Summary Chart for TA
Investigator: Heather White Swink
Date of assessment: Oct 2, 2009
Reading level recommended by teacher: upper 3rd , beginning 4th
Grade: 4th
Word
Recognition
Inventory
Oral Reading
(Passages)
Level
Flash
Untimed
Accuracy
Rate (WPM)
Comprehension
PrePrimer
100
100
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Primer
95
100
1st
100
100
2nd
100
100
3rd
80
95
98 %
125
92 %
4th
65
85
98%
98
85 %
5th
40
65
97 %
86
85 %
6th
96 %
77
85 %
7th
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8th
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Flash score indicate that TA is:
Instructional at 4th.
Independent at 3rd.
Frustration at 5th.
Bases on the assessment scores, I think TA is:
Independent reading level is 3rd.
Instructional reading level is 4th.
Frustration reading level is 5th.
6 books the student could read independently
(title/author)
 Time Warp Trio Knights of the Kitchen Table By: Jon
Scieszka and Lane Smith
 Wayside School Is Falling Down By: Louis Sachar
 Time Warp Trio and The Not So Jolly Roger By: Jon
Scieszka and Lane Smith
 The Secret Secret Passage By: A.E. Parker
 Rainforest By: Helen Cowcher
 Fourth Grade Is A Jinx By: Colleen McKenna
6 books the student could read in an instructional
situation (title/author)
 The Book Without Words: A Fable of Medieval
Magic By: AVI
 Hatchet by Gary Paulsen
 The Whipping Boy By: Sid Fleischman and Peter Sis
 Nasty, Stinky Sneakers By Eve Bunting
 The Arrow Over The Door By: Joseph Bruchac
 Dear Austin: Letters From the Underground
Railroad By: Elvira Woodruff
WRI Summary
After performing the WRI reading assessment on TA is think that it is very safe to say that his
instructional level is at the lower fourth grade level. This is a great thing for TA, considering the point of the
year we are in. He had no problem with the third grade words but stumbled a bit on the lower level fourth
grade words. He is about where a student would need to be at this point in the school year. TA’s independent
level would still be upper level third grade at this point in the year because he can read the upper level third
grade words will little or no hesitation. TA’s frustration level would be upper fourth grade due to the fact that
he struggle somewhat with the lower fourth grade words but mainly with the upper fourth grade level. He
scored lowest in the upper fourth grade and lower fifth grade lists. Therefore, it would put him at frustration
level to select text from this selection of books. As TA’s teacher I would make sure that his independent
readings were mainly from the upper third grade and that his instructional texts were lower fourth grade. I
would also suggest reading groups for TA to help him maintain his reading abilities and progress at a steady
pace. Overall I think that this assessment would be valuable to any classroom teacher. It is so important to
know what each students instructional level and independent levels are so that they can stay in their zone of
proximal development.
Summary of Reading Assessment
TA did very well while reading the passages. He was able to read most of the words correctly up until
the fifth grade and sixth grade passages. He struggles with many of the names and a few select words within
the passages. Even though he paid attention to detail and pause to pronounce the words he still missed quite
a few words on these two passages. In TA’s case the most difficult thing was just a few select words that he
mispronounced or did not sound out correctly. In many cases students will be reading at a much quicker pace
than they are use to and will just simply mistake a word for another.
I noticed that as the passages became more difficult TA’s reading rate dropped steadily. He began to
take more time to read each passage and the more difficult words took up more time as he tried to sound
them out. His accuracy level however remained at about 97% or 98% which was very surprising to me. Even
though his reading rate was steadily declining his accuracy level did not decline at all. His accuracy in the third
grade passage was 98%, fourth grade was 98%, fifth was 97%, sixth wad 96%. There was a slight drop but not
a major change in accuracy. I just though this was very interesting because that tells me that his rate drop did
not effect how accurately he read the text.
TA’s steady decline in rate did not affect his comprehension either. He was still able to keep his
comprehension score about 95% on all the passage readings. Also TA was still able to answer all of his
questions correctly. So his rate did drop but he still comprehended the text as his reading rate slowed down.
If we were to use only TA’s accuracy and comprehension scores then he could be placed in a fifth grade
instructional level. I do not think that that is his instructional level. I think that TA needs to broaden his
vocabulary a little. I do think that he understood the meaning of the words he missed he just didn’t recognize
them in text. Also I noticed that TA’s accuracy and comprehension were about the same. They both held a
steady pace as he read through the passages. According to TA’s assessment accuracy and comprehension
should be very similar in pattern and numbers.
Based on accuracy alone TA would be put on a sixth grade level. I do not think that this would be a
good idea at all for TA. I think that this would cause him to be very frustrated and learn very little. Even
though his sixth grade score in accuracy was between 95% and 98% I do not think that TA would do well at a
sixth grade instructional level. The reason I think this is because his comprehension and his rate were way
down for the sixth grade passage. I would rather place TA lower and move him up if needed than place him
too high and frustrate him.
According to TA’s reading rate score he is at a third grade end of the year reading rate. This would put
TA right on task for this point in the school year. His rate should improve from this point on into a fourth
grade rate and at the end of the year drawing closer to fifth grade numbers. As of right now his rate is 98.
Fourth grade starts at 110 but remember we placed him in an upper third grade independent level. So this
rate is a good rate for his independent level. His rate should improve and be past 110 by the middle of the
school year. Independently TA would be best suited for upper third grade level books. These books would
be in his independent zone and would help him to increase his rate.
In conclusion I think that this is a great assessment to help teachers understand where each of their
student’s independent, instructional, and frustration levels are. These three facts are the most important
facts to know one a child at moved from learning to read into reading to learn. Keeping students in their ZPD
is very important for their academic success. I can’t think of one teacher who doesn’t want their students to
succeed academically.