Instructional Reader Case Summary Sheet

Student Name:
Chris
Examiner: Amanda Rawlins
Word Lists
Difficulty Level

PP 1
PP 2/3
P
1
2
3
4
5
6
UM
HS

Grade:

Date of Testing: 2-6-15/2-10-15

Passage Reading

Timed

Total

100
100
100
95
85
35
35
15

100
100
100
100
90
60
40
20

Type of
Passage

WRC

narrative
narrative
narrative

98
96
96

Word Study
Inventory/Score: WTW PSI- Power score: 15;
Total: 58/82; Ganske WW Form A- Stage score
10; F-3, G-3, H-2, I-2, J-1
Stage: Early WWP: While the power score and
total score for the PSI indicate a mid-late WWP
stage, the Ganske WWP Form A shows a very low
stage score of 10. Results from the LN section of
the PSI indicate previous LN features are
mastered, so early stage placement with a lower
stage score on the DSA is warranted.
Examples of confusions: Early WWP features:
COTE/cute; SMOCK/smoke; SHIN/shine;
COCH/coach; LEST/least; COST/coast;
PANT/paint
Middle WWP features: GLAIR/glare; THDE/third;
HERT/hurt

Reading Rate
Oral

76
74 (close to 80)
62 (very low)

Writing
Strengths: conventions;
includes setting (place, but
not time); most sight words
spelled correctly; spent time
thinking and planning before
beginning and after each
sentence; clear
problem/solution
Areas to Improve: several
instances of missing words
within sentences that impact
syntax; developing the
characters, plot and solution;
word choice

Silent

63 (expository)

Comprehension
% questions answered correctly
ORAL

SILENT

100
63
38/100

38/48

Comments
High incidence of self-corrections when reading and leaving
off endings of words (want for wanted). These slowed him
down, which impacted his fluency and later comprehension.
Results of the Elementary Reading Attitude Survey indicate
Chris is in the 26th percentile for recreational reading, the 18th
percentile for academic reading, and the 17th percentile for the
full scale. Therefore, it can be assumed based on this data
that motivation has a significant impact on his reading.
Chris repeatedly made connections to things we were doing
and was very willing to talk about a variety of topics. Often
he had to be redirected back to the task from talking
extraneously or tangentially- very strong oral language skills.
Chris reports his reading teacher told him he was at a level
N (guided reading level) and he is proud of his reading level.
Interests in reading include football, basketball, baseball,
tigers, wrestling, volcanoes, and tornadoes. He was very firm
that he had no other interests when it came to reading.

Independent Reading Level

1
Instructional Recommendations:
Phonics & Spelling

Instructional Reading Level

Fluency

Sorts that contrast long vowel

patterns, including CVCe and
CVVC
Word hunts to connect these
patterns to text
Games to keep motivation high,
such as SPELLO/Jeopardy
Word building activities to
build automaticity in seeing
patterns or chunks in words (train instead of decoding each
sound).

Timed repeated readings

Poetry and familiar readings
Assisted readings
Wide independent reading
*This will be a critical area for
Chris as his fluency scores are
well below the 3rd grade mark;
he needs to improve rate and
expression as attention to
punctuation was good on WRC
and accuracy stayed high at
96% at both grades 2 and 3.

Instructional Reader Case Summary Sheet

2 (higher level grade 2)
Frustration Level 3

Comprehension & Vocabulary

Utilizing his desire to make
connections and talk while
reading to form connections to
the text that inform inferences,
predictions, and character
actions
DRTA to model thinking aloud
while reading
Graphic organizers as he is
very interested in nonfiction
texts
Using nonfiction text tools
(glossary, table of contents,
headings, captions, etc.) so he
can access desired topics

Writing

Using a brainstorming
document/graphic organizer to
expand his character and plot
development
Using texts as models of
problem/solution structures
Writers Checklist that includes
revising/editing writing to
ensure the sentences make
sense and words are not
missing
Using a personal dictionary of
words; carry this into reading
and writing words by analogy