Shevaun was administered the MASI-R Oral Reading Fluency Measure test to check his oral reading fluency level. The results can be used to extend the academic rigor of instructional strategies or to adjust prior instruction to meet Shevaun’s need. The test consists of three student passages and three teacher passages for the teacher to score. All three readings were administered on the same day, and the median score was calculated. He was given one minute to complete each passage. I read the directions to Shevaun and initiate to him when it was time to start reading. If he is unable to pronounce a word in three seconds, I will tell him the word, and an error will be scored. I used familiar marking to indicate whether he self-corrects or had
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He got two miscues which gave him a total of sixty-six correct words per minute (accuracy) as he stated “the” for “this” and “was” for “had.” On passage 3-B, he read one hundred words in one minute with only two miscues. He stated “they” for “there” and “looks” for “looked.” The data collected on passage 3-B showed a total score of ninety-eight correct words per minute. Shevaun also scored a rate of seventy-eight words per minute with five miscues on passage 3-C. He incorrectly identified the word “it” for “I,” “of” for “on,” “shopkeeper” for “shopker” and “pouring” for “peering.” He also omitted the s from the word keys. This data gave him a total of seventy-three words per minute. Shevaun read with prosody as he paid attention to phrases in quotation marks and read it with rhythm. While his accuracy was good for most of the passages, he got a median score of seventy-three which placed him in the 50th percentile rank on the Oral Reading Fluency raw scores table of grades 1-8 norm-referenced scale complied by Jan Hasbrouck in 2005. The table shows that children in third grade are reading 71 words per minute during the fall season of third grade. His accuracy based on the number of miscues revealed that he had more difficulty with the third passage as opposed to passage 2-A and passage 2-B. These miscues lead me to conclude that Shevaun needs instruction that will help him
He got two miscues which gave him a total of sixty-six correct words per minute (accuracy) as he stated “the” for “this” and “was” for “had.” On passage 3-B, he read one hundred words in one minute with only two miscues. He stated “they” for “there” and “looks” for “looked.” The data collected on passage 3-B showed a total score of ninety-eight correct words per minute. Shevaun also scored a rate of seventy-eight words per minute with five miscues on passage 3-C. He incorrectly identified the word “it” for “I,” “of” for “on,” “shopkeeper” for “shopker” and “pouring” for “peering.” He also omitted the s from the word keys. This data gave him a total of seventy-three words per minute. Shevaun read with prosody as he paid attention to phrases in quotation marks and read it with rhythm. While his accuracy was good for most of the passages, he got a median score of seventy-three which placed him in the 50th percentile rank on the Oral Reading Fluency raw scores table of grades 1-8 norm-referenced scale complied by Jan Hasbrouck in 2005. The table shows that children in third grade are reading 71 words per minute during the fall season of third grade. His accuracy based on the number of miscues revealed that he had more difficulty with the third passage as opposed to passage 2-A and passage 2-B. These miscues lead me to conclude that Shevaun needs instruction that will help him