As a tutor for a 3rd grade student, I administered a variety of assessments to evaluate the student’s literacy strengths and challenges. The follow reflects the completed assessments: Reading Attitude, Reader Self-Perception, Phonemic Awareness, Word Lists, Spelling Inventory, Oral Reading passages, Writing Attitude survey, and a Writing Self-Perception survey. The results from each assessment are as followed: scored 41/45 on the nine dimensions of Phonemic Awareness assessment; accurately recognized 130/140 words from the pre-primer through level 5 word lists; orally spelled 20/28 words correctly. The results from the Oral Reading Passages that assesses a student’s word recognition and comprehension skills varied for each level. He scored proficiently on the Primer and Level 1 passages making those his independent learning levels. The level 2 oral passages revealed the student’s instructional reading level, because he needed increased instruction and prompting to complete the questions. The results from each assessment provide teachers with the data needed to improve the students’ academic literacy success.
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A list of strengths include positive attitude towards reading and writing, enjoys books that are funny or about Science, and can read with prosody. He recognizes that some texts are written to signal a change in tone. He uses positive metacognition skills by recognizing himself as a reader making progress and noting that his understanding of readings are different from his peers. He was able to distinguish rime/rhyme and oddity within three different words, blending onset with rime, blending letter sounds, deleting initial sounds off words, and syllables. The student has a high word recognition skill, reading words with 95-100% accuracy. He is able to identify key details and cause/effect in a reading oral
A list of strengths include positive attitude towards reading and writing, enjoys books that are funny or about Science, and can read with prosody. He recognizes that some texts are written to signal a change in tone. He uses positive metacognition skills by recognizing himself as a reader making progress and noting that his understanding of readings are different from his peers. He was able to distinguish rime/rhyme and oddity within three different words, blending onset with rime, blending letter sounds, deleting initial sounds off words, and syllables. The student has a high word recognition skill, reading words with 95-100% accuracy. He is able to identify key details and cause/effect in a reading oral