Running head: INDIVIDUAL DIAGNOSTICS REPORT
Individual Diagnostics Report
Of Evelyn
RDG/530
Michelle Johnson
April 2, 2012
Professor John Snell
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INDIVIDUAL DIAGNOSTICS REPORT
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Individual Diagnostics Report
From careful observations and assessment, I have prepared a detailed report containing
crucial information needed to enhance Evelyn’s reading ability. In this report is data on test
performance, observations, and background information. Information based on this data helped
me develop an instructional plan to assist Evelyn in achieving her goal of being a better reader.
The purpose of this report is also to inform teachers, parents, and school personnel of vital
information that pertains to this particular student, and how to apply effectively, various
instructional strategies.
General Information
Tutor: Michelle Johnson
School: Three Oaks Elementary
Student: Evelyn
Grade: Fourth
Class: Special Education English and Math Only
Chronological Age: Nine
Classroom Teacher: Laurie Lee
Test Dates: 2/22/12, 3/12/12, and 3/21/12
Data Collected
1. Pre-test Results
a. “Durr Sight Word Test” – Administered 02/22/12 by Michelle Johnson
i. Evelyn had no problem with this assessment missing only three words
total. In addition, she proceeded through the list very quickly. She also
attempted to self-correct words she guessed incorrectly.
Levels 1 – 10
(185/188) no. correct/no. possible
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b. Reading Inventory for the Classroom-Form A-Flynt and Cooter (2002)Administered 03/12/12 by Michelle Johnson
Grade Level: 4
Primer
Oral Reading
Accuracy
Easy/Ind.
Stage 6
Stage 7
Adequate/Instr.
Stage 8
Too Hard/Frustrating
Levels
Word Recognition In
Sentences
Silent Comprehension
(no.correct/no. possible)
1
100% Accuracy
25/25
Easy/Ind.
2
100% Accuracy
19/19
Easy/Ind.
3
100% Accuracy
23/23
Adequate/Instr.
4
85% Accuracy
17/20
Too Hard/Frustrating
Estimated of Reading Level: Primer 3
i.
Mispronunciation was the most prominent issue in the oral reading analysis.
ii.
Syntax concerning proper vowel usage and correct pronunciation was
incorrect.
iii.
Ending sounds on some words was also problematic, such as with /th/.
Evelyn had difficulty pronouncing the /th/ blend.
iv.
Evelyn did not recognize the abbreviated word “Mr.” in the reading and
could not figure out the word.
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c. Phonics Competency Test – Administered 03/12/12 by Michelle Johnson
(no.correct/no
Percent
possible)
Part 1: Consonant-vowel-consonant
25/25
100%
Part 2: Consonant clusters-short vowels
19/19
100%
Part 3: Consonant-vowel-consonant-silent e
23/23
100%
Part 4: Vowel digraphs
17/20
85%
d. Oral Language Observation – Administered 03/21/12 by Michelle Johnson
i. Speaks in Complete Sentences – Yes
ii. Speaks Fluently – Yes (a little choppy)
iii. Uses Correct Syntax – Yes
iv. Describes the Setting – Yes
v. Describes Major Characters – Yes
vi. Uses Vivid Vocabulary with Many Descriptive Words – Yes w/prompting
vii. Identifies Major Events – Yes, w/prompting
viii. Retells Events in Sequential Order – No
ix. Identifies the major problem in the Story – Yes
x. Describes the Resolution – Yes w/prompting
2. Results of Observations and Interviews
The first meeting with Evelyn was on March 12, 2012 and it was a get-acquainted
session. We discussed school, hobbies, favorite TV programs, and family. Evelyn
expressed particular interest in school, stating that she loved coming to school because it
allows her the opportunity to learn new things. She also expressed a great interest in
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playing with her little brother. She mentioned that she and her little brother frequently
play soccer together after school. She also mentioned that she helps tutor her brother who
is not English-speaking. Evelyn is not on any organized teams, or involved with any
outside activities or clubs. She said she enjoys helping her family with daily activities
because she has 11 family members in her household, and help is needed to keep the
house running smoothly.
Evelyn stated that she wants to be a better reader so she can help her parents and
the rest of her family because only a few of them know English. She mentioned that she
feels she has learned English quickly while in school and that she is very dedicated when
it comes to her nightly homework. Evelyn appeared excited and a little nervous about
tutoring, but motivated enough to continue. She seemed to relate easily and readily to me
as the tutor. Evelyn stated near the end of the discussion that she thinks she does not read
very well.
