Student L

Date of Evaluation: 27 October 2014

Birth Date: 21 July 2001
Chronological Age: 11 years, 3 months and 6 days
Grade: 5th
Reason for Referral
Student L was referred for the Dynamic Indicators of Basic Early Literacy Skills
(DIBELS) assessment to give the Samford Student intern practice administering the DIBELS
assessment. Student L was chosen because she is mature enough to participate and has not
mastered fifth grade - level reading content.
Background Information
Student was referred for special education after third grade. Student L was diagnosed
with ADHD and has difficulty staying on task. She is a very strong reader, however she is not
reading on fifth grade level. Student L struggles most with math. Student L is able to
comprehend passages fairly well until she is presented with words she has never seen before.
When she is presented with words she has not seen before she always asks the teacher
immediately. When student L is reading independently and cannot ask the teacher what a specific
word means that is when she tends to lose focus and does not continue reading.
Behavioral Observations
Student L was extremely cooperative while testing. She followed directions easily and
was willing to participate. Student L was extremely attentive and listened well. She sat still and
straight up in her chair. As we started with the Nonsense Word Fluency, student L had a little bit
of difficulty, but she kept trying and never gave up. This student always wants to please the
teacher, and even when she is confused or does not understand she never makes teaching difficult
for the teacher. Whenever student L didnt understand she would politely ask me to how to
pronounce a word.
Assessment Results and Clinical Impressions
DATE
Nonsense Word Fluency
Oral Reading Fluency
Retell Fluency
Word Use Fluency

Benchmark 1 (Beginning Fall)

27 October 2014
CLS - 116
WRC - 25
Correct - 100 words per minute
Errors - 5 words per minute
81 words
69 words

Student L first read the Nonsense Words for the DIBELS assessment. She read a total of
116 Correct Letter Sounds (CLS) and she 25 Words Recoded Completely and correctly (WRC).
My only notes for her error pattern were: she would make the long vowel sounds instead of the
short vowel sounds in the Consonant Vowel Consonant nonsense words, and she would use the
long e sound when E was in the middle of two consonants. Student L then began to read the
short passages. The median for the number of words she read correctly out of the three passages

was 100 words per minute. The median for the number of errors she had out of the three passages
was 5 words. These passages range from a total of 215 words to 250 words. Student L was able
to read on average about half of a passage with only five errors. For the Retell Fluency student L
was able to use an overage of 81 words correctly when retelling what happened in the story.
Student L excelled in the retelling portion of the assessment. She was able to recall each specific
events and details in the portion of the story she read. Finally I read student L a word and she
would have to use it in a sentence. There were 18 words total that she told me sentences for.
When given a word to use in a sentence, student L was able to use on average 5 words for each
sentence. Student L used 69 words total when creating sentences for the words given.
Student L is a very bright student who tries her hardest and never gives up on an
assignment. Student L is never shy to ask a question and usually she will ask the teacher how to
read a certain word, or ask the teacher what a certain word means. Student L struggles with
independent reading. Student L enjoys reading with the teacher or in a group because she knows
she will be corrected or told how to pronounce a word. Unfortunately when she is reading
individually she tends to struggle.
Recommendations
My recommendations for student L would be to focus on teaching decoding strategies,
and vocabulary. The student should read independently for at least thirty minutes each day. The
more student L reads, the more words she will learn and the more confident she will become.
When Student L asks the teacher how to pronounce a word, or what a word means the teacher
should answer with another questions for example, look at the context clues, what word do you
think makes sense? or look for familiar sounds in the word and sound it out. It is important to
instill a motive for independent learning.
Summary
There are no major concerns with Student L and her ability to read. However, there are a
few different areas that student L needs to practice in order to be proficient in the skill. Student L
is barely below average for reading fluency and in order to become proficient student L, her
general education teacher and her special education teacher should take consideration to the
recommendations above.
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