case studies reading inventories

8/14/2019 Case Studies Reading Inventories...

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Case Studies Reading Inventory reports

Videos - http://www.tpri.org/Training/Videos/Tasks/?spd=hi&plyr=win&indx=26

Case Studies - Child 4

Name of Child: Michael J.

Age: 10

Grade: Third

School: Alyssa Porter Elementary

Description

Michael J. is a third-grade student. He is a very polite boy who lives with his mother

(single parent) and his two older sisters. Michael is well behaved and anxious to pleasethe adults in his environment. As the youngest child in his family, he has been much

loved and the center of attention. He has two good friends (one since preschool) and he

attends swimming classes with them after school. Although he likes reading, he clearlyprefers spending his time after school swimming and playing with his friends. His overall

school performance since Kindergarten has been above average. His math skills have put

him in the top group in his class, but his reading skills are in the average range.According to his second grade teacher, when Michael entered second grade he could

already read simple decodable text. His reading performance last year did not reveal any

major problems and he was capable of making adequate progress. His reading at the end

of second grade, although not fluent, was considered appropriate for his age mainlybecause he was very good in comprehending all kinds of text material presented in the

class. At the beginning of the third grade Michael seemed to be a little slow in "catching

up" with the rest of the class. His reading seems to be slow and cumbersome. He hasworked hard since then and he has shown some improvement. However, his writing is

still immature and he does not want to write very often. When he does write in his

journal, he is very slow with many spelling errors. He also has been very slow incompleting all other writing tasks.

Score Interpretation:

According to the results of the TPRI Screen, Michael scored Developed. This is an

indication that he should not have difficulty performing in third grade materials providedhe receives good instruction in his classroom. However, his Inventory scores point to

some instructional needs. Michael has not fully developed his orthographic skills in

spelling which ensure fast and accurate word identification. When he reads, he does not
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read fluently. His fluency rate is below what it should be for entering grade 3. Michael

needs assistance in developing fast and accurate word recognition skills which will affect

his spelling and his fluency rate. His comprehension skills appear intact.

Instructional Implications:

Michael needs to read more frequently, both at school and at home. He will benefit from

instruction that focuses on the improvement of word recognition, a spelling curriculumthat is sequential and provides instruction in complex spelling patterns, and on-going

monitoring of his fluency rates. When his word recognition and spelling improve, his

fluency rate should improve, as well.

Michael requires word study activities that include word sorting, study of morphological

units, and word chunking strategies to read multi-syllable words. The word study

instruction should be based on a phonics approach that progresses from building wordsfrom part to whole and provides many opportunities for practice. Spelling instruction

should include words with complex spelling patterns that are presented in a systematic

way that enables him to make connections to orthographic patterns. Michael needs many

opportunities for practice and corrective feedback.

To build fluency rates, Michael should be monitored every day reading in text that is athis instructional level. He can begin by reading into a tape recorder and listening to

himself read. Suggestions for instructional activities are timed repeated readings of

instructional leveled text, a game like Beat the Clock, Intervention Activities Guide

6.13, and some work with Paired Readings, Intervention Activities Guide, 6.9. Theteacher should also monitor Michaels fluency rate on a regular basis. The middle of year

TPRI will assess his progress and the need for additional help to improve in the areas of

spelling word recognition, and fluency.

TPRI SCORES (Beginning of Year - Grade 3)

Screening (Beginning of the Year Evaluation)

Screening 19/20 Developed

Inventory (Beginning of the Year Evaluation)

Graphophonemic Knowledge

Task 1: 4 4 or more - Developed

Task 2: 3 3 or less - Still Developing

Task 3: 3 3 or less - Still Developing

Task 4: 43 or more - StillDeveloping

Task 5: Word List for Story Placement L-WCPM

86

The Kite, Story 1

Reading Accuracy 13 miscalled Instructional Level

Reading Fluency Rate S-WCPM 80 WCPM

Reading Comprehension 6/8 Developed


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Name of Child: Trisha M.

Age: 8

Grade: Second

School: Alexander Mouton Elementary

Description

Trisha M. is a second-grade student attending the spring semester. She is the youngest offour students and a very energetic and social girl. Her father travels for long periods of

time for his work but her mother (a housekeeper) is very actively involved in her

schooling. Trisha moved to her current school last year from a private school where sheattended preschool and Kindergarten. She seems very happy to attend the same school as

her two older sisters and appears to be rapidly adjusting to the new environment.

According to her teacher, her transition to the first grade was smooth. She describesTrisha as very interested in listening to books and stories, although she has the tendency

to daydream. Last year, she was a good student overall, and her performance in reading

was slightly above average. She reads second grade material without any problems,although she is not as successful in the subsequent discussion and comprehension

questions. The only areas of concern for her teacher are reading comprehension and her

handwriting.

Score Interpretation

According to the results of the TPRI screen, Trisha does not seem to be needing

assistance in setting instructional objectives. Her scores in the screen and inventory

support this assumption (Screen word reading task, spelling tasks, word list, readingfluency and accuracy level). However, her reading comprehension, which the teacher

administered to everyone in her class regardless of their performance on the screen, is at a

lower level than expected given her reading fluency. It seems that Trisha has not fullydeveloped reading comprehension skills that would enable her to process the textual

information while she is reading. Trisha probably needs assistance in learning how to

focus on what she is reading by ignoring extraneous stimuli and on monitoring her

comprehension of the material she reads.

