
Flynt & Cooter Reading
•
•
o
Durr Sight Words
•
o
Level 3 determined appropriate starting point
Comprehension order incorrect – work needed to
understand read material in correct reading order
Excellent score - no work need in this area
Phonics Competency Test
•
Work needed for vowel understanding
Observations and Interviews
o
Oral Language Observation
•
•
o
Work needed on speed and fluency
Work needed in proper comprehension
Interview
•
•
•
•
Non English speaking parents
Highly motivated student
Enjoys school and learning
Has desire to increase


By: Michelle Johnson

Instructional Plans
Semester Goals
• Increase speed and fluency of reading
• Write with little or no teacher support
• Understanding proper use of vowels
• Increase order accuracy in comprehension
b) Procedures
• Repetitive student oral reading at level
• Phonics and vocabulary worksheets
• Comprehension worksheets
• Tip for best comprehension and vowel usage
c) Materials
• Tips sheet for best comprehension
• Story elements, story map, and word map
sheets for comprehension
• Phoenix awareness worksheets for proper
vowel usage
• Online quiz for fluency speed and
comprehension
a)


By: Abigail Kellar

General Information
o School: Smyrna Elementary
o Grade: 3rd
o Age: 9
o Teacher: Ms. Wright

Interests
o Laurel loves school
o She enjoys spending time with her 2 siblings and
2 foster siblings
o She likes to play outdoors and be involved with
sports
o She likes the Twilight movie series
o She loves animals and wants to be a
veterinarian someday

Data Collected and Clinical Information
a)
Pretest Results
• Student reads well independently
b)
Phonics Competency Test
•
•
•
•
•
•
•
•
•
•
c)
part 1 - 94% (consonant-vowel-consonant)
part 2 - 96% (consonant clusters-short vowels)
part 3 - 96% (CVC-silent e)
part 4 – 92% (vowel digraphs)
part 5 - 93% (vowel + R)
part 6 - 90% (other vowel sounds)
part 7 – 100% (other long vowel sounds)
part 8 - 94% (silent and irregular sounds)
part 9 – 97% (two syllable regularities)
part 10 – 82% (multi-syllabic nonsense words)
Durr Sight Word Test
• Student was able to read list 1-8 with little to no
difficulty and struggled slightly with list 9.


By: Abigail Kellar

Instructional Plans
a)
Semester Goals
•
•
•
•
b)
Master Durr lists
Improve reading skills
Improve recognition of words as well as
comprehension
Find means to make reading fun for the student
Procedures
• Find games and material to allow student to not feel
like reading is a chore
• Continue working on reading folders
• Work on all aspects of reading and word
comprehension
c)
Materials
•
•
•
•
•
•
Functional reading folders
Games
Interactive books or magazines
Reading activities from Pinterest.com
Reading lists
Books


By: Misty Roark

General Information
o School: Sallie Gillentine Elementary
o Grade: 2nd
o Age: 8
o Classroom Teacher: Mrs. Testerman

Attitude and Interests
o 3 siblings
o Lives with both parents
o Favorite subject is Recess and Math
o Least Favorite is spelling
o Loves Reading
o Playing the Wii
o Cooking with his mom
o Reads above grade level
o Loves comic books

Data Collected and Clinical Information
a)
Pretest Results
• Student reads well independently
b)
Phonics Competency Test
•
•
•
•
•
•
•
•
•
•
c)
part 1 - 96% (consonant-vowel-consonant)
part 2 - 100% (consonant clusters-short vowels)
part 3 - 96% (CVC-silent e)
part 4 – 90% (vowel digraphs)
part 5 - 95% (vowel + R)
part 6 - 86% (other vowel sounds)
part 7 – 100% (other long vowel sounds)
part 8 - 95% (silent and irregular sounds)
part 9 – 95% (two syllable regularities)
part 10 – 70% (multi-syllabic nonsense words)
Durr Sight Word Test
• Student was able to read list 1-7 well and
struggled slightly with list 8 and 9


By: Misty Roark

Instructional Plans
Semester Goals
o Improve reading skills
o Durr lists 8 and 9
o Find ways to make reading less boring for student
a)
Procedures
o Continue working on word recognition
o Continue working on reading folders
o Fun games that increase reading capabilities
b)
c)
o
o
o
o
o
Materials
Functional reading folders
Games
Durr and Dolch lists
Reading books
Reading activities from mrsperkins.com
Flynt, E. S., & Cooter, R. B. (2002). Reading inventory for the
classroom. [University of Phoenix Custom Edition]. Boston:
Pearson Custom Publishing
Tompkins, G. E. (2002). Reading and language arts. [University
of Phoenix Custom Edition]. Boston: Pearson Custom
Publishing

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