My group completed the reading assessment with Meghan (pseudonym), a third grade student at Gamewell Elementary in Mrs. Rodriguez’s classroom. We completed the assessment on October 7th. According to Mrs. Rodriguez, Meghan had been tested and was currently on a 2.5-3.5 Accelerated Reading level.
We first tested the student with the WRI flash words. This task was a little complicated because we tested her in the library and she seemed to be a little distracted at times. I felt that she missed some of the words that she really knew. It seemed that after she read through the first level of words that she became more comfortable with the process and she did show some improvements.
For the second part of the reading assessment, we moved into the lunch room where there were fewer distractions. We began with Meghan reading the first grade reading passage since she seemed to error more at the second grade flash level. I did notice that her reading rate did not change until started to have more problems with words in the passages around third grade level. It was interesting to see that she could miss several words in the passage, but she did not falter in the comprehension. It seemed though that her comprehension scores did go down somewhat when she struggled with harder words or read longer passages. It was also interesting how this student added information to the passages when answering questions. She was very animated and seemed to have quite the imagination. We stopped at the fourth grade passage because she struggled and made several errors.
After scoring her, we found that she was independent on a first grade reading level. She could probably read a higher level first or low level second grade independently. Her instructional level is on the second grade level. That is where she was able to read with the most accuracy. I believe that this is common for the beginning of the year. However, I do feel that her frustration level is the third grade level. The findings of this test are very similar to the STAR assessment that the teacher had given her. I do think that Meghan has the potential to be on grade level with additional help from teacher and parents. She seems to be a bright young lady and she seems to love to read. I think that just as we have discussed in class, if she is reading books on the appropriate level she will improve her reading skills. I would begin her reading independently on a very high first and low second grade level. I would monitor her reading closely and move her up as needed.
| WRI | Oral Reading | ||||
| Level | Flash | Untimed | Accuracy | Rate (WPM) | Comprehension |
| PrePrimer | 90 | 100 | |||
| Primer | 80 | 100 | |||
| 1st | 80 | 100 | 92 | 120 | 100 |
| 2nd | 90 | 100 | 95 | 75 | 83 |
| 3rd | 40 | 75 | 87 | 93 | 100 |
| 4th | 86 | 88 | 66 | ||
| 5th |
Based on the assessment scores, I think Meghan’s
Independent reading level is 1st grade.
Instructional reading level is 2nd grade.
Frustration reading level is 3rd grade.
| 6 books the student could read independently ( title/author) | 6 books the student could read in an instructional situation (title/author) |
| Messy Bessey by McKissack, Patricia
We are Best Friends by Ailki Girl Named Helen Keller by Schmidt, Karen Amazing Grace by Hoffman, Mary Grouchy Ladybug, The by Carle, Eric Case of the Double Cross, The by Bonsall, Crosby
|
Arthur Meets the President by Brown, Marc
Conversation Club, the by Stanley, Diane Flower Girls: series by Leverich, Kathleen Miss Nelson is Missing by Allard, Harry Hilary and the Lions by Desaix, Frank Laura and Nellie by Wilder, Laura Ingalls |
