Ashley Allen

Katie Callahan
Student Project Disclaimer: Readers of this report are asked to interpret the results and
recommendations with the understanding that it has been developed as a project for a
graduate-level assessment course. The author is a qualified teacher in an advanced
academic program. The contents may be limited by the as-yet-developing expertise of the
author, time limitations of the course, etc.
A. Student Data (1 pt)
1. Student's Pseudonym (unless the parent has given written permission to
use the student's real name): To maintain confidentiality the student will be referred to as
Taylor for the remainder of this evaluation.
2. Date of Birth, Age: Taylor is 12 years old. She was born September 9th, 2002
3. Current Placement: Taylor attends the Mandala School. There are 14 students
enrolled ranging from 7 years old to 14 years old. There are two students that have been
formally identified as having a learning disability. There are 4 students who have been
informally identified as gifted. The students are divided by their knowledge of the subject,
not by their ages. Dr. John and April are the two teachers at Mandala. Taylor works with
both teachers. April is certified in special education; however the students do not receive
special education services through April.
4. Date(s) of Evaluation: November 10th - November 17th
B. Referral Information (3 pts.)
1. Describe:
a. The reason that you have been asked to assess the student
b. How the student is expected to benefit from the evaluation of gifts
and talents.
Although Taylor has not been formally identified as gifted, her teacher has noted that
Taylor demonstrates strengths in her English language arts skills. The school that Taylor
attends (The Mandala School) implements differentiated instruction in all subject areas. The
school focuses on providing each student with the tools they need to be successful. By
completing this evaluation and sharing the results, the teachers will have a greater
understanding of Taylors ability. Recommendations for instruction will be made based on
assessment results. These recommendations will allow Taylor to be provided with a more
advanced reading and writing curriculum that is appropriately challenging and assists her in
further developing these strengths. This evaluation may also provide us with the data
necessary to formally identify Taylor as gifted. This will benefit Taylor when her time at
Mandala ends. This information will inform Taylors future teachers of her giftedness with
the hopes that they will continue to supply her with enrichment and acceleration in the areas
of reading and writing.
2. If the student has been formally identified as having special gifts/talents
(and/or a disability), explain (including IDEA classification, if applicable). Also note
special services the student receives (if any), including the weekly amount for each.
Taylor has not been formally identified as having special gifts/ talents or a disability and
currently is not receiving any special services.

Ashley Allen
Katie Callahan
3. Attach completed Referral Form with "Intervention History". See appendix
F for the attached Referral Form.

C. Background Information.
1. Family History.
a. Family composition: Taylor lives primarily with her mother, her 13 yearold brother, and her grandparents. She and her brother visit with their father every
other weekend and every other Wednesday. Taylor comes from a working class
family. Her mother works at Ujima Theater and is currently completing her Masters
degree. Taylors father is a fire fighter.
b. Cultural and language background: Taylors family is of German
heritage; however they have lived in the United States for several generations.
English is the primary language spoken at home. Speech or language factors that
may impact testing results are not present.
c. Family history of exceptionality (gifted/talented, disability): Although
not formally identified, Taylors older brother could be considered gifted as well. He
displays high academic achievement in all areas. He is particularly strong in
mathematics.
d. Medical background: Taylor does not have any medical conditions or
concerns.
e. Peer relationships, social adjustment, extracurricular and
community involvement: Taylor has demonstrated superb social skills. She is a
leader among the group and acts as a mentor to the younger students at Mandala.
She is very accepting of and gets along with well others. Taylor enjoys staying active
through dance lessons.
2. Educational History.
a. Attendance record (include frequent moves, if applicable). Taylor
attends school regularly. Absences are rare.
b. Achievement.
i. Briefly summarize learning strengths (and problems, if
applicable): Taylor has demonstrated great strength in both reading and
writing. Her above average reading abilities have resulted in vast
improvements in her writing. Her continued reading has contributed to her
above average writing abilities as well. Taylor has also demonstrated her
ability to solve problems in unique and creative ways. The only time Taylor
demonstrates any difficulty is when it comes to task commitment. Taylor
tends to begin one project and then delves into a new one before finishing the
first. However, Taylor has begun to show improvement in this area.
ii. Summarize report card performance: According to Taylors
Learning Matrix, the Mandala Schools equivalent to report cards, Taylor
exhibits a love for learning. She is a motivated student and continually seeks
out new challenges. Taylor has demonstrated an ability to easily recall
information which allows her to make frequent connections among new and
old learning material. Taylor has shown eminent interpersonal skills as well.

Ashley Allen
Katie Callahan
These have allowed her to act as a leader, seek help when needed, and
properly communicate new ideas and suggestions. As previously stated,
Taylor enjoys reading. She has demonstrated strength in reading and writing.
Taylor is above grade level in math as well.
iii. Note preferred learning modalities/methods: When presented
with
new information, Taylor prefers to discuss the material being learned. She
also
chooses to practice the new material repeatedly to help hear learn the new
skill
or concept.
iv. Note any acceleration (or retention), other educational
placements, etc.: Taylor has not been retained. She has not been
formally accelerated,
however her school does base student instruction on individual strengths and
needs. Therefore Taylor has had the opportunity to receive instruction above
grade level.
v. If any individual standardized testing has previously been
completed for the student: Previous individual standardized testing
has
not been completed on Taylor.
c. Social-emotional factors: Taylor does not display any emotional/
behavioral or disciplinary concerns. Taylor does not demonstrate any issues
pertaining to attention or participation. She is very motivated to learn and anxious to
begin new projects. She always participates in discussions and activities in the
school, often acting as a leader amongst the group. Taylor has built and maintained
positive relationships with both her teachers and her classmates. She is caring,
helpful, respectful, and courteous of others. As mentioned above, she acts as a
mentor to the younger students at Mandala.

