Screening Assessment Reading

RDNG 361

Name: Alli

Evaluator: Alyssa Warner

Age: 10

Date of Evaluation: 11/28/15

Grade: Fifth

Parent permission was obtained for this assessment.

Student Information: Alli is a fifth grade student currently attending Blanco Elementary
School. Her mother mentioned prior to the assessment that she does very well in school but has a
hard time concentrating at times. Alli is a part of the talented and gifted program among other
fifth grade students.
Assessments Administered: Decoding and fluency, oral language, listening comprehension, and
reading comprehension and metacognitive strategies.
Student Observations: Alli seemed very focused during the assessment. She followed
directions during each different section. When we first started the assessment she seemed
nervous and told me, I hope I do well.
Assessment Results:
Neuhaus Reading Comprehension Screening:

During the decoding and fluency section of the assessment Alli read 100 words in 52 seconds.
While reading the passage aloud there were a few decoding errors that were made. When trying
to read the word profession, Alli said professional and while reading the word pummeled she
read it as plummed. Even though there were only two decoding errors Alli seemed to rush her
words when reading and add the word the where it didnt belong. During the oral language
portion of the assessment Alli had 30 seconds, for each category, to name items found in that
category. In the things in a classroom category she names 10 items, 13 items were named in
the fruits and vegetables category, 16 items were named in the animals category, and 17
items were named in the in the states in the United States category. As Alli was naming items
for each category her thoughts were random and not organized. Alli scored 4 out of 8 questions
correctly after the listening comprehension passage was read. On the questions that she answered
incorrectly she stated to me, I forgot. The questions that she answered incorrectly either had
detailed answers or were mentioned at the beginning of the story. During the reading
comprehension/metacognitive strategies portion of the assessment there were couple
metacognitive strategies that I noticed Alli did while reading the passage aloud. She would
occasionally reread a sentence if something didnt make sense and she looked back at the
passage as she was answering the questions. Therefore, she got all of the questions correct.
Overall, Alli scored benchmark on decoding, oral language/word reading, reading fluency,
listening comprehension, and reading comprehension/metacognitive strategies.
Assessment Results:
Words Their Way Developmental Spelling Inventory Upper Elementary

Alli spelled 14 out of 20 words correctly when given this assessment. She received 38/46 feature
points. The words she spelled incorrectly were knotted-notted, disloyal-disloyall, confidenceconfendence, fortunate-fortinuate, circumference-serconfrence, and civilization-sivilsation.
Summary:
After both of the assessments I noticed some of Allis strengths and weaknesses. One of her
strengths was her ability to decode words and her fluency. She had great automaticity when
reading aloud. Her oral language skills met benchmark however, there is room for improvement.
Activities such as graphic organizers could be used to benefit organization skills when thinking
of categories. Alli did very well on listening and reading comprehension but could definitely
work on skills, such as reading the questions before reading the passage. The next time Alli reads
a story or passage her teacher could have her write down two or three things that dont make
sense and two to three things that do make sense. This will help Alli recognize what confuses her
and what comes easy for her. Some of Allis strengths in spelling are vowel pairs, vowelconsonant-e, and trigraphs. She gets confused when cs make the sounds /s/ and with words that
have more than two syllables. Segmentation and syllable pattern activities could be used to help
Alli with these certain aspects.

Alyssa Warner