Katie Oller

Tedu 566
Evaluation Results and Recommendations
Student
Examiner
Dates of Evaluation
Student Birthdate
Chronological Age
Classroom Teacher
School
Grade
Gender

Makensey W.
Katie Oller
17 September 2014 to 13 October 2014
31 January 2007
7 years 9 months
Mrs. McCarty
J.G. Hening Elementary
Second
Female

Reason for the Intervention

Makensey was referred to the tutoring clinic by her classroom teacher Mrs. McCarty based on her
performance in language arts. The students DRA score, which is was an 18 when referred, is not what the
teacher expected it to be upon entering second grade.
According to the Elementary Reading Attitude Survey, Makensey scored very high in the percentile ranks
for both recreational and academic reading, but scored slightly lower on academic comparatively.
Makensey indicated that she loved reading at home and in the classroom, but did not like reading aloud in
class, and did not like answering questions or taking tests about the material she is reading. She scored in
the 88th percentile for recreational and 78th percentile for academic. Overall, Makensey scored 84 th
percentile for full scale motivation, which makes her motivation for reading not a high priority concern.
During the survey, Makensey also mentioned that her favorite book was Junie B. Jones, and that she
frequently read at home with her sister and mother. Makensey also noted that Language Arts and Reading
was her favorite subject at school, and she believed that she was doing well in this class.
Makensey worked diligently through the test administrations and was very eager to share information
about herself and her home life, but was more hesitant to answer comprehension questions or questions
that asked her to explain or retell the material she just read.
School History
This school year will be Makenseys second year attending J.G Hening Elementary. Prior to attending this
elementary school, she attended O.B. Gates, which is also a Chesterfield County Public School.
Makensey changed schools due to a family situation, but has not attended any other public schools in the
past. Makensey indicated in the Child Interview that she enjoys reading because the words are
interesting and she feels that she has little difficulty in school. She feels good about her school work, as
do her parents. Her mother and sister frequently help Makensey with her homework at home.
Results of Assessment
Letter Identification
Lower Case 28/28

Upper Case 26/26

Total Score: 54/54
Makensey was able to identify all the lower case and upper case letters by name. However, she selfcorrected when she said Z for X, and when she said Q for P. When asked what sound the Z and
Q made, she correctly identified them the first time.
Phonemic Segmentation
Yopp-Singer Test, 21 of 22
Makensey was able to consistently correctly segment a majority of the words. The only mistake that
Makensey made during segmentation was with the diagraph th. When asked to segment the word
three Makensey separated it into /t/ /r/ /e/. This mistake may indicate that Makensey has a problem with
segmenting digraphs.
Spelling Assessment
Primary Spelling Inventory
Feature Points: 31/56
Words Spelled Correctly: 8/26
Spelling Stage: Letter Name-Alphabetic
Known
Initial Consonants
Final Consonants
Blends
Short Vowels

Using but Confusing

Digraphs
Inflected Endings

Absent
Common Long Vowels
Other Vowels

Makensey spelled eight words correctly out of twenty six, and got thirty one feature points out of fifty six.
After analyzing her spelling assessment, she has been placed in the middle Letter Name-Alphabetic
Stage. She scored high on identifying initial and final consonants, blends and short vowels, but did poorly
on common long vowels and other long vowels. Makensey was using but confusing digraphs and
inflected endings.
Qualitative Reading Inventory
Word Lists Results:
Primer
Fist
Second
Third

Passage Results:

18/20, 90%
18/20, 90%
16/20, 80%
9/20, 45%

Independent
Independent
Instructional
Frustration

Passage
Type of Text Prior
Level/Title
Knowledge
(Score/Rating)
Level One: Narrative
9/9 points
The
Familiar
Surprise

Oral Reading Fluency Retelling

Comprehension Overall
(Score/Rating)
(Number of
Level
Ideas/Rating)
Total Accuracy: 74 WPM 10/44 ideas
6/6 correct
Independent
8 miscues,
Minimal
Independent
Instructional

