Student Assessment and Intervention Proposal

Name: Tori D.O.B.: December 15, 2003

Parents: Mike and Debbie Age: 12 years 8 months

Date: August 16, 2016 Grade: 7th

Examiner: Nicole Suehring Location: Bonduel Middle School

Tori is a 12 year, 8 month student at the Bonduel Middle School. Her parents

report that she is a very timid girl who doesn’t like to challenge herself with her school

work. Tori has never been in a reading intervention, but her teacher is expressing that

she is beginning to struggle with reading content material. Tori expressed during an

introductory meeting that her goal for seventh grade is to get better grades.

During the introductory meeting, Tori completed an interest survey. According to

the survey, she enjoys reading short novels about friendships and pets. Her favorite

classes are Math and Spanish. She enjoys spending time with her large family outside

of school. Tori has 2 older brothers, 1 younger brother, and a younger sister. She

shared that her family is very busy with their dairy farm, and there isn’t always time at

night for reading.

Tori was given the QRI-6, beginning with the wordlists. The data shows that Tori

was independent through level four. Level five was instructional. Level six was a

frustration for her. She struggled with word endings and tier 3 vocabulary words. After

the word list, she was tested on both level 5 expository and narrative texts with 98-99%

accuracy. Tori made several self-corrections while reading; however, her reading

lacked fluency and was very choppy and slow with 81 correct words per minute on the

expository passage and 68 correct words per minute on the narrative passage. Tori’s

retelling skills were minimal. On the expository text, she left out the main idea and only

recalled 20% of the details. She demonstrated higher skill on the narrative selection

and recalled 26% of the ideas. Tori’s lack of prior knowledge of the expository text

seemed to interfere slightly with her comprehension, but her lack of knowledge of the

narrative text did not seem to interfere with her understanding of the text. Tori

answered six out of eight questions after the expository passage and seven out of eight

questions correctly after the narrative passage. She was successful using a look-back

once on the expository passage, earning her seven out of eight correct responses on

the comprehension section. For both text selections, the question that Tori missed was

an implicit question. She was able to answer the explicit questions with 100% accuracy

using the text. Tori’s comprehension of both texts was at an instructional level.

Tori is proficient at decoding words and sounding words out. Because it often

takes her a longer time to sound out longer words, her reading is slow which is

impacting her comprehension. To help Tori with vocabulary, I recommend finding

words in the text (using her content area reading assignments) that she is unfamiliar

with. Using those words, Tori will create word maps to help learn the meaning of each

word and to connect it to her prior knowledge. She will keep the word maps in content

area folders to review the words prior to class and to practice gaining fluency by

repeated reading.

My recommendation to increase Tori’s fluency is to have her work on echo

reading and repeated readings of level three texts. She will also work on determining

how to chunk the text to help it make sense. As Tori increases her speed and fluency,

she will move to the level four texts. Once she is reading more fluently, Tori will work on

improving her prosody by recording her own oral reading and listening to it. Readers’

Theater and poetry will be used to help Tori with this skill.

Tori’s comprehension is close to grade level, and with the improvements made to

her vocabulary and fluency skills, her comprehension skills will get even stronger. One

additional strategy that I recommend for Tori will be learning to use highlighting to find

the main idea and supporting details. This skill will be useful in both narrative and

expository texts in her content reading.

Combining word work, fluency practice, and comprehension strategies will allow

Tori to read and understand grade level texts. After Tori has worked on these skills and

is using them independently, I recommend re-administering the QRI-6 to monitor her

growth.

*Data Analysis and Scoring Sheets Below!