<p>Student: Ross Knight Tests Administered: DOB: 7-31-95 Woods and Moe Informal Reading Inventory Grade: 4th Schlagal Qualitative Spelling Inventory School: Baton Elem. Test Date: March 12, 2005</p><p>Ross was tested at his home on March 12, 2005 to evaluate his reading, spelling, and writing abilities. At that time, he was a 9-year, 8-month-old fourth grader attending Baton Elementary School in Baton, North Carolina. Ross enjoys watching racing and creating Lego models. </p><p>Reading Evaluation</p><p>Ross was administered the Woods and Moe Informal Reading Inventory, which is designed to assess word recognitions skills, oral reading accuracy, reading rates, and oral and silent comprehension. He also completed the Schlagal Qualitative Spelling Inventory to determine his understanding of spelling principles. In addition, he provided a writing sample.</p><p>Informal Reading Inventory</p><p>To assess Ross’s sight word vocabulary, or those words he recognizes automatically, he was asked to read a series of words ordered by grade level. The words were presented in a flashed condition and then uncovered to allow Ross an opportunity to use word attack strategies. Ross’s store of automatic sight words is strong through the primary grade level.</p><p>Ross read accurately and fluently in passages from primer to first grade levels, and his oral and silent reading rates are typical for these levels. His comprehension of passages that he read aloud was adequate; however, he struggled to answer questions following silent reading. Questions relating to vocabulary and drawing conclusions were the most difficult for him.</p><p>Spelling</p><p>Ross spelled lists of words typically read in kindergarten through fourth grade. His spelling sample indicates that he is having trouble with long vowel patterns and features of two-syllable words. Writing</p><p>Ross wrote a paragraph about a time when he witnessed a race car crash last summer at the track. His ideas were coherent and connected, but he provided few elaborating details. Ross demonstrated fair control of mechanics usage; however, his spelling errors impeded complete understanding.</p><p>Summary</p><p>Ross is a fourth grader who has difficulty with reading and writing due to his disability. As a result, he has been able to adapt his comprehension skills to where he understands more if he reads aloud. His sight word knowledge is adequate for his age. His instructional level falls within the second grade range.</p><p>Recommendations</p><p>The rereading of text would be helpful in promoting fluency and accuracy while Ross reads. This could be done through choral reading or echo reading with a partner. Reader’s Theatre is another method that could strengthen both fluency and accuracy. Since Ross’s eyes tend to jump back and forth between words, he would benefit from pointing to the words as he read them with his finger, a pencil, or a ruler.</p><p>A good way to increase Ross’s sight word knowledge is to have him preview a text locating any unknown or difficult words so that he can figure them out before he reads. Ross would also benefit from word family studies with word sorts. Finally, reading for 20 minutes a day in easy, enjoyable material would be beneficial in extending vocabulary knowledge as well.</p><p>Since Ross has difficulty focusing on an expansive amount of information, the text should be broken down into smaller, more manageable chunks. After each chunk is read, a summary should be written. This would enhance his comprehension of the text and later serve as a study guide. Additionally, making predictions before each chunk is read and then refining them afterwards would be helpful.</p><p>Ross did not have difficulty narrowing down a topic for writing; however, his writing lacks details. Using graphic organizers would allow him to think about the details that he would want to include in his paper. The creation of a personal dictionary and adjective word webs would assist in his spelling and elaboration. Ross would benefit from reading his paper aloud in order to find and correct errors in grammar, mechanics, and coherence. A peer editor would also be useful for the same purpose.</p><p>Report prepared by: Justification for levels:</p><p>Independent level: P-1</p><p>Ross’s WRI, WRC, and comprehension levels as well as his reading rates were well within the independent ranges for the primary level. His first grade scores were not as strong; however, his WRC and reading rates were extremely high.</p><p>Instructional level: 2</p><p>His WRI level improved; however, the scores for other tasks dropped. The most significant decreases were in the WRC score as well as the reading rate. Word recognition and comprehension are strong enough to read with support.</p><p>Frustration level: 3</p><p>Even though his oral comprehension level was still within the instructional levels, his remaining scores continued to decline into the frustration levels.</p><p>Spelling: between Letter-Name and Within Word Pattern stages</p><p>Ross is still having difficulty with some short vowel patterns. It seems that long vowel patterns and r-controlled vowels give him the most problems.</p>