3. Student Observations and Interview.

a. Student Observations: Taylor was observed on October 7th for two hours
and twenty minutes. During this time students were engaged in reading and writing.
An adapted version of Spinellis (2012) observation protocol was used. Both reading
and writing are done independently a majority of the time. Often times the students
are not in the direct presence of a teacher during these activities. Since a teacher is
not constantly monitoring the students behaviors and work, the students are
responsible for keeping themselves on task. This requires the students to selfmonitor as they work. Taylor has demonstrated her ability to do this during reading
and writing.
From 10:00-11:00 Taylor had independent reading (independent reading is
what usually constitutes for reading time). Taylor retrieved her book and began
reading immediately. She chose to read in the living room with four other girls, all of
whom are her friends. It was clear that Taylor enjoys reading. In one instance, a few
minutes into reading, Taylors friends began speaking with one another. Rather than
joining the conversation, Taylor turned and asked the girls to stop so she could

Ashley Allen
Katie Callahan
continue to read. About twenty minutes later her friends began whispering again.
This time Taylor ignored the girls and continued to read. Taylor was engaged
throughout independent reading. Her facial expressions and actions (smiling and
laughing to herself while reading and choosing not to converse with her friends)
illustrated her devotion to reading.
Taylor had writing from 11:00-12:00. The students were instructed to work on
their Allegany piece. The students had gone on a camping trip to Allegany the
previous week and were asked to write about their trip. Taylor chose to write
upstairs in a quiet room with two of her friends that she had sat with during reading.
She seemed to be more welcoming of distractions than she had been while reading.
This time when her friends began speaking with one another, she would join in,
rather than ask them to stop. Taylor paused many times to look out the window while
she was working on her writing piece. After a few seconds Taylor would go back to
writing. Although it seemed Taylor had some difficulty staying focused while writing,
she demonstrated perseverance and continued working. Taylor reflected on her
work as she wrote. She would reread what she had done so far after every few
sentences. She would then make revisions if necessary. Even though Taylor did not
seem as interested in writing as she did reading, it was clear that Taylor still put time
and thought into her writing piece.

b. Student Interview: The interview protocol used was adapted from Spinelli
(2012). Taylor presents herself as a very mature and well-spoken young lady. She
is interested in many aspects of school. Taylor enjoys math and reading best. These
are her favorite subjects and the subjects she feels she does best in.
Taylor is an avid reader. She enjoys reading series such as Harry Potter,
Divergent, The Hunger Games, and Percy Jackson. She enjoys discussing what
she reads with others who have read the book. She does not like when the teacher
organizes book clubs because shed prefer to read at her own pace.
Taylor likes writing as well, mainly poems. She explained that she enjoys
poems because they are short. She finds it difficult to concentrate on longer pieces
that require her to focus on one topic for a long period of time.
Taylor expressed a dislike for history. It is her least favorite subject because
she feels history is not important. Taylor also commented on science. Although she
likes some science, she finds most of it to be too difficult. Taylor feels that there is
nothing her teachers can do to make science easier, the concepts are simply too
complex. One thing Taylor wishes she could learn more about is the performing
arts.
Taylor is able to focus during school. The only time it becomes difficult is
when everyone gets crazy but she says that does not occur on a frequent basis.
When learning new material, Taylor prefers to discuss the information being learned.
She also mentioned that she practices new learning material repeatedly to assist her
in memorizing the content. Taylor explained that her teachers help her by providing
her with one on one instruction when she struggles with something. She said this is
helpful because not everyone is present and asking questions at once, it is just her
and the teacher. Overall it seems Taylor is aware of the strategies that help her
most. Taylor demonstrates a positive attitude towards school and enjoys most
subjects.

Ashley Allen
Katie Callahan
4. Analysis of Work Samples Work sample 1 displays a personal narrative piece that
Taylor recently completed. The school spent a week in Allegany State Park and were asked
to write a narrative about the trip. This sample demonstrates Taylors writing
abilities. Taylor excels in the area of organization. Her piece is well structured. Taylors
narrative demonstrates the use of a variety of transition words, such as after, then,
once, which provide the reader with a clear event sequence. Taylors presents a clear
conclusion Now if I get lost in the woods I will be able to get out as well. It is evident that
Taylor exceeds grade level expectations in the areas of organization and plot. Taylor meets
grade level expectations in all other areas (focus/setting, narrative technique, and language)
as well. Her introduction sentence Once you learn it, using a compass is easy immediately
engages the reader She demonstrates good dialogue pacing and also offers the reader
many descriptive details such as delicious grilled cheese sandwich, crystal clean water,
and The water was so cold!
This demonstrates Taylors ability to utilize narrative techniques in her writing. The
narrative displays Taylors strengths in the area of writing. Taylors writing does not display
any areas of concern or difficulty. Rather, Taylor shows the ability to write a piece that
meets, and in some areas, goes beyond grade level expectations.
Work sample two displays a writing piece that Taylor created in November. This
writing piece did not come with a prompt, it was done during a free write activity. This piece
demonstrates Taylors creativity through her ability to produce numerous puns throughout
her piece. This piece also illustrates Taylors ability to produce writing that includes correct
grammar and punctuation. Taylor used proper grammar and punctuation throughout her
piece. Her piece is also written in a clear manner in which the author can follow along. This
piece demonstrates Taylors ability to fully engage and entertain her reader.

5. Teacher Interview: The interview protocol used was adapted from Spinelli
(2012). During the interview it was determined that Taylors teacher, April, views Taylor as a
well-rounded student. She feels Taylor does well in all academic areas. She also
recognizes significant strengths in Taylors reading and writing abilities. April commented
on Taylors above grade level reading performance and how that has helped her grow as a
writer as well. After speaking with April, it is evident that she not only acknowledges Taylors
abilities but accommodates them as well. April and Dr. John craft instruction to meet all
students needs. Reading and writing is often done independently, therefore Taylor is able
to read books of her choice and of the appropriate level. Often times she is also able to
develop her own writing prompts and can work on the paper at her own pace. April also
mentioned that due to Taylors abilities, she was also able to participate in an algebraic
math class in which she will receive high school credits for. April ensures students are
receiving instruction based on their abilities, rather than their grade level.
April also noted that like academics, social and emotional issues are not areas of
concern for Taylor either. April explained that Taylor gets along well with all of the other
students and enjoys acting as a mentor for the younger students at Mandala. She described
Taylor as happy, friendly, and creative. Taylors teacher also recognized Taylors ability to
problem solve. April noted Taylors love for learning and her excitement to begin new tasks
as well. Based on the responses throughout the interview, it is evident that April views
Taylor as a well-rounded, motivated, and highly capable student.

Ashley Allen
Katie Callahan
6. Testing Needs: Taylors teacher believes she is gifted in the areas of reading and
writing. During the interview it was noted that Taylor enjoys reading. It is her favorite subject
and also a subject in which she and her teacher both agree that Taylor excels in. As her
Individual Learning Matrix states, Taylors interest and high reading ability has led to a
growth in writing as well. For this reason, assessments will be completed to determine
whether Taylor is significantly above the sixth grade reading level and writing standards, to
the extent that she can be identified as gifted in the areas of reading and writing.

