622 Client Report Packet Reading 1
622 Client Report Packet Reading 1
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reading about other peoples lives.
I gave Madison the Dictated Writing Sample Assessment were I chose one paragraph from the Basic
Reading Inventory and dictated it to her. Madison expressed problems in the areas of alignment of letters,
margins, posture, and slow speed. Errors that were observed in Madisons writing sample included the
misuse of capital letters, words being omitted, spelling errors and punctuation.
The Reading Behavior Observation Checklist was completed on Madison showing that during oral and
group reading instruction, she has difficulty paying attention and working with others. Madison often
gives irrelevant answers to comprehension questions and makes generalizations about the story when
asked to elaborate. She tries to sound out unknown words and can usually relate the reading material to
her own experiences. Since Madison does not do well around other children, I would suggest that she sits
away from the other students for her best interest. During silent reading and library time Madison enjoys
choosing books about animals, people and science. She often needs redirecting to keep focused on the
location of the materials that she is looking for or she will choose books that are beyond her reading level.
I have noticed that Madison often squints her eyes while reading and becomes distracted. Her posture is
not appropriate for reading, she is either leaning over the desk with her head down or slumping in the
chair. I would suggest that leveled reading books on Madisons reading level and interests be available to
her in the classroom instead of having to go to the library to retrieve books. During listening to story read
aloud, While Madison doesnt always listen attentively to stories that are read aloud and she is easily
distracted, she seems to be able to relate ideas to her own experiences and responds to humor and
excitement. She can recall and tell a whole story accurately, so it is my believe that she will likely score at
a higher listening level than an actual reading level, but this should indicate that she has the ability to
become a better reader in time.
I also gave Madison the Basic Reading Inventory. The Summary of Students Reading Performance
indicated that Madisons instructional reading level is at a second grade reading level and her listening
level is at a fifth grade level.
Recommendations
Recommendations (for future instruction and any additional assessment) to:
Classroom teachers and paraprofessionals
Other school specialists
Parents
(Note: Recommendations based on practice test administration should be made with caution)
My recommendations for future instruction to classroom teachers and paraprofessionals would be to relate
the subject matter to comprehension strategies by using modeling (a demonstration on how to think
aloud) and guided practice on how to apply summarizing skills to the subject matter taught. I would also
suggest placing Madison in a small group to give more individualized instruction.
My recommendations to other school specialist (ex. reading specialist) would be to work with Madison in
a one-on-one and small group setting, apply summarizing skills by identifying main ideas and eliminating
unnecessary information, using graphic organizers, such as: story maps, chain of events and cause and
effect maps.
Recommendations for parents would include going to the library and choosing books at Madisons
instructional level and books that interest her. I would also suggest that Madisons parents read to her on a
daily bases.
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TEACHER REFERRAL FORM
Reason for referral: Madison was referred based on the results of her Fall OAA (Ohio
Achievement Assessment) Reading score of 343 with a minimum passing score being 392 and
her consistent low grades in reading comprehension.
Please check any items in which the student has difficulty:
Moderate Severe
Comments: Madison is reading below grade level and has difficulty with comprehension skills.
She often doesnt finish her assignments and is easily distracted. She has difficulty getting along
with peers because she comes across as bossy. Madisons study skills are poor and she very
seldom returns her homework.
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INTEREST INVENTORY, FORM A
[Choose Form A or Form B. Administrator may read aloud and write the answers]
Direction: Answer the following questions to express how you really feel. There are no right answers
or wrong answers. Put down what first comes into your mind. Work as quickly as you can .
1. What games do you like to play best of all? On my I pod I like to play monster truck.
2. What other game do you like? The make over games on my I pod.
3. What do you like to make? A flower pot of cup thing for my mommy.
6. Suppose you could have one wish which might come true, what would it be? For all my
8. What is the best book you ever read? All the Diary of a Wimpy Kid books.
9. Do you have any books of your own? About how many? Yes, 5 or 6
12. Do you read comic books? What is your favorite comic book? Yes, Captain Underpants.
13. What magazines or newspapers do you like best? I dont like any.
14. What kind of work do you want to do when you finish school? Work at the zoo with
animals.
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INTEREST INVENTORY, FORM B
[Choose Form A or Form B. Administrator may read aloud and write the answers]
Direction: Complete the following sentences to express how you really feel. There are no right answers
or wrong answers. Put down what first comes into your mind. Work as quickly as you can.
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DICTATED WRITING SAMPLE
Problems:
Errors:
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OBSERVATION CHECKLIST: READING BEHAVIOR
Direction: Tally significant observations day by day. Space at bottom of each section can be used for noting specific
errors, interpretations, general impression, evidence of progress, and recommendations.
Insights for silent reading: Madison enjoys choosing books about animals, people and science. She often needs
redirecting to keep focused on the location of the materials that she is looking for or she will choose books that are
beyond her reading level. I have noticed that Madison often squints her eyes while reading and becomes distracted.
Her posture is not appropriate for reading, she is either leaning over the desk with her head down or slumping in the
chair. I would suggest that leveled reading books on Madisons reading level and interests be available to her in the
classroom instead of having to go to the library to retrieve books.
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__Listens attentively __Evident appreciation of story- Tells main ideas
Listens part of the time talks about it Tells whole story accurately
__Easily distracted __ Asks related questions Relates ideas to own experiences
Restless and preoccupied Responds to humor and excitement
Insights for listening: While Madison doesnt always listen attentively to stories that are read aloud and she is
easily distracted, she seems to be able to relate ideas to her own experiences and responds to humor and excitement.
She can recall and tell a whole story accurately, so it is my believe that she will likely score at a higher listening
level than an actual reading level, but this should indicate that she has the ability to become a better reader in time.
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BASIC READING INVENTORY PERFORMANCE BOOKLET
Jerry L. Johns, Ph.D.
Student ______Madison_____________ Grade __3__ Sex: ___ M _X_ F Date of Test __5-22-14______
School _____Eastern_____________ Examiner _T. Southworth____ Date of Birth _4-12-95___ Age _9__
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