Screening Assessment Reading

RDNG 361
Name: Riley
Age: 9

Evaluator: Logan Bienek

Date of Evaluation: 11/23/2015

Grade: 3rd
Parent permission was obtained for this assessment. I did not make the parent fill
the form out because they are close friends of mine, but I did ask the parents if I
could assess Riley professionally.
Student Information:
Riley I have always known to be a very bright girl. I assessed her little brother in the last
assessment and she was so upset that she was not a part of it, so it was perfect when I
learned we had to assess a 2nd-5th grader. Every time I am around Riley, she is always
making her own story or comic- which made me realize that she does like to read and
write. This made me think before-hand that she was going to be smart on this assessment.
Assessments Administered:

Neuhaus Reading Comprehension Screening

Words Their Way Developmental Spelling Inventory

Student Observations:
During the assessment, Riley understood the directions very well. She was very excited
to be helping me, which made her in sort of a rush, so I had to slow her down a few
times. She tried going faster than needed. Besides this, she did worked very cooperatively
and did everything I had asked of her.

Assessment Results:
Neuhaus Reading Comprehension Screening:
Decoding and Fluency
Decoding Skills- 1 error

Reading Fluency- 59.27 seconds

BENCHMARK
Riley had much strength in decoding and reading. She read the 100 words faster than
what benchmark allows. She only had one error for the word implies at the beginning.
Oral Language
Things in a classroom- 11
Fruits and veggies- 9
Animals- 9
States- 13
Total: 42

21 words/minute

BENCHMARK
Riley did very well here and did not have any weaknesses. It took her a while to get
going but once she thought about it for a few seconds she was on a roll.
Listening Comprehension
Total Correct: 4
INSUFFICIANT
I definitely saw weaknesses in Riley during this section. Riley was not paying attention
well and when I asked her the questions, for all of them she did not know she decided to
guess and guess and guess although her guesses were not right. I think a strength was that

she at least understood what the story was about (a donkey vs. a horse) but no details that
followed.
Reading Comprehension/Metacognitive Strategies
Metacognitive Strategies:
The only two strategies Riley used were looking back at the passage as she answered the
questions and she had stopped once to ask the meaning of amphibian- this was before
she even looked and saw it was a question.
Reading Comprehension:
Total Correct: 7
I thought it was a major strength that Riley knew to go back and look at the story while
answering her questions. The question she got wrong was What helps the frog jump long
distances?.
Words Their Way Developmental Spelling Inventory

Elementary Level

Words wrong: Float, bright, shopping, carries, bottle, favor

(I stopped giving the assessment after favor, the 18th word)
Consonants: All correct
Short Vowels: All correct
Digraphs: All correct
Blends: All correct
Long Vowels: 3/5 correct
Other Vowels: All correct
Inflected Endings: 3/5 correct
Syllable Junctures: 1/3 correct

Unaccented Final Syllables: 1/3 correct

As the list went on, Riley could definitely tell they were getting harder. Rileys
weaknesses according to this spelling inventory, again stated, are long vowels, inflected
endings, syllable junctures, and unaccented final syllables.
Summary:
Starting from the end, I think Riley did well with the spelling inventory. Her
weaknesses included: long vowels, inflected endings, syllable junctures, and unaccented
final syllables. Many of her incorrect spellings were in the longer, harder words. In one of
her weaknesses, the syllable junctures, she couldnt quite get the double consonant thing.
Here, I think (as advised from a Reading Rocket module) a teacher could help by just
continuing to write list and words using the double consonants and allow riley to see and
hear when to use them and what makes them come about. I think that with spelling, Riley
needs to see more writing, word families, spelling patterns, phonics, and word structures
in her daily learning.
With the Neuhaus Reading Comprehension Screening, Riley had the strengths of
decoding and fluency, oral language, reading comprehension, and metacognitive
strategies. Her main weakness was with listening comprehension. She only got half of the
questions correct here, and she tried guessing random answers multiple times when she
did not know the correct answer. A recommendation for instruction for Riley would be to
just try to listen to what I (or the teacher) is reading and maybe a way for her to do this is
to start making metal pictures in her head- that way she can be actively listening and
remembering the story at the same time.
Logan Bienek

Reflection
This assessment went very well for both me and Riley. I felt much more
comfortable giving the assessment to an older child, which made me rethink the grade I
would like to be teaching in the future. Besides that, it was really cool to see Riley really
trying in this assessment just as I think she would in school.
I think for me, it would be much different if I were to assess someone that I didnt
know, and I think that is what the bases of what I would change for the future. I was
much too relaxed and felt like I just did not take it as serious as I should have, and I know
that in the future I am not going to be able to be that way. I will need to always be more
professional when giving a child an assessment to place them in different small groups
and know how to differentiate my instruction for the child and my classroom.
I learned the differences between assessing a kindergartener versus a third grader
and how sometimes the attention span does not change and you might have to give any
child at any grade a few minutes to not get so overwhelmed with the assessment.
Overall I was very happy with the assessment and am excited for my future in
teaching and being with the students in the classroom, no matter what grade it will be.