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!
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