D. Assessment Plan

1. Standardized
Assessment(s):

Reliability/Validity

a) The Woodcock Reading

Mastery Test-Revised
(WRMT-R)
b) )The purpose of this test is
to assess students reading
abilities. There are six tests
included in the WRMT-R.
These six tests are
categorized into three clusters.
The clusters are as followed:
the Readiness Cluster, which
includes the Visual Auditory
Learning Test and the LetterIdentification Test; the Basic
Skills Cluster, which includes
the Word Identification and
Word Attack Tests; and the
Reading Comprehension
Cluster, which includes the
Word Comprehension Test
along with the Passage
Comprehension Test.
Administrators are able to
administer the Total-Reading

Reliability: There are no data test/retest reliability.

Reliability: Alternate/Parallel Forms. The test results are
most accurate when Form H and G are used together and
the scores are combined. When these two forms are used
together the coefficient increases and the standard error of
measurement decreases. In this case, the reliability of
scores is greater. For instance, the grade 5 coefficient
data shows when using one form alone, the coefficients
range from .73-.94. When the two forms are used together
the range of coefficients is .84-.96. This is the data closest
to Taylors grade level.

Validity Content/ Construct: Evidence for validity of the

tests is good. The content validity is made on the basis of
expert judgment and the Rasch scaling procedures used
in constructing the test. Users of the test will have to make
judgments about the extent to which the test measures
mastery of the content of their curriculum. The author
explains that experts such as reading specialists and
teachers were used to help develop the test items used.
Short answers were also chosen over other types of
answers, such as multiple choice. The author explained
short answer questions are more like the problems that a
student would face in real life and that they also help to
eliminate guessing. Classic item selection techniques and
the Rasch model were also used to help with the

Ashley Allen
Katie Callahan
Full Scale Cluster or the TotalReading Short Scale Cluster.
The Total-Reading Full Scale
Cluster includes Word
Identification, Word Attack,
Word Comprehension, and
Passage Comprehension.
These scores serve as
measure of global reading
ability. The Total-Reading
Short Scale Cluster consists of
only Word Identification and
Passage Comprehension.
This cluster also measures
global reading ability, but only
gives an estimate.
There are six tests in all, some
with subtests.
Test 1: visual-auditory learning
-measures the subject's ability
to form associations between
visual and oral responses.
Test 2: is letter identification measures upper and lower
case identification.
Test 3: word identificationword identification implies that
the subject may respond
correctly even though they
may not have any previous
knowledge of some words.
Test 4: Word attack - read
nonsense words - measures
subject's ability to apply
phonic and structural analysis
in order to pronounce words.
Test 5: word comprehension -

development of the test items. Validity studies were used

to help with the selection of some test items as well.

Validity: Criterion The author compared total reading

scores from the WRMT-R with the scores of other reading
measures. They looked at tests at the 3rd grade, 5th grade,
and 12th grade level. The coefficients are as followed:
3rd grade: .83-.92
5th grade: .78-.87
12th grade (1976): .87-.90
12th grade (1977): .79-.92

When comparing the WRMT to other reading assessments

there are relatively strong relationships, as listed above.
Other technical adequacy issues (describe):
N/A

Ashley Allen
Katie Callahan
antonym, synonym, analogies
Test 6 - passage
comprehension - the task is a
modified cloze procedure
requiring the subject to
exercise a variety of
comprehension and
vocabulary skills.
c) Only the word
comprehension and passage
comprehension tests will be
administered to Jordan. She
has shown mastery of basic
skills such as letter
identification and phonics.
Therefore these areas do not
need to be addressed. The
word comprehension and
passage comprehension tests
will demonstrate Taylors
ability to utilize comprehension
and vocabulary skills. It will
illustrate her knowledge of
synonyms, antonyms, and
analogies as well. This
assessment provides norms
for grades Kindergarten to
college and adults to age 75.
Therefore, results of this
assessment will provide
information pertaining to
Taylors ability level.
d) Only the word
comprehension and passage
comprehension tests will be
administered. The startingpoint table will be used to
determine Taylors starting
point. The item numbers
Taylor will start with are as
followed:
Word Comprehension
Synonyms: 4
Word Comprehension

Ashley Allen
Katie Callahan
Antonyms: 4
Word Comprehension
Analogies: 14
Passage Comprehension: 29
If Taylor answers the first six
questions correctly, a basal
will be established. Taylor will
continue answering questions
until the ceiling is established.
This is established when the
student responds incorrectly to
six consecutive items.

2. Informal and Alternative Assessments.

In-depth Informal Assessments:

Provide title and description of assessment
New York State Testing Program Grade 8
Common Core English Language Arts Test
The Common Core released questions that
appeared on the grade 8 ELA test in 2013.
These questions will be administered to
Taylor. A majority of the test consists of
reading passages with comprehension
questions, in multiple choice form, to follow.
There is a short answer portion as well.
Taylor will complete one section of the test
that consists of a passage with multiple
choice questions and another that includes a
passage and a short answer response.

Informal Reading Intervention

The Informal Reading Inventory serves as a
supplement to standardized testing. In this
assessment teachers begin by administering
a word list to the student. The word list
should be two levels below grade
level. Taylor has already demonstrated
strength in reading and writing. Therefore
she will be given the sixth grade word list,
rather than the fourth grade list. Results from

Rationale: Describe the reason for using the

assessment (how it addresses the Reason
for Referral/meets the Testing Needs).
The purpose of this evaluation is to assess
Taylors reading and writing abilities. Taylor
is currently considered to be in the sixth
grade. The Common Core questions being
used have been extracted from the eighth
grade exam. The results of this test will
show whether or not Taylor has mastered
content that is above grade level.

This assessment will determine Taylors

independent, instructional, and frustration
reading levels. The results can then be
compared to the sixth grade expectations.
The information provided from this
assessment can serve as evidence that
Taylor has risen above grade level
expectations and also provide information as
to the grade equivalent of Taylors current
word recognition and comprehension skill.

