EDUC 622
CLIENT REPORT: READING PACKET
Examiner’s name:
Client’s name [FIRST NAME ONLY]: Michael
Client’s age: 18-year-old Grade: 9th grade
Client Background
Narrative description of client’s background and school experience (general education or
special education, any other information known):
Since he was in the fourth grade, Michael has had an IEP for his diagnosis of ADHD. Michael
has been pushed back for three years, and even though he should be in his senior year, he is
once more in the ninth grade.
In order to learn why Michael keeps failing and why he is not receiving the modifications
indicated in his IEP year after year, Michael's mother had to engage an education lawyer. Due
to the COVID-19 epidemic, Michael is currently enrolled in a school that offers at-paced
learning. He visits the campus two days per week and attends virtual school the other three
days. Michael has currently finished two of the 18 credits he needs to graduate. Michael is a
very kind and intelligent young man who has simply not considered the help he requires until
now. Unless Michael is able to improve and accelerate the pace at which he completes his
responsibilities, he should graduate in around 2 years working at the current rate.
List of Assessments
Teacher Referral Form
Observation Checklist
Graded Word List (include all that are used with client)* SCAN AND ATTACH
Graded Passages (include all that are used with client)* SCAN AND ATTACH
Basic Reading Inventory (Johns, 2017)* SCAN AND ATTACH
Qualitative Analysis of Basic Reading Inventory Insights* SCAN AND ATTACH
Retelling Procedure (starts on pg. 405 – include the one that applies) SCAN AND
ATTACH
Summary of Miscues on Basic Reading Inventory (pg. 415) SCAN AND ATTACH
Expert Noticing Observation Guide (pg. 418) SCAN AND ATTACH
Communication of Assessment Results COPY AND ATTACH
Assessment Results & Recommendations Based on Data
Narrative description of test behavior and explanation of test results (250-300 words):
Michael's struggles with reading below grade level were glaringly obvious across all of
the assessment tasks. Michael did an excellent job of pausing to carefully sound out new
words and asking me to reread passages if he was still confused about the meaning.
instructions. For the purpose of determining Michael's present reading level, we gave
him word lists in Forms A corresponding to the eighth and ninth grades. Since Michael has
been repeatedly demoted, we need to examine which grade level would be most appropriate
for him to take the test. Michael, while reading on his own, showed that he could recognize
most, if not all, of the sight words offered at or below the eighth grade level. Michael got a
16/20 on the analysis portion of the test, and 8/20 points overall. I noticed that Michael had
greater trouble with the oral and understanding portions of the 9th grade level, but he didn't
seem as frustrated. Michael got 14 out of a possible 20 points, which is the 9th grade cutoff.
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Michael was retested on his reading comprehension using a version of the Form LI 1187
designed for students in eighth and ninth grade. This version of the test places more
emphasis on content, oral reading, and quiet individual reading. Michael was able to guess
the story's narrative just by looking at the title, and he would make notes to help him recall if
he was right after reading the paragraph. Michael was given comprehension questions at the
end of the 8th and 9th grade tests and got 4 of them wrong in the 9th grade and 2 in the 8th.
These findings confirmed that Michael's present reading level was as predicted. Michael
still has a ways to go before his reading skills catch up to what they should be at his present
grade level, but with the adjustments that have been established and are actually being
applied, he will be able to do so very soon.
Recommendations for Future Instruction with Research to Support Them (two or more
ideas for each audience listed below):
Teachers: Teachers, please be assured that Michael will continue to meet with his
speech therapist on a weekly basis so that he can receive the support he needs to fully
engage with his reading and literature assignments. Teachers will make sure Michael
has access to resources like thesauruses and a dictionary to help him figure the
meaning without assistance. Michael plans on keeping up with his reading skills
development by attending his designated small reading group. After presenting a
reading assignment orally or in writing, Michael's instructor will make sure he
understands the material and ask him if he has any questions or needs help retaining
the material's major themes.
Family: Michael's family will help implement the reading interventions at home by
making sure he is: reading 20 minutes aloud to a family member (literature of his
choice) every day; double-checking his literature writing and words sent home by
teachers; and having access to the resources he needs to correctly spell and identify the
meanings of unfamiliar words, such as a thesaurus and dictionary.
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TEACHER REFERRAL FORM
Student: Michael Grade: __9_ Teacher: _________________________
Reason for referral: _______ Utilized for the 662 Education Assessment Assignment
Please check any items in which the student has difficulty:
Moderate Severe
_____ Sight word recognition _____ Arithmetic
_____ Phonetic analysis ___ __ Spelling
_____ Comprehension skills _____ Handwriting
_____ Study skills _____ Speech
___ __ Oral reading _____ Large muscle coordination
_____ Silent reading _____ Following directions
_____ Hyperactivity _____ Meticulous
_____ Day dreaming _____ Frequent crying
____ _ Distractibility _____ Erratic effort
_____ Explosive behavior _____ Demanding attention
_____ Withdrawal _____ Uncontrolled behavior
_____ Relationships with peers _____ Stubbornness
Comments: Michael has made progress in addressing his behavioral concerns during the course
of the 2023-2024 academic year, despite his history of struggling in this area. Michael has also
been known to want to do better in school and to ask for support from teachers and staff when he
is struggling. Michael can finally see the light at the end of the tunnel and how, with a little more
work, he will be able to graduate
Date: ___7/4/ 2023_____________ Signature:
______________________________________________
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OBSERVATION CHECKLIST: READING BEHAVIOR
Name ____Michael______________________ Grade ___9__Teacher
________________________ Semester___3rd quater_________
Direction: Tally significant observations day by day. Space at bottom of each section can be used
for noting specific errors, interpretations, general impression, evidence of progress, and
recommendations.
