Reader Assessment Summary

Reader: Jamena
Grade: Third
Tutor: Ms. Simon
Date: February 20th, 2017

Pre-tutoring assessment

Quantitative Summary:

During the first meeting, I administered four different assessments to determine the readers
independent, instructional, and frustration levels. The first text given was at level 23. Jamena
scored 99% accuracy, an independent text. During the reading, there were 2 errors and 3 self-
corrections for a 1:1.6 self-correction rate and 46.2 WCPM.

The second reading Jamena read was an instructional text at level 25. Jamena scored 97%
accuracy with limited comprehension. During the reading, there were 7 errors, 2 self-correction,
a self-correction rate of 1:4.5, and 35 WCPM.

The third reading was a level 26 text. With Jamena scoring 99% accuracy, this text is considered
an independent level text.There were 2 errors and no self-corrections. The self-correction rate
was 1:0 while the WCPM was 59.

The fourth and final reading was at level 29. This text would be a frustration level text. The
reader scored a 93% accuracy with 12 errors and no self-corrections. There was 1:0 self-
correction rate as well as 27 WCPM.

Qualitative Summary:

At the instructional level, Jamena made many substitutions and asked for help on words she
could not decode on her own such as the word anxiety or gallop. When Jamena would come
across a word and would not ask for help, instead she would omit the word completely and move
on with her reading. During the reading, Jamenas substitutions rarely maintained the meaning of
the text but were visually similar to what was written on the page; for example, she would say
movement instead of moment. When reading, Jamena would often read sight words incorrectly,
but then would self-correct once she realized she used the wrong word. The variety of miscues
reflected negatively on her ability to represent meaning and syntax.

The level of integration for Jamena is about a 2 out of 4 on the Pinnell and Fountas Scale for
assessing Fluency. Often Jamena takes long pauses when she approaches unknown words, is
waiting to be told a word, or often between each sentence. During the reading, the phrasing,
intonation, and stress of the words are unnatural and do not reflect the meaning of the text.

When asked to retell the text, Jamena often says she doesn't remember anything, however, then
retells three to four things about the text that she does remember. After reading a frustration level
text, Jamena struggles to retain information because she is focusing her attention on reading each
word correctly. On the independent and instructional level text, Jamena can answer the
comprehension questions easily. Jamena is very good at explaining each question in full detail.
Throughout the assessment I noticed that Jamena is able to answer literal level questions easier
than she is able to answer inferential questions. Overall, Jamena is very good at thinking about
what she read when answering comprehension questions such as literal level questions, however,
has a hard time retelling the main ideas of the text and inferential questions.

Reader Summary:

Overall, Jamera was shy to read aloud at first, however, when I told her we would be working
together for the rest of the school year and that she can trust me, she was motivated to read. Once
she actually started to read, she tried very hard to read and comprehend each text. Throughout
each reading, Jamena demonstrated the use of prior knowledge and reading strategies when
reading unknown words within the text. When she read a hard text level, she continued to use the
reading strategies to decode words, however, was reading word by word with little fluency and
comprehension skills.

Goal/s for the reader:

My goal for Jamena is to help her become more fluent in her reading. In order for this to happen,
I believe I need to provide Jamera with a book that has a text level between independent and
instruction. Having her read an easier text allows her to read the words continuously instead of
choppy. With this instruction, I hope to see her fluency rate rise to a higher level.