Ashley Allen
Katie Callahan
the reading list will help teachers to
determine the appropriate leveled book for
the student. The teacher then observes the
student reading a book at the appropriate
level. This observation allows teachers to
make note of students reading behavior,
word recognition skills, and comprehension
strategies. Information from this inventory
determines the students independent level;
the level in which students do not need
assistance, the instruction level; the level in
which instruction should be provided, and
frustration; the level that is too difficult for the
student.

b. Brief (1-3).
Brief Informal Measures:
Provide title and description of assessment
CBM-Written Expression
The CBM written expression in as brief
writing assessment. When giving this
assessment, the administrator provides the
student with a writing probe. The student
has one minute to brainstorm their ideas for
writing. After the minute is up, the student
has three minutes to write their response to
the writing probe. If this is an initial
assessment, which in Taylors case it will be,
three writing probes are completed. The
middle score is used as the estimate of the
students written expression skills.

Rationale: Describe the reason for using this

assessment (how it addresses the Reason
for Referral/meets the Testing Needs).
This assessment is appropriate as it will
provide another model of Taylors current
writing skills. The assessment can be scored
according to total words written, correctly
spelled words, and correct writing sequence.
Therefore, this assessment examines
multiple aspects of writing. The assessment
comes with benchmark scores for sixth
grade students as well. These scores can be
used to illustrate that Taylor is above grade
level expectations. This assessment will
also meet Taylors interests. In her interview,
Taylor expressed she prefers writing things
such as poems because they are short. She
does not enjoy writing pieces that take
require focusing on a single subject for a
great deal of time. In this writing probe,
Taylor will be assessed on short writing
pieces.

4. Describe the process used in selecting or designing each informal assessment.

As previously mentioned, Taylors teacher believes she is gifted in the areas of
reading and writing. During the interview it was noted that Taylor enjoys reading. It is her
favorite subject and also a subject in which her teacher and she both agree that Taylor
excels in. As her Individual Learning Matrix states, Taylors interest and high reading ability
has led to a growth in writing as well. For this reason, assessments will be completed to

Ashley Allen
Katie Callahan
determine whether Taylor is significantly above the sixth grade reading level and writing
standards, to the extent that she can be identified as gifted in the areas of reading and
writing.
Course resources along with students interests and likes were used to create the
assessment plan. The CBM-Written Expressions was introduced in the graduate level
course DIFF 503. The information found during Taylors interview was also put into
consideration while determining appropriate assessments. It was noted that Taylor enjoys
writing short pieces rather than longer. Therefore a short writing assessment was selected.
The engage NY website was also used while developing the assessment plan. Questions
from the 2013 eighth grade ELA examination will be administered to Taylor.
5. Testing Sessions.
1. Woodcock Reading Mastery Test-Revised: This test will be administered by Ashley
Allen. Taylor and she will complete the testing in Dr. Johns office. This is a quiet
space in the school, where distractions are limited. The vocab comprehension and
passage comprehension tests will be administered. Each of these tests take
approximately 10 minutes, which will result in a 20 minute testing session.
2. Common Core 8th grade ELA Test Questions: This test will be administered by
Ashley Allen. Taylor and she will complete the testing in Dr. Johns office. This is a
quiet space in the school, where distractions are limited. Taylor will be required to
read two passages and answer multiple choice questions along with one written
response. The testing time is approximately 25-30 minutes.
3. Informal Reading Intervention: This test will be administered by Ashley Allen. Taylor
and she will complete the testing in Dr. Johns office. This is a quiet space in the
school, where distractions are limited. Taylor will read a word list in order for Ashley
Allen to determine her reading level. From there, Taylor will read a passage at the
appropriate level and her reading behaviors and comprehension skills will be noted.
The testing time is approximately 30 minutes.
4. CBM-Written Expressions: This test will be administered by Ashley Allen. Taylor and
she will complete the testing in Dr. Johns office. This is a quiet space in the school,
where distractions are limited. Each writing probe takes 4 minutes to complete.
Three writing probes will be administered, resulting in a total of 12 minute testing
session.

Ashley Allen
Katie Callahan
Test Behavior & Results
1. Test Behaviors
a. Attentiveness, distractibility; ability to transition to different tasks; activity
level; reaction to testing situation, including to the length of test sessions.
Taylor was highly attentive throughout the testing sessions. She was focused and on
task while completing the assessments. As soon as a test was introduced, Taylor was ready
to begin immediately. She had no issues adjusting to the new tasks. Taylor remained
relatively calm while completing the testing. During the Woodcock Reading Mastery TestRevised and the Informal Reading Inventory, it was noted that Taylor seemed to be a bit
flustered when she came across a challenging question. Her face would flush and she
became uneasy. However, it was observed that even when Taylor was unsure of an
answer she still put thought into it before responding, rather than giving up. When she came
upon a question in which she did not know the answer she paused to think before quickly
giving an answer or saying I am not sure. At no point in the testing sessions did Taylor
seem to become restless or distracted, suggesting the length of testing sessions were
appropriate. It was clear that Taylor wanted to put forth her best effort.
b. Degree of cooperation demonstrated; following directions; response time;
types of questions student asked.
Taylor cooperated fully throughout the testing sessions. She followed all directions
given by the examiner. While completing the Woodcock Reading Mastery Test- Revised
Taylor usually paused for approximately 10 seconds before offering a response to a test
item. In the case Taylor was unsure of an answer, she would take a bit more time, usually
repeating the word, or rereading the passage. The examiner would encourage a response
in these cases. Similar behavior was noted during the Informal Reading Inventory. When
reciting the lists of words Taylor would pause before responding to a word she was
unfamiliar with. She also was careful when answering comprehension questions. Again, she
took a moment to ponder the question before offering an answer, rather than quickly
responding with the first thought that came to mind. While completing the 8th Grade
Common Core ELA Exam Taylor was observed taking the time to check over her work and
to refer back to the passage before answering the multiple choice questions.
c. Quality of rapport developed with examiner.
The student was comfortable throughout a majority of the testing sessions. As
mentioned above, the only time that Taylor seemed uncomfortable or anxious was
instances in which she was unsure of an answer for the Woodcock Reading Mastery TestRevised or the Informal Reading Inventory. In both of these cases the student was required
to give an immediate oral response, rather than a written one, which could have led to this
discomfort. The examiner provided the student with reassuring responses and warm facial
expressions which reduced her discomfort during these occurrences. While completing the
CBM Writing Probe and 8th Grade Common Core ELA Exam Taylor acted in a confident
manner, showing no signs of discomfort or anxiety.