Instructional Implications


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Trisha needs to increase the amount of reading, both at school and at home. In addition,

she needs to actively participate in after-reading discussions with other students or adults

who will help her organize and sort through the information she has just read. Trisha willalso benefit greatly from instruction that focuses on the improvement of reading

comprehension by emphasizing story mappings, think alouds, and comprehension

monitoring strategies. Trisha should read stories at her reading level and be involved insimple story mappings. For example, she should be encouraged to identify and map,

using a story organization chart, the main characters in the story, the setting, the actions,

the ending, etc. In order to help Trisha develop comprehension monitoring strategies,many examples of "think aloud" routines and modeling should be provided. Trisha may

read new stories each time with many examples of self-questioning and opportunities for

practice. Visual aids, mappings, and organizational charts may be used. Finally, it may be

advisable to evaluate her receptive vocabulary, as an area that may need improvement,and her attention span. An end-of-the-year evaluation will determine the progress made

and the need for additional help through the summer.

TPRI SCORES


Word Reading Task 1 5 of 8 Developed

Inventory (Middle of the Year Evaluation)

Graphophonemic Knowledge

Task 1: Spelling of CVC and CVCe words 4 of 5 Developed

Task 2: Spelling of Long Vowels 2 of 5 Still Developing

Task 5: Word List 4 of 15 Go to Story 2

Reading Accuracy 18 miscalled Instructional Level

Reading Fluency Rate 68 wpm

Reading Comprehension 4 of 5 Developed


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Name of Child: Annie L.

Age: 7

Grade: First

School: Erica Bree Elementary

Description

Annie L., a first-grade student, is very creative, sociable, and popular among her peers.

She is a hard worker and always tries to please her teacher and parents. Annie is an onlychild and grew up in a stable family environment. Her parents are actively involved in her

school activities. Annie's overall language development is impressive for her age. She

loves to listen to books read to her, knows many authors of student's literature and isfamiliar with many titles. At school, Annie is always involved in reading and writing

activities and she is great at illustrating stories for her writing group. Annie showed good

literacy development at the beginning of the year. She knew all the alphabet letters andtheir sounds and recognized most of the print in the classroom along with a few common

sight words. However, her performance in reading is not always satisfactory and she does

not seem to be making adequate progress. For example, her invented spelling is still very

immature, showing that she has not yet mastered letter-to-sound correspondences. Forthis reason, she has been placed in the lower reading group in her class even though she is

in the top group for math. Lately she seems to be more and more withdrawn and she has

been found copying class work from classmates. Her mother reports that she is not asinterested in book reading and seems frustrated when asked to sound out words. Annie

prefers to read predictable books where she has memorized all the text and takes a lot of

pride in her "reading".Score Interpretation

According to the results of the TPRI screen, Annie needs more evaluation to set

instructional objectives. Her scores in the inventory section verify this hypothesis by

showing a rather typical pattern of a student with difficulties in phonological awareness.She had difficulties in identifying rhymes and performs poorly at blending speech sounds

both at the phoneme and the onset rime level (see Screening Task 3, Inventory, Phonemic

Awareness Task 1). Her difficulty in distinguishing among the different sounds in words


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did not allow her to perform simple word building activities included in the

"Graphophonemic Knowledge" section of the TPRI, despite her letter sound knowledge

(see results of screening 1). She was able to form seven simple words (mad, had, tad, dad,pan, pal, pap) by substituting initial and final consonants placed in front of her in the

Graphophonemic Knowledge Tasks 1 and 2. However, her performance was not adequate

according to the amount of instruction she has received so far and the time of the schoolyear. Annie was not able to read any of the words given in the Word List (for placement

into an instructional level text) accurately, and for this reason she listened as her teacher

read story 1 to her. Her listening comprehension skills were excellent, and she answeredwithout any problems both the explicit and implicit questions from the passage.

Instructional Implications

Annie needs help in developing her phonemic awareness skills and applying these skills

to word decoding. She will benefit the most if she receives individualized explicit

instruction in phonemic awareness and letter-sound correspondences. Based on her

overall classroom performance, she seems to be an intelligent child with many book-related experiences from her home and school environment. Her difficulties with reading

should not be considered a simple delay in development. Rather, she is showing specificdeficits that can be remediated with appropriate instruction. The instruction should be

systematic and sequential, providing many opportunities for immediate corrective

feedback and modeling. Annie should receive phonemic awareness instruction at least 4

times a week for approximately 30 minutes each time. During this time she should workin listening activities that aim to help her distinguish different sounds in words. In

addition, she should practice orally to blend and segment word parts and speech sounds

to form words. Both blending and segmentation tasks should be presented to her. Shemay use a mirror to help her locate parts of her mouth while she is producing different

speech sounds. These activities may take approximately 10 minutes in each session. In

the remaining time, she should practice letter-sound correspondences and the formationof single-syllable (CVC) words. Common confusion among letters should be treated with

practice writing and identifying letters. As she progresses in phonemic awareness, more

time should be devoted to word building activities, by first working on oral blending andsegmentation tasks, then on forming the target word with letters she can manipulate, and

finally on reading the word. Finally, as she becomes more proficient in distinguishing

sounds in CVC words and representing these sounds with letters, she should work with

initial and final blends. Annie should continue receiving individualized tutoring throughthe summer by working with phonics rules and by practicing reading with simple

decodable text. By the beginning of the second grade she should be able to decode first

grade material and instruction should focus on developing fast and efficient wordrecognition skills.

TPRI SCORES


Task 1: Letter Sound 10 of 10 Developed


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Task 2: Word Reading 0 of 8 Still Developing

Task 3: Blending Phonemes 1 of 6 Still Developing

Inventory (Middle of the Year Evaluation)

Task 4: Phonemic Awareness (Blending word parts) 0 of 5 Still Developing

Task 5: Graphophonemic Knowledge (Initial Consonants) 4 of 5 Developed

Task 6: Graphophonemic Knowledge (Final Consonants) 3 of 5 Still Developing

Word List 0 of 15

Reading Accuracy Frustrational Level

Listening Comprehension 5 of 5 Developed

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