During all of the testing I administered to Evelyn, she appeared to try her very
best. If something on the tests became difficult, she would push onward with a positive
approach. Evelyn did not get discouraged and nor did she give up.
Analysis of Data
1. Tests
Evelyn’s reading was determined through Flynt & Cooter testing to be at level three,
however, it may be slightly lower, as she is an ESL learner. She had a little trouble with
comprehension concerning the organization of the story. Even with teacher prompting,
Evelyn was not able to accurately recount put the story verbally in the order it was in the
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reading. Work will be needed to help her in better comprehension strategies. Evelyn’s
ability to identify sight words from the “Durr Sight Word Test” was excellent,
recognizing almost every word. Evelyn scored 185 out of a possible 188 and with teacher
assistance, was able to decode the last three words she struggled with on her first try.
Evelyn does not appear to need additional help in this area. On the “Phonics Competency
Test” Evelyn achieved 100% accuracy until reaching part four in which she scored a 17
out of 20. Mispronunciation of proper names in relation to vowel usage observed.
2. Observations and Interviews
Evelyn is a highly motivated student who enjoys learning. She understands that help in
reading would improve fluency, but is unclear about best ways to go about achieving that
goal. Evelyn was somewhat impatient in not seeing instant results from practice reading
sessions so instruction for quick improvement will need to be in place for her in tutoring.
Evelyn is a self-starter, has a great attitude, and is very willing to learn new skills. She is
confident and somewhat competitive in her environment, and seems to want to excel
ahead of other students. Evelyn attention span is good for her age and she has no problem
with staying focused on one activity for 20 minutes or more, which allows time to
complete each full activity.
Instructional Plan
1. Semester Goals:
a. Given vowel and vowel blend words student will recognize and say each word
correctly.
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b. After given reading passages Evelyn will identify successfully, comprehension of
story in order, using learned comprehension strategies and materials.
c. With practice and feedback in reading, Evelyn will be able to read with greater
fluency and speed, while identifying proper sounds of different vowel
combinations, such as; ee, ea, ai.
2. Procedures:
a. To master vowel blend pronunciation and understanding, 20 minutes per session
will be dedicated tom instruction in proper vowel usage with a variety of vowel
worksheets, Dolch Noun Flash Cards, and practice with Dolch Word List - 95
Nouns.
b. To address comprehension deficiency, 10 minutes will be spent during each
tutoring session assisting student in completing a word map, story elements, or
story map sheet, after each completion of each oral reading session.
c. Student will have available multiple types of literacy material such as functional
folders, to review for up to10 minutes at each session, in order to increase speed
and fluency of reading and increase fluency in English as a second language.
d. Evelyn will read level books daily and fill out comprehension sheets for each in
order to increase reading speed and comprehension ability.
3. Materials:
a. Leveled Reader Books and Comprehension Sheets
b. Dolch Noun Flash Cards and Word List
c. Amelia Bedelia Comprehension and Vowel Usage Worksheets
d. Endings Flashcards (-ing, -er, -est, -ed, -es)
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e. Amelia Bedelia Book and Online Comprehension Quiz
f. Complete Dolch Sight Words Wordbook with Additional Enrichment Words
g. “Rules of Grammar” Handout
h. “How Fast Can You Read?” Speed and Comprehension Handout
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References
Dolch Noun Flash Cards (2012). Retrieved from http://www.mrsperkins.com/dolch.htm Dolch
Word List - 95 Nouns
Dolch Word List - 95 Nouns (2012). Retrieved from http://www.mrsperkins.com/dolch-wordsnouns-printable.pdf
Flynt, E. S., & Cooter, R. B. (2002). Reading inventory for the classroom. [University of Phoenix
Custom Edition]. Boston: Pearson Custom Publishing.
Some Rules and Suggestion about Spelling (n.d.). Retrieved from
http://grammar.ccc.commnet.edu/grammar/spelling.htm
Study Guides and Strategies (n.d.). Reading Speed & Comprehension: How Fast Can You
Read? Retrieved from http://www.studygs.net/reading.htm
University of Phoenix Material. (2011). Individual Diagnostics Report. Retrieved from
https://ecampus.phoenix.edu/classroom/ic/classroom.aspx