Ashley Allen
Katie Callahan

d. Factors that might lower the student's scores

Test scores may be influenced by a students aptitudes, prior educational
experiences, improper motivation or other external factors. In this instance, however, there
are no known factors or concerns that may have lowered Taylors scores.
2. Results of Individual Assessments
a. Formal Assessments.
The Woodcock Reading Mastery Test- Revised
This was the formal assessment used in this evaluation. The Word Comprehension
and Passage Comprehension tests were administered to Taylor.
i. Scores
The word comprehension and passage comprehension tests in the Woodcock
Reading Mastery Test- Revised measure the students comprehension of reading
vocabulary at different levels of cognitive processing. The Antonyms subtest measures the
students ability to read a word and orally respond with a word of opposite meaning, while
the Synonyms subtest measures the students ability to read a word and then state another
word of similar meaning. The Analogies subtest, the most complex of the three tasks,
measures the students ability to determine the relationship between two words and then
use that relationship to determine the second word in another analogy. The Passage
Comprehension test measures the students ability to identify a missing word from a short
passage by using a variety of comprehension and vocabulary skills.
Taylors performances on the above assessments reveal that she is performing
above grade level in these areas. Taylor scored a standard score of 115 (111-118, above
and below one standard deviation from the mean) on the Word Comprehension portion of
the assessment. This standard score corresponds to a rank in the 84th percentile, meaning
when compared to other students in her reference group, Taylor achieved a score that is
above 84% of other students in the same reference group (sixth grade students in their third
month of sixth grade). Taylor performed similarly on the Passage Comprehension test.
Taylor scored a standard score of 118 (114-122 above and below one standard deviation of
the mean) on the Passage Comprehension test. This standard score corresponds to a rank
in the 89th percentile, meaning when compared to other students in the same reference
group, Taylor performed better than 89% of the students.
Taylor achieved a standard score of 119(117-122, one standard deviation above and
below the mean) on the combined totals of the Word Comprehension and Passage
Comprehension tests. This score corresponds to a rank in the 90th percentile rank,
meaning when compared to other students in her reference group, Taylor achieved a score
higher than 90% of her same grade peers.
These scored provide evidence that Taylor exhibits higher abilities in the areas of
vocabulary and passage comprehension than a large majority of her same age peers. In
both areas, she falls into the top 15% of her reference group.

Ashley Allen
Katie Callahan
ii. Item Analysis (strengths and needs)
Within the word comprehension tests, items were categorized by subject content
(social studies, science-mathematics, humanities, and general reading). It was observed
that Taylors lowest scores were on items pertaining to the humanities and social studies
vocabulary. She correctly answered 35% of the humanities items and 44% of the social
studies items. In contrast, Taylor scored highest on items pertaining to general reading and
science-mathematics vocabulary. Taylor correctly answered 67% of the general reading
items correctly and 52% of the science-mathematic items. These results suggest that Taylor
may not have as strong of background knowledge in the areas of social studies and
humanities as she does in the areas of general reading and science-mathematics. These
results provide support to the claim that Taylor demonstrates strength in the area of
reading.
The examiner noted that throughout the Antonyms and Synonyms subtests Taylor
often faced difficulty providing a response not because she was unable to think of a term
the same or opposite of the term given, but because she was unfamiliar with the term
shown. Taylor would often respond with I am not sure what that word means.
Overall, Taylor did well on both the Word Comprehension and Passage
Comprehension tests. Her scores on the tests illustrate her strength in both word and
passage comprehension.

iii. Estimated Accuracy of Results.

These results should be considered an accurate estimate of the students
abilities. There were no significant concerns with the reliability and validity of the tests. The
results do seem to be consistent with the students day to day work. Based on reports of the
students ability in reading given by her teacher and in Taylors Individual Learning Matrix,
Taylor is thought to be above grade level in the area of reading. The results of this
assessment further confirm these thoughts. Although the student did seem a bit flustered
when she came across a challenging item on the Woodcock Reading Mastery TestRevised, it is not apparent that this had an effect on test results. Even after becoming
somewhat flustered after encountering a challenging item, Taylor would continue to put in
her best effort, rather than becoming discouraged and immediately replying with an I am
not sure.
iv. Graded Assessment. See Appendix B
b. Informal Assessments.
8th Grade Common Core ELA Exam
i. Results
In this assessment the student was given two reading passages. The first reading
passage was followed by 7 multiple choice questions pertaining to the passage. The second
reading passage was followed by a short answer response where student was required to
use details in the passage to support their answer. Taylor correctly answered 6 of the 7
multiple choice questions, resulting in a score of 86%. This score provides evidence that
Taylor is able to successfully meet the expectations for 8th grade reading comprehension
skills. This shows that Taylors abilities are above grade level, as she is currently in 6th
grade. Her performance was not as high on the short answer response. Students are able

Ashley Allen
Katie Callahan
to score a 0, 1, or 2 on the short answer response. Taylor received a .5 on this portion of
the assessment. This demonstrates that Taylor has not yet reached the 8th grade
expectations for a written response. Above average abilities were not illustrated in the
written portion as they were in the reading comprehension portion.

ii. Analysis of Students Responses

Taylor correctly answered 86% of the reading comprehension questions that
followed the first passage of the assessment. Taylors ability to accurately answer questions
from the 8th grade exam illustrates her above average reading comprehension skills. Her
written response did not illustrate strengths as the reading comprehension questions did. In
the written response students were asked to use two details from the text to support their
answer as to how crows and ravens use their intelligence to help them find, capture, and
eat food. Taylor did not include relevant details from the text that supported the answer.
While she did include some information from the text, it was not information that fully
supported how the birds used their intelligence. Based on this result, Taylor is not currently
meeting 8th grade expectations in writing.
This assessment does not support the claim that Taylor is gifted in writing, however
it does illustrate her strength in reading, therefore supporting the claim she is gifted in the
area of reading.
iii. Graded Assessments. See Appendix B
Informal Reading Inventory:
i. Results
The Informal Reading Inventory assessed Taylors oral reading skills, along with her
reading comprehension skills. Taylor read the Level 8 passage Biology Woes aloud. The
level 8 passage was chosen based on the positive results of the 8th Grade Common Core
ELA Exam. Throughout this passage, Taylor made a total of six reading errors. This number
of errors corresponded with the independent level. Taylor was able to correctly respond to 9
of the 10 reading comprehension questions, a score in which once again corresponds with
the independent level. The independent level is the level in which reading instruction should
begin. Therefore, the above results suggest that Taylor would be successful when provided
with reading instruction given at the 8th grade level.
ii. Analysis of Students Responses
Taylor answered all but one reading comprehension questions correctly. The
question answered incorrectly required the student to make an inference. This suggests an
area that Taylor would benefit from further instruction. Taylor correctly responded to all of
the literal questions. This suggests an area of strength for Taylor, in which she does not
need further instruction.
This assessment illustrates Taylors strength in word identification as well. While
reading the story, Taylor made only six reading errors. Mispronunciation errors occurred
most often among the reading errors made. Based on these results, Taylor shows a slight
need in decoding multisyllabic words and could benefit from instruction in this area. This
instruction would assist Taylor in determining the correct pronunciation in unfamiliar,

