SUNY New Paltz Literacy Clinic Case Study

Student’s Name: 295 Age: 7

Date of Report: 07/16/2018 Grade: Entering 2nd

Clinicians' names: Rachel DelDuco

Email address: delducor1@hawkmail.newpaltz.edu

Background Information

 295 is entering 2nd grade for the 2018-2019 school year.

 295 reported that she enjoys reading “Piggie and Elephant” books as well as the
“Rainbow Magic” series.
 In school, 295 was in a pull-out literacy group and at the end of the school year was in
1:1 Reading Recovery.
Assessment Context

 Assessments were administered at the Literacy Center at SUNY New Paltz.

 Assessments were administered over the course of three, two-hour sessions, with several
breaks.
 Most testing was administered in a small group setting, while some was individual.
 295 took her time and was on task throughout all assessments.

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 SUNY New Paltz Literacy Clinic Case Study
Area of assessment
Measure
Motivation
The Motivation to Read
Profile-Revised (MRP-R)
(Malloy, Marinak, Gambrell, &
Mazzoni, 2013) determines a
student’s motivations for
reading. The assessment
includes a survey as well as an
interview. Responses are scored
as either self-concept or value.
Summary of Strengths
 High realization that reading has value
Summary of Needs
 To see herself as a good reader
Area of assessment
Measure
Word Recognition: Spelling
The Words Their Way
Primary Spelling Inventory
(6th ed.) (Bear et al., 2016) tests
a student's capacity to spell
grade-level words using basic
phonics skills.
Summary of Strengths
 Initial and final consonants
 Short vowels
Summary of Needs
Assessments
Results
Constructs assessed:
 Self-Concept: 29/40
 Value: 38/40
Results
Skills assessed:
 Initial consonants: 7/7
 Final consonants: 7/7
 Short vowels: 7/7
 Digraphs: 5/6
 Blends: 5/6
 Long vowel patterns: 0/7
 Other vowels: 1/5
 Inflectional endings: 0/3
Examples / explanations of
responses and patterns
295 reported, “I think
becoming a reader is very
important.”
Through the interview portion,
295 responded that reading is
hard when you don’t know the
words.
Examples / explanations of
responses and patterns
295 successfully spelled initial
and final consonant sounds of
words as well as short vowel
sounds in words. She also did a
great job spelling words with
digraphs and blends.
295 did not correctly spell
words with long vowel
patterns. She also seemed to
struggle spelling words with
other vowel patterns (-ew, aw,
ou, oi).
Examples:
 “hope” was spelled “hop”
 “blade” was spelled “blad”
 “fright” was spelled “frit”
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 SUNY New Paltz Literacy Clinic Case Study

 Long vowel patterns

 Other vowels

Performing on grade level? No

Area of assessment Results Examples / explanations of

Measure
Word Recognition: Phonics
The Quick Phonics Screener
(Hasbrouck & Parker, 2001)
assesses a student's ability to
read words sharing certain
patterns both as sole words and
in sentences.
Skills assessed:
 VC & CVC (in list): 8/10
 CVCC & CCVC (in list):
5/10
 Silent E CVC-e (in list):
4/10
 R-Control Vowels (in list):
5/10
 Consonant Digraphs (in
list): 8/10
responses and patterns
295 correctly read the majority
of VC & CVC words in a list.
She also successfully read
words with consonant digraphs.
295 seemed to struggle with
silent E CVC-e words.
Examples:
 “mole” pronounced “mol”

 “doze” pronounced “does”

Summary of Strengths
 VC & CVC words
 Consonant Digraphs

Summary of Needs

 Silent E CVC-e

 R-Control Vowels

Performing on grade level? No

Area of assessment Results Examples / explanations of

Measure
Word Recognition:
Automaticity
The Qualitative Reading
Inventory Examiner Word
Lists (6th ed.) (Leslie &
Caldwell, 2017) measure a
student's ability to
automatically read grade-level
words. Students score from
independent (student read with
no support) to instructional
 Highest Independent Level:
Pre-Primer 1
 Highest Instructional
Level: Primer
 Frustration Level: 1st grade
responses and patterns
295 did a great job
pronouncing the beginning
sounds of words.
295 seemed to struggle
pronouncing ending sounds of
words as well as long vowel
patterns (ai).
Examples:

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 SUNY New Paltz Literacy Clinic Case Study

(student read with teacher

support) or frustration (student  “with” pronounced “wat”
could not read with
comprehension and / or word  “air” pronounced “a/i/r”
recognition). with a short “i” sound

 “went” pronounced “when”

Summary of Strengths
 Beginning sounds

Summary of Needs

 Long vowel patterns (ai)

 Word endings

Performing on grade level? No

Area of assessment Results Examples / explanations of

Measure
Oral Reading Fluency:
Passages
The Easy CBM (University of
Oregon, 2008) evaluates a
student's correct words per
minute (CWPM), or the
number of words of text that a
student can read in one minute
with accuracy and automaticity.
2nd grade passage
16 WCPM (words correct per
minute)
Benchmark for 2nd grade in the
Fall of 2nd grade is at the 50th
percentile = 63 WCPM
Words read: 19
Errors: 3
responses and patterns
84.2% accuracy
Accuracy = words correct/# of
words
 Substitutions: 2
295 is below the 10th percentile
for passage reading fluency for
the Fall of 2nd grade.

Summary of Strengths
 Accuracy
 Few errors with words read

Summary of Needs
 Number of words read per minute

Performing on grade level? No

Area of assessment Results Examples / explanations of

Measure
Oral Reading Fluency:
Passages
The Multidimensional
Fluency Scale (Rasinski, 2003)
responses and patterns
Categories Assessed: 295 has a reading accuracy of
 Accuracy: 84.2% - 1 84.2%.
 Volume and Expression: 1 295 frequently pauses in order
 Phrasing: 1 to sound words out. She also

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 SUNY New Paltz Literacy Clinic Case Study

assesses a student's oral reading  Smoothness: 1 uses word-by-word reading

fluency skills in each of five  Pace / Rate: 1 with no phrasing.
categories. Scores range from 1  Total Score: 5/20
(skills need improvement) to 4
(skills are mastered).
Summary of Strengths
 Reading accuracy

Summary of Needs
 Slow reading pace
 Smoothness

Performing on grade level? No

Area of assessment Results Examples / explanations of

Measure
Comprehension: Expository
The Qualitative Reading
Inventory (6th ed.) (Leslie &
Caldwell, 2017) Students score
from independent (student read
with no support) to
instructional (student read with
teacher support) or frustration
(student could not read with
comprehension and / or word
recognition).
Passage title: Air
Grade: One
Number Correct Explicit (Without
Look Backs): 1
Number Correct Implicit (Without
Look Backs): 0
Total Correct: 1
Level of this passage for this
student: Frustration
Miscues: 10
Total Accuracy: Frustration
Total Acceptability: Frustration
responses and patterns
Liam’s responses to the
beginning concept questions
were on target. When Liam got
to a word he was unsure of, he
looked at the picture for
support.
 Comprehension level was
at frustration for Liam. 1/5
questions were answered
correctly
 Liam had 6 meaning
changing miscues.
Example: Substituted
“many” for “me”

Summary of Strengths
 Substituting words to make sense in the text

Summary of Needs
 Comprehension of implicit and explicit questions in an expository text

Performing on grade level? No

Area of assessment Results Examples / explanations of

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 SUNY New Paltz Literacy Clinic Case Study

Measure responses and patterns

Comprehension: Narrative
The Qualitative Reading
Inventory (6th ed.) (Leslie &
Caldwell, 2016) Students score
from independent (student read
with no support) to
instructional (student read with
teacher support) or frustration
(student could not read with
comprehension and / or word
recognition).
Passage Title: The Bear and the
Rabbit
Grade: One
Number Correct Explicit
(Without Look-Backs): 3
Number Correct Implicit
(Without Look-Backs): 1.5
Total Correct: 4.5
Level of this passage for this
student: Instructional
295 did a great job of
retelling the story in the
order events occurred.
 295 had 6 meaning
changing miscues.
 Comprehension level
was at instructional
for 295. She
answered 4.5/6
questions correctly.

