Client Report Reading Packet (1).docx

EDUC 622 C LIENT R EPORT : R EADING P ACKET Examiner’s name: Stephanie Corrins Client’s name [FIRST NAME ONLY]: Dakota Client’s age: 14yrs Grade: 10 Client Background Narrative description of client’s background and school experience ( general education or special education, any other information known ): Dakota is a 10 th grade student with a current IEP for Other Health Impairment (OHI) and Specific Learning Disability (SLD) due to ADHD. Significant academic deficits have been noted in areas of basic reading, reading comprehension, and written expressions. Dakota’s performance in those areas is impacted due to processing deficits in is basic visual memory and processing skills. Dakota also has a weakness in phonological processing and reasoning skills. He is receiving his education in a mixture of general education classes, which are primarily Career and Technical Education Classes, and self- contained classes led by a special education teacher. Dakota benefits from the slower pace and year- long structure of the self-contained classes for his core content classes. For the past 2 years Dakota has been a virtual student having little to no success in that learning environment. Dakota has struggled in the past with behavioral problems and interacting with adults and his peers appropriately. He has voiced his strong dislike for school. 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 (BRI) Performance Booklet* SCAN AND ATTACH  Qualitative Analysis of BRI Insights* SCAN AND ATTACH  Retelling Procedure (starts on pg. 405 – include the one that applies) SCAN AND ATTACH  Summary of Miscues on BRI (pg. 415) SCAN AND ATTACH  Expert Noticing Observation Guide (pg. 418) SCAN AND ATTACH  Reading Specialists only – 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): Dakota is a 10 th grade student that struggles with fluency and comprehension. Dakota does want to improve on his reading ability which was shown by the effort he put in during the one-on-one testing that we completed. Dakota was given a 4 th , 5 th , 6 th , and 7 th grade word lists and reading passages. On the 4 th and 5 th grade word lists Dakota was showing an independent level of understanding moving towards in instructional level. When it came to the 6 th grade word list Dakota was showing an instructional level of understanding and by the 7 th grade word list, he was at a frustration level where he skipped words or mispronounced multiple words. Dakota showed weakness in pronouncing words that are not high frequency words. He became frustrated and would skip words that he did not think he knew; he wouldn’t even attempt to sound them out. When it comes to Dakota’s reading comprehension, he could tell you who was in the story, and some of the basic things that happened, but was unable to put things in correct order when retelling the story. Dakota struggled with answering questions about the story, but I did notice that if it was a story that interested him he was able to perform better on the comprehension piece that if it was something he did not care about. Dakota also became easily distracted when we were discussing the stories. He played with his hair, or 1

EDUC 622 looked at the floor instead of paying attention to what I was asking him to do. This could be a sign of frustration for him, or that he is avoiding the situation out of fear of being incorrect. Recommendations for Future Instruction with Research to Support Them (2 or more ideas for each audience listed below):  Teachers: My recommendations to help Dakota with his fluency and reading comprehension in future classroom are to implement the following strategies: The first strategy would be to check for understanding frequently. To accomplish this the teacher should have Dakota pause during his reading to answer questions about what he is reading. This will help to make sure that Dakota is reading to comprehend. When waiting until Dakota is done with the reading he is not able to retell what he read. The second strategy I would recommend is working on syllabication of words. This is where you teach the student syllable types and how to break down multisyllabic words in to syllables and readable groups. The would give Dakota a strategy to read words that are not high frequency and would help him to feel more confident when trying to read or pronounce them. He would be less likely to just skip the words.  Family: I recommend that the family use a similar strategy when it comes to reading with Dakota at home. They should have Dakota stop reading periodically and ask questions that check for understanding. They could also develop his comprehension skills while watching TV or movies by periodically asking Dakota while he is watching what is going on in the show or movie to check for understanding. A second strategy that Dakota’s family could use as far as increasing his vocabulary is working with him while reading on strategies to break down words instead of allowing him to skip them or telling him the word. This would increase his confidence in his ability to work through words that he does not know. 2

EDUC 622 TEACHER REFERRAL FORM Student: ___Dakota_________________ Grade: __10_____Teacher: Stephanie Corrins Reason for referral: struggles with word recognition and comprehension Please check any items in which the student has difficulty:  Moderate   Severe _____ Sight word recognition _____ Phonetic analysis _  _Comprehension skills _____ Study skills _  ___ Oral reading _____ Silent reading _____ Hyperactivity _____ Day dreaming _  __ Distractibility _____ Explosive behavior _  ___Withdrawal _  ___Relationships with peers _____ Arithmetic ___  _Spelling _____ Handwriting _____ Speech _____ Large muscle coordination _____ Following directions _____ Meticulous _____ Frequent crying _____ Erratic effort _____ Demanding attention _____ Uncontrolled behavior _____ Stubbornness Comments: When Dakota was asked to complete the reading tasks he became easily frustrated and avoided completing tasks that he did not understand. Dakota was able to complete the tasks after being helped one-on-one and having things explained independently to him. Reading comprehension was better on topics that interested him, rather than topics of low interest. Dakota avoided eye contact or became easily distracted when topics seemed to hard for him to answer, or words were to hard for him to pronounce. Date: _9/29/22_________ Signature: __Stephanie Corrins_____________________________ 3

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