Ashley Allen
Katie Callahan
multisyllabic words. Although Taylor made a few reading errors, mainly in pertaining to
pronunciation, she was able to recognize a large majority of 8th grade words. This provides
further evidence of Taylors above grade level reading ability.
After reading the silent reading passage, Taylor was able to give an in depth retelling
of the story she had read. This demonstrates her ability to comprehend a story and target
main components of a story that should be used in a summary.

iii. Graded Assessments. See Appendix B

CBM Writing Probes
i. Results
The CMB Writing Probes consist of three story starters. Taylor had one minute to
brainstorm ideas for the story and three minutes to write her story. Each of the writing
probes were assessed based on the total word count, which measures writing fluency, the
total number of correctly spelled words, which measures mastery of written language, and
correct writing sequence. The median score for each section was used for analysis. When
compared to other sixth grade students total word count, Taylor fell approximately one
standard deviation below the mean score, as Taylor scored a 33 for total words in her
writing and average score in this area was a 44. Taylor scored approximately one standard
deviation below the mean of total words spelled correctly as well. While Taylor scored a 33
in this category, the average score was a 42. Taylors median score for correct writing
sequence also fell approximately one standard deviation below the mean. However, when
comparing the number of words written to her number of correct writing sequence, Taylor
did do well in this area. A large majority of her piece included correct writing sequences,
demonstrating her ability to properly use punctuation, spelling, and capitalization, along with
appropriate syntactical and semantic usage. While Taylor illustrated some creativity in her
responses, she did not meet the grade level norms pertaining to total words, total correctly
spelled words. These scores do not provide evidence of above average ability in the area of
writing.
ii. Analysis of Students Responses
The assessment demonstrates the use of proper grammar and conventions of
writing is a relative strength for Taylor. As previously mentioned, Taylor was able to
maintain an appropriate writing sequence throughout her three writing pieces. A few
grammatical errors were found in her writing, however these errors were not frequent.
Another strength evident in these writing pieces is that of Taylors creativity. In two of
these writing pieces Taylor was able to grasp the readers attention by providing them with a
conflict the character(s) was faced with.
This assessment illustrates Taylors need to elaborate on her writing. Although it was
taken into consideration that this writing assignment was timed, Taylor did not create as
long of a piece as her same aged peers. Taylor needs to work to include a great number of
details into her piece in order to assist her in elaborating on her writing and further
developing her creativity.
iii. Graded Assessments. See Appendix B

Ashley Allen
Katie Callahan
F. Evaluation Summary
1. Summary Statement
Taylor is an intelligent 12 year-old student who demonstrates a love for learning.
She enjoys many school subjects, especially math and reading. Taylor is extremely
motivated and often seeks out new and challenging tasks. She acts as a leader amongst
the group and as a role model to younger students. Taylors teacher April, has noted that
Taylor has demonstrated great strengths in both the areas of reading and writing. Taylor
has not been formally accelerated, however the Mandala School focuses instruction in
individual strengths. Therefore, Taylor has had the opportunity to receive above grade level
instruction.
This evaluation was completed in order to assess Taylors strengths in the areas of
reading and writing. The results of the completed assessments were used to obtain a
greater understanding of Taylors abilities. Based on these results, recommendations will be
made to ensure Taylor is receiving reading and writing instruction that appropriately
challenges her.
Based on assessment results, it has been determined that Taylor is gifted in the
area of reading. Throughout the assessments Taylor demonstrated strong and above grade
level reading abilities. However, results do not support the claim that Taylor is gifted in the
area of writing. She has not met above grade level expectations in this area. Assessment
results suggest that Taylors writing skills are at an appropriate level but still developing.
2. Instructional Implications
a. Instructional Levels
Reading
Taylors teacher April believed Taylor was above grade level in the area of reading
prior to this assessment. Taylor has demonstrated strength in the area of reading. The
results of both informal reading assessments correspond with one another, along with
previous claim made pertaining to Taylors reading abilities. These two assessments
illustrate that Taylor has attained mastery of 6th grade reading skills and requires higher
level instruction.
It has been determined that eighth grade is Taylors estimated instructional reading
level. Both the Informal Reading Inventory and the 8th Grade Common Core ELA Exam
provide evidence of this. Taylor scored an 86% on the reading comprehension questions
that comprised the 8th Grade Common Core ELA Exam. This score confirms that Taylor is
able to successfully read and answer comprehension questions at the 8th grade reading
level, however she has not fully mastered skills at this level. The Informal Reading Inventory
passage administered to Taylor was a level 8 passage as well. Taylors score on both the
word identification and reading comprehension portions of the Informal Reading Inventory
corresponds to the independent level. It is suggested that instruction begins at the
independent level. Thus, supporting the claim that Taylor would greatly benefit from reading
instruction at an eighth grade level.
Results from the Woodcock Reading Mastery Test further support this
determination. The Instructional Level Profile completed, based on the test results, show
that Taylor has surpassed the expectations for students in their third month of sixth grade.
Taylor is successfully performing in an instructional range, above her current grade level.

Ashley Allen
Katie Callahan

Writing
It has been determined that Taylor is currently meeting grade level expectations in
writing. Before completing this evaluation it was reported that Taylor was demonstrating
above average abilities in the area of writing. Work samples illustrated Taylors ability to
write a piece that meets, and in some area, goes beyond grade level expectations.
Assessment results do not support the claim that Taylor is above grade level in the area of
writing.
Neither the CMB Writing Probes nor the writing portion of the 8th Grade ELA
Common Core Exam provides evidence of above grade level abilities. Taylors middle
score of the total words and total words spelled correctly on her writing probes were below
the average score for 6th grade students; however she was less than one standard
deviation below the mean. Therefore she is not far below grade level norms in this
area. Taylors written response on the 8th Grade Common Core ELA Exam did not meet
8th grade expectations. Students were asked to use two details from the passage to
support their response as to how ravens and crows use their intelligence to find, capture,
and eat food. While Taylor did include details from the text, they were not relevant as to how
the birds found, captured, and ate food. It has been noted that this writing piece was meant
for an 8th grade audience, so this is not to say Taylor is unable to meet grade level
expectations. However, it has been determined while she is able to meet grade level
expectations for writing; her skills are not yet above grade level.