Miscues: 11

Total Accuracy: Instructional

Total Acceptability: Instructional

Summary of Strengths
 Comprehension of explicit questions in a narrative text
 Retold the story in order of events

Summary of Needs
 Comprehension of implicit questions in a narrative text

Performing on grade level? No

Area of assessment Results Examples / explanations of

Measure
Writing
The Traits Writing Rubric
for Grades 3-12 (Education
Northwest, 2014) evaluates a
student's piece of writing based
on grade-level criteria in seven
categories. Scores range from 1
(beginning) to 6 (exceptional).
Summary of Strengths
 Provides details about the topic
 Conveys a general main idea
Prompt: Write about your
favorite animal.
Categories Assessed:
 Ideas and Content: 3/6
 Organization: 2.5/6
 Voice: 1/6
 Word Choice: 3/6
 Sentence Fluency: 2/6
 Conventions: 3/6
 Presentation: 3/6
responses and patterns
295 provides a main topic
along with three details.
295 utilizes uppercase and
letters inconsistently. There is
no sense of organization among
the writing piece.

Summary of Needs
 Organization
 Inconsistent capitalization

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Performing on grade level? No

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Learning Goals, Instruction, Response to Instruction

Goal 1 Comprehension: SWBAT read an expository text and describe at least 1

main idea and 3 supporting details, with minimal support, 85% of the time.

Rationale: QRI Expository and Narrative: 295 struggled answering comprehension questions
from an expository text. The expository text was at a frustration level for the student.

Brief summary of instruction: Comprehension instruction included reading numerous expository

texts and highlighting the main idea and supporting details of each text.

Response to Instruction: Student met goal by being able to describe the main idea and 3
details of an expository text, with minimal prompting.

Recommendations for next steps: Since 295 student met this goal; I suggest that this student
practices more with reading the text herself and determining the main idea and supporting
details.

Goal 2 Writing: After reading an expository text, students will be able to utilize a
graphic organizer to include 2 details with 80% accuracy.

Rationale: The Traits Writings Rubric for Grades 3-12: 295 did not have organization and only
had basic supporting detail knowledge.

Brief summary of instruction: Writing instruction included reading expository texts and utilizing
a graphic organizer to organize their thoughts.

Response to Instruction: Student partially met goal by being able to use the graphic
organizer in order to include at least 2 details in her writing piece.

Recommendations for next steps: 295 could use more practice with using a graphic organizer
with no prompting from the teacher. She needs more intensive instruction with taking her writing
from the graphic organizer to a writing piece.

Goal 3 Word Recognition/Decoding/Encoding/Morphology: Student will be able to

decode CVE patterns with 90 % accuracy.

Rationale:

Elementary Spelling Inventory: 295 struggled with long vowel patterns and other vowel patterns.
She received a 0/7 for long vowel patterns and 1/5 for other vowel patterns.

QPS: 295 struggled with silent E CVC-e words. She received a 4/10 for silent E CVC-e words.

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 SUNY New Paltz Literacy Clinic Case Study

Brief summary of instruction: Word work instruction included explicit instruction on the CVE
pattern. Students practiced decoding and encoding words containing CVE. Students completed
activities such as word sorts, scavenger hunts and card games.

Response to Instruction: Student met this goal by being able to decode 100% of the words
within the word list post-assessment.

Recommendations for next steps: 295 should continue practicing with the CVE spelling patterns.
295’s awareness of the CVE rule will help her to fluently decode grade level text. As a next step,
I would recommend working on words containing r-controlled patterns.

Goal 4 Automaticity/ Fluency/Stamina: Student will be able to increase their WCPM

by 10 % from the cold reading to the third reading of a passage.

Rationale:

Easy CBM: 295 is below the 10th percentile for passage reading fluency for the fall of 2nd grade.

Brief summary of instruction: Students create a piece of text that they re-read in order to increase
their fluency.

Response to Instruction: Student met goal by being able to improve her fluency by 10%.

Recommendations for next steps: 295 could use more fluency practice by re-reading texts.

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Appendices

Magic e Video

https://www.youtube.com/watch?v=c3oA4wfUBak

Magic e Printable

https://thisreadingmama.com/free-magic-e-clip-cards/

Reading List based on 295’s interests

 The Critter Club series by
 Princess Posey series by

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