Level Two: Narrative

The
Familys
First Trip
Level One: Expository
The Brain
and the Five
Senses

8/12 points
Familiar

Total Accuracy: 67 WPM 12/52 ideas

19 miscues,
Minimal
Instructional

4/8 correct
Frustration

6/9 points
Familiar

Total Accuracy: 56 WPM

2 miscues,
7/28 ideas
Instructional
Fair

4/6 correct
Instructional

Frustration

Instructional

Overall Instructional Level Between Level One and Two

On the Primer Word List, Makensey could correctly identify eighteen out of the twenty words, scoring her
at a 90% independent level. She did not self-correct either of the words she got wrong. Makensey again
correctly identified eighteen out of twenty words on the First grade level, scoring her a 90% independent
level. She did not self-correct, and for one word she didnt attempt and just said I dont know.
Makensey correctly identified sixteen out of twenty words on the Second Grade level, scoring her at an
80% Instructional Level. Finally, when Makensey took the third grade level, she correctly identified nine
out of twenty words, scoring her at a 45% frustration level. She did not self-correct any of the words she
attempted for this assessment.
Makensey scored well on the Level One reading passage. She had prior knowledge pertaining to the
passage The Surprise, and was able to make a good prediction about the story. She was able to retell
key highlights of the story, and answered all of the comprehension questions correctly, scoring her on the
independent level. Makensey scored lower on the prior knowledge questions for the level two passage,
The Familys First Trip. Her prediction was plausible, but was not extremely accurate. She was able to
retell a few of the key highlights of the story, but did poorly on the comprehension questions, scoring her
on the frustration level.
An Expository piece was chosen for Makensey to read on Level One. This passage included pictures, and
was on Makenseys independent level. She scored low on the prior knowledge questions, but was still
marked as familiar, and her only prediction was repeating the title Our brain and our five senses. She
made fewer mistakes while reading than the other two passages, but her overall words per minute was
significantly slower. Makensey was able to recall some of the highlights of the story and did fair on the
comprehension questions, scoring her on the instructional level for the expository passage.

Written Vocabulary
17 Words (in 10 minutes)
Makensey uses correct directional principles when she writes. She knows to write from left to right, and

has correct spacing between words. She frequently uses her own fingers as guides for spacing in between
words. She knows how to spell her name and other family members names. Most other correctly spelled
words were basic sight words with few letters in the word (ex. Mom, dad, kids). Makensey attempted to
write longer words, but many words had incorrect vowels or were missing vowels.

Writing Sample
Language Level 5/6, Message Quality 6/6, Directional Principles 6/6
Makensey wrote a four sentence story based on the read aloud completed during the session. Before that
was retelling the basic story line. She scored high on message quality and directional principles, but
scored a five out of six on the language level. Although she had multiple sentences in her story, she did
not have two themes. Makensey used accurate spacing in her story and used punctuation, but did not
consistently capitalize letters. Spelling was a weak area in the writing sample for Makensey, and she did
struggle with a majority of the longer words in her composition. While writing, she also asked for help to
retell the story correctly, and focused mostly on telling the story accurately rather than creating her own
story.
Standardized Vocabulary Test
PPVT 4, Standard Score 106, Percentile Rank: 66 95% Confidence Interval 99 to 113
Makensey scored high on the Peabody Picture Vocabulary Test (PPVT IV). She is slightly above average
in her vocabulary acquisition, scoring at an 8.2. Her chronological age at the time of the assessment was
seven years eight months. Makenseys standard score was a 106, placing her in the 66 th percentile. Her
ceiling set was set 13, and her basal set was set 6.
Summary of Assessment Results
Makenseys assessments indicate that she is having difficulty largely in the areas of spelling and
comprehension. Although she scored well on the Yopp-Singer Segmentation assessment, she does not
translate her knowledge of segmenting words when reading or when spelling and writing during the
writing assessment or writing known words assessment. Makensey is able to identify and read sight
words in passage reading, but the same words she cannot spell in her own writing passages, which was
demonstrated during the spelling assessment and writing sample. Makensey does have a strong verbal
vocabulary, which was demonstrated during the PPVT, but struggles with meaning and spelling of a
majority of these words. When reading, she is able to retell key points in the story, but struggles with
comprehension of passages that do not have pictures in them. She is very hesitant to answer questions
about passages, and gets distracted easily when asked to answer questions regarding the reading passages,
which was demonstrated during the QRI assessment. When writing, she uses punctuation and correct
directional principles, but does not consistently use capital letters to begin sentences, which was shown
during the writing sample. Overall, Makensey does have a positive attitude and demeanor with regards to
reading and language arts, which helps her motivation when reading passages.
Recommendations for Instruction
The main purpose of instruction for Makensey is to improve her overall writing abilities through word
work activities and structured one on one writing time. In addition, instruction is needed to help improve
Makenseys reading abilities through practicing fluency from read alouds and comprehension through
questions and retelling.

Help Makensey improve her spelling and writing by incorporating word work activities that
include the features that she missed during her spelling assessment.
Work with Makensey to improve her comprehension skills by practicing read alouds followed by
retells and comprehension questions.
Lead guided one on one writing time to teach correct punctuation and capitalization of letters.
Practice fluency through frequent modeling of read alouds and student led read alouds.

Reassessment Results and Description of Interventions

After reassessment, Makensey showed significant improvement on the Words Their Way Spelling
Assessment. On the test administered on September 24, 2014 Makensey correctly spelled 8/26 words with
31/56 feature points and was placed in the Letter Name-Alphabetic Spelling Stage. On the reassessment
administered on November 19, 2014 Makensey correctly spelled 11/26 words with 37/56 feature points
and was placed in the Within Word Pattern Spelling Stage. The two areas that showed the most
improvement were digraphs and common long vowels. Digraphs increased from 3/7 to 6/7 and common
long vowels increased from 0/7 to 5/7.