b.Specific Strengths and Needs

Reading
The results of the completed assessments illustrate Taylors above average ability in
reading. Through the Informal Reading Inventory and the 8th Grade Common Core ELA
Exam, Taylor has demonstrated great strengths in her ability to read and comprehend
above grade level texts.
Taylors results on both the Informal Reading Inventory and the Word
Comprehension portion of the Woodcock Reading Mastery Test-Revised have
demonstrated relative strengths in Taylors ability to identify a vast number of words. Taylor
has illustrated her ability to successfully identify a number of words at the 8th grade level.
She has also demonstrated an above average knowledge of a vast number of reading
vocabulary words, as her results from the Word Comprehension test contributed to a rank in
the 84 percentile of her reference group. This data conveys that Taylor had a higher
success rate in this area than her same aged peers.
The main difficulty that was presented throughout assessments was noted during the
Informal Reading Inventory. As previously mentioned, the only comprehension question she
answered incorrectly was pertaining to inference, which suggests inference skills is an area
in which Taylor may need support. It was also noted that the reading error that occurred
most often was pronunciation error. This suggests Taylor may benefit from review of
multisyllabic words to assist her in properly decoding and pronouncing unfamiliar, above
grade level words.

Ashley Allen
Katie Callahan
Writing
Based on results of the writing assessments administered to Taylor, it seems one
strength she has demonstrated is that of creativity. Taylor is able to write a creative piece
that captures the readers attention. This is demonstrated in her writing probes in which she
introduces a clear problem that the character must solve. It was also noted that although
Taylor did not meet the average word count for correctly spelled words in the writing probes,
spelling still is a strength for Taylor. Although she may not have written as many words as
her same aged peers, she did correctly spell a great majority of the words she did use
within her writing pieces.
Based on the writing pieces collected from Taylor, it has been noted that grammar
and conventions are another strength for Taylor. She demonstrates the use of proper
spelling and punctuation in the majority of her writing. Taylors correct writing sequences
throughout her responses to the CBM Writing Probes demonstrates Taylors ability to
properly use conventions of written English.
Taylor has demonstrated a need in the areas of evidence based writing. This has
been determined based on results from the 8th Grade Common Core ELA Exam. Taylor
had difficulty selecting appropriate details from the passage to support her answer. This
suggests that Taylor would benefit from instruction on evidence based writing in which she
can learn how to more effectively support her claim.
Taylor would also benefit from instruction that assists her in elaborating on her
writing. The mean score of Taylors total number of words in the CMB Writing Probes was
lower than that of her peers. Taylor has also mentioned in the past that she does not enjoy
long writing pieces that require days work. This suggests that Taylor is in need of
instruction that provides her with the skills necessary to write a more elaborate, detailed
piece. This instruction may make longer writing pieces more enjoyable for Taylor, as she
will have the skills necessary to complete them.
c. Implications
This evaluation has provided a greater understanding of Taylors current abilities
pertaining to reading and writing. The above results provide evidence that Taylor
demonstrates above average abilities in reading and is gifted in this area. Taylor would
greatly benefit from an advanced reading curriculum that provides her with more
challenging work to coincide with higher level texts. The results also provide evidence that
Taylor is currently performing on grade level in the area of writing. Taylor should receive
writing instruction at the sixth grade level.
Her advanced reading skills should be a priority of upcoming assessment, along with
specific writing skills. Taylor would benefit from a writing curriculum that focuses on
continuing to develop her strong (BLANK SKILLS) and developing her skills in the area of
evidence based writing and providing adequate details.
G. Recommendations
1. Recommended Supports:
a. Modifications and/or Adaptive Devices Needed:

Ashley Allen
Katie Callahan
Acceleration, as an educational intervention, has been used as a strategy to permit
students to progress at a rate appropriate to their intellectual capabilities. It is idyllically
appropriate to academically gifted students, those who have an enhanced capacity to learn
(Colangelo, Assouline, & Gross, 2004). Curriculum compacting is a method of acceleration
that would be appropriate and beneficial for the student, Taylor, in this evaluation.
Curriculum compacting allows the teachers to streamline the regular curriculum, ensure
students' mastery of basic skills, and provide time for challenging enrichment activities.
Currently, Taylors school has modified their instruction in a way that allows students to
work at their own pace and this should most definitely be continued. For example, if the
student masters a reading activity or concept the teacher assigns she should then be given
the next level concept. Advanced material may also be used; higher level reading texts
may support Talyors academic needs.

b. Additional Testing Needs:

In the future, if further evaluation in any specific areas seems needed or helpful, it is
recommended that curriculum-based measurements (Deno, 1985) are implemented. The
purpose of this type of measurement is to aide teachers in evaluating the effectiveness of
the instruction they are providing to individual students. It then allows opportunity to make
decisions about what and how to teach based on reliable student data. Though no
additional testing is suggested at this time, it is essential that the students progress is
frequently measured to assure instruction and material remain within her zone of proximal
development, meaning that she is working at a level that is challenging and is working
toward mastery (Vygotsky, 1978).
c. Supports for Staff:
Traditional methods of schooling have failed to support gifted students in developing
to their fullest potential and creating outlets for their success and achievement. It is
essential that the staff at the school recognize Taylors gifts and talents and help her to
develop them. Though no outside support is necessary it may be helpful for the current
staff to receive professional development in the areas of curriculum compacting,
acceleration practices, and appropriate enrichment. In addition it is important that Taylor
continues to have an advocator for her giftedness, especially after she leaves the Mandala
School. Often because gifted students have such autonomy they are expected to advocate
for themselves. However, advocacy and continued support from school administration,
teachers, and parents is just as important for gifted students as it may be for exceptional
students.
d. Other Recommendations:
Though Taylors school has ample resources to differentiate for her; continuing
education through online learning may be a viable option for Taylor to continue to develop
her interests in reading and writing. Online learning is a great way to provide enriched
instruction for gifted learners. Students are able to work through online courses at their own
pace. Teachers are also given the ability to create personalized paths for each student,
based on their instructional needs. Online courses also allow for more adaptive and
performance based assessments. These assessments help teachers to have a greater

Ashley Allen
Katie Callahan
understanding of their student and what instruction would be best for a particular individual.
This understanding essentially leads to a more personalized instruction.
2. Suggested Instructional Goals (3-5).
a. Skills and Concepts:
Clearly defined objectives provide students with a means to organize their own
efforts toward accomplishment of those objectives. Experience has shown that with clear
objectives in view, students at all levels are better able to decide what activities on their part
will help them get to where it is important for them to go (Mager, 1984). The following
suggested instructional goals may be helpful to Taylor are she advances in English
Language Arts (for the next six to nine months):
Objective 1
Given a reading
passage, the student
will orally respond to
reading
comprehension
questions with 90%
accuracy.