Oral Reading and Group Instruction Periods
Word Recognition Skills Comprehension Peer Relationships
__Basic sight vocabulary __Answers factual questions __Gets along well with
girls
__Tries to sound words correctly __Gets along well with
boys
__Tries to pronounce by syllables __Gives main ideas
__Respects others
__Tries to analyze structure __Tells whole story accurately __Disturbs others
__Substitutes another word __Draws conclusions __Works alone only
__Makes wild guesses __Makes generalizations __Works well with one other
child
__Reverses letters __Follows directions __Uses index
__Reverses words __Gives sensible reasons on __Uses table of contents
__Reverses phrases thought questions __Uses dictionary
__Uses context clues __Gives fantastic, irrelevant __Uses maps
reasons on thought questions __Uses diagrams
__Relates reading to experience __Uses encyclopedia
__Expression in reading
Insights for oral reading : Michael has been making gradual progress in his oral reading,
despite his dislike of the activity. Michael has been practicing reading more slowly and sounding
out unexpected words
Silent Reading (Free-choice Reading or Library Time)
Location of Material Attitude Toward Reading Reading Level Physical Factors
__Finds suitable book quickly __Engrossed in book __Primer __ Holds book up
__Follows suggestions of __Enjoyment evident __First __ Holds book close to face
other children __Independent __Second __ Lip movement
__Has teacher help __Dependent upon others __Third __ Squints
__Selects too advanced books __Uninterested, resists __Fourth __ Blinks eyes
__Takes useful notes or avoids reading __Fifth __ Eyes red or watery
__Uses table of contents __Easily distracted __Sixth __ Complains of
dizziness
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__Unable to find any book __Other __Seventh __ Bends over
book
of interest to him __Other __ Fatigue posture
Interests
__Animals __Sports __People __Art __Science __ Car,
planes, etc.
__History __Music __Adventure __ Rockets __Fairy tales __
Armed forces
Insights for silent reading Michael has been making gradual progress in his oral reading,
despite his dislike of the activity. Michael has been practicing reading more slowly and sounding
out unexpected words.
Listening To Story Read Aloud
Interest
__Listens attentively __Evident appreciation of story- __Tells
main ideas
__Listens part of the time talks about it __Tells whole story
accurately
__Easily distracted __ Asks related questions __ Relates ideas to own
experiences
__Restless and preoccupied __ Responds to humor and excitement
Insights for listening Michael thrives when given the opportunity to listen to a narrative.
Michael benefits more from having text read to him than reading it on his own since he can more
quickly grasp the text's key principles and more complex concepts.
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EDUC 622
Scan & INSERT the remaining assessment documents in the order listed on the cover page.
Submit your packet as ONE Word document in both LiveText and Canvas.
BASIC READING INVENTORY PERFORMANCE BOOKLET
Jerry L. Johns, Ph.D.
Student Michael_ Grade 9th Sex: M Date of Test _7//2023
School Alternative paced HS- Examiner Date of Birth 2/17/2005
DC
Age 18
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SUMMARY OF STUDENT’S READING PERFORMANCE
Word Recognition Comprehension
Isolation Context Oral Reading Silent Reading
Grad (Word Lists) (Passages) Form A Form D
e Questions Questions
Sight Analysis Total Level Miscues Level Missed Missed Level
Level
PP
P 18 3 21 Independent 0 Ind 1 Ind 2 Ind
19 3 23 Instructiona 2 Ind/ Instr 3 Ind/ Inst 5 Ind/Instr
1
l
20 3 123 1 5 Inst/Frus 7 Inst/Frust
2
t
3
4
5
6
7
8
9 ESTIMATE OF READING LEVELS
10
11 Independent 7 Instructional _9 Frustration
12 2
LISTENING LEVEL GENERAL OBSERVATIONS
Form C In my observations of Jeremiah, I was able to see that reading is
Questions
Grad Level somewhat of a struggle but Jeremiah has been working to improve
Missed
e this. Jeremiah has issues with fluency as well as decoding
unfamiliar words. Jeremiah has been able to slow down and take
PP
P 2 Independent
the time to ask questions as well as make notes. Jeremiah was able
1 3 Instructiona to use context clues to interruptive sentences as well as being able
l to explain the main idea at the end of the passages once completed.
2 4 Frustration
3
4
5
6
7
8
ESTIMATED LEVEL: 1st/
INFORMAL MISCUE ANALYSIS
SUMMARY
Types Frequency of Occurrence General Impact of Miscues on Meaning
Of Miscues Seldom Sometimes Frequently No Change Little Much Change
Change
Substitutions
Insertions ✓
Omissions ✓
Reversals ✓
Repetitions ✓
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