Objective 2
Given a list of 10
words, the student
will identify the
syllable pattern for 9
of the 10 words.

Objective 3
Given a list of 10
advanced vocabulary
words, the student
will define 9 of the
words accurately.

b. Rationale:
Objective 1: This instructional objective is relevant in that Taylor should be able to respond
to Grade Eight reading comprehension questions, to demonstrate mastery in this academic
area. This objective was chosen because Taylor scored an 86% on the reading
comprehension questions that comprised the 8th Grade Common Core ELA Exam. In
addition, Taylors score on the reading comprehension portions of the Informal Reading
Inventory (level eight) also showed near proficiency.
Objective 2: Based on Taylors performance on the 8th Grade Common Core ELA Exam
informal assessment, Taylor shows some degree of difficulty decoding multisyllabic words
and would benefit from instruction in this area. This instruction would assist Taylor in
determining the correct pronunciation in unfamiliar, multisyllabic words.
Objective 3: Based on the results of the formal assessment, The Woodcock Reading
Mastery Test- Revised, it was noted that the student would benefit from continued
instruction in vocabulary development. Throughout the Antonyms and Synonyms subtests
Taylor often faced difficulty providing a response not because she was unable to think of a
term the same or opposite of the term given, but because she was unfamiliar with the term
shown. Taylor would often respond with I am not sure what that word means. Specifically,
the results suggested that strong background knowledge in the areas of social studies and
humanities was not present. Therefore, a focus of on vocabulary development in these
cross-curricula subject areas would be beneficial to Taylors growth as a reader and better
her ability to comprehend complex texts.

Ashley Allen
Katie Callahan
3. Research-based Instructional Strategies:
Suggested Instructional Goal
Given a reading passage,
the student will orally
respond to reading
comprehension questions
with 90% accuracy.

Given a list of 10 words, the

student will identify the
syllable pattern for 9 of the
10 words.

Instructional Strategy

How the Strategy Will Meet

the Goal
Question-Answer
One of the hallmarks of the
Relationships (QAR) is an
Question-Answer
instructional strategy for
Relationships instructional
comprehension designed by strategy is its ability to allow
Raphael (1982). The
the student to work
program was designed to
independently to, in a sense,
help students label the type
solve reading
of question being asked.
comprehension questions.
Categorizes of questions are As a gifted learner, the skills
taught as well as how to
provided by QAR would help
make connections and try
Taylor to better be able to
different strategies. The
decode comprehension
student will consider both the questions as she advances
text and their prior
in to more complex
knowledge before they
academic texts.
answer a question. Students
progress from shorter to
longer texts and build
autonomy by moving from
group to independent
activities. After 17 studies
on question-answering
instruction, the National
Reading Panel (NICHD,
2000) noted student
improvement in both
answering questions after
reading passages and in
strategies of finding
answers.
Students in the secondary
level of education are
expected to read numerous
multisyllabic words.
Instruction in syllable division
is a beneficial analysis
strategy. Students who
recognize meaningful
morpheme patterns are
better able to analyze
syllable patterns (Henry,
2011). Analyzing these
patterns helps students

Instruction in syllable division

would help Taylor to identify
syllable patterns. This
strategy goes beyond the
basic letter-sound
correspondence often
taught, deeming it
appropriate for a gifted
reader. In addition, this
instruction may also aid
Taylor in retrieving meaning
from previously unfamiliar
multisyllabic words.

Ashley Allen
Katie Callahan
begin to decipher meaning
from complex vocabulary
words.
Given a list of 10 advanced
vocabulary words, the
student will define 9 of the
words accurately.

Semantic feature analysis

assists students in thinking
about what features
discriminate one word from
another. This strategy is
particularly helpful in
developing relations
between concepts,
vocabulary words, and ideas
in text (Bos & Anders, 1990).
In this strategy students
work with a matrix that
identifies words related to a
particular topic, the end goal
is to identify shared semantic
properties or features of
those words.

This vocabulary instruction

strategy, semantic feature
analysis, was chosen for
Taylor because of its focus
on understanding word
relationships within content
areas. As previously stated,
Taylor had difficulty
answering questions that
related to unfamiliar
curriculum (social
studies/humanities). This
strategy would help her to
distinguish vocabulary words
within their categories.
Strong vocabulary decoding
skills will help Taylor as she
continues to excel in reading
and reading comprehension.

H. References
Bos, C.S., & Anders, P. (1990). Effects of interactive vocabulary instruction on the vocabulary
learning and reading comprehension of junior high students. Learning Disability
Quarterly,13, 31-42.
Colangelo, N., Assouline, S.G., & Gross, M.U.M. (2004). A nation deceived: How schools hold
back America's brightest students. The Templeton National Report on Acceleration, 1.
Deno, S.L. (1985). Curriculum-based measurement: The emerging alternative. Exceptional
Children, 52, 219-232.
Henry, M.K. (2011). The history and structure of written english. In Multisensory Teaching of Basic
Language Skills, (3rd ed.), 93-112. Baltimore, MD: P.H. Brookes Publishing.
Mager, R.F. (1984). Preparing instructional objectives. (2nd ed.). Belmont, CA: David S. Lake.

Ashley Allen
Katie Callahan
National Institute of Chil;d Health and Human Development.(2000). Report of the National Reading
Panel: Reports of the subgroups. Teaching children to read: An evidence-based
assessment of the scientific research literature on reading and its implications for reading
instruction (NIH Publication 00-4754). Washington, DC: Government Printing Office.
Rapheal, T.E. (1982). Teaching children question-answering strategies. Reading Teacher, 36,186191.
Spinelli, C. G. (2006). Classroom assessment for students in special and general education (2nd
ed.), 103. Upper Saddle River, N.J.: Pearson/Merrill/Prentice Hall.
Vygotsky, L.S. (1978). Mind in society: The development of higher psychological processes.
Cambridge, Massachusetts: Harvard University Press.