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Edu 360 Assessment Report

This assessment report summarizes the tutor's work with Student A over the semester. Testing showed Student A needed improvement in decoding words and reading fluency. Through assessments, the tutor found Student A excelled in phonological awareness but struggled with long vowels, vowel teams, and blending sounds. The tutor plans to focus on these areas through flashcards, blending drills, and incorporating spelling lists and timed readings to monitor Student A's progress.

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81 views3 pages

Edu 360 Assessment Report

This assessment report summarizes the tutor's work with Student A over the semester. Testing showed Student A needed improvement in decoding words and reading fluency. Through assessments, the tutor found Student A excelled in phonological awareness but struggled with long vowels, vowel teams, and blending sounds. The tutor plans to focus on these areas through flashcards, blending drills, and incorporating spelling lists and timed readings to monitor Student A's progress.

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© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Becca Conlisk

Professor Konrady

04 April 2023

Assessment Report

This semester I have had the opportunity to work with Student A. She is a very good

student, who is super excited and ready to learn everytime we meet. She loves to tell me about all

her favorite things such as her favorite books, activities and trips. I have only worked with

Student A a few times but each time the relationships and connection is getting better. I am

excited to continue to teach her and help her.

When looking at the FAST data results, I was able to better understand Student A.

Student A was at some risk for her ability to decode and read words per minute. The fall

benchmark was 56 words per minute and an accuracy of 95 percent. She was only at 15 words

and 56 percent accurate. This could affect her ability to read fluently. She would need to spend

more time decoding the words instead of smoothly reading across the page which could take her

longer than most students. From the fall to winter, I saw big improvements in Student A’s ability

to read words per minute. She went from 15 to 38 and was 84 percent accurate.

After looking at the data, I would need to give a few different assessments. This would

help me better understand areas that she is excelling in and areas of struggle. Those assessments

would include flashcard, the PAST, the Mississippi dyslexia screener, and lastly the QPS test.

One of the first assessments I gave Student A was the PAST. This test allows me to see Student

A’s understanding of different phonemes. Administering this test would help me see what level

of phonological awareness she was at. For this test, I gave form A. she did extremely well on this
test. The few levels were pretty easy for her. She only got two incorrect answers through the first

four levels. She struggled a little on level E3. Through level H , almost all her answers were

automatic. When we got to level J, this is where she started to struggle more. She did great with

the short vowel sounds but when it came to the long sound she was unsure of what to say. I

found this a little strange because when we did the flashcard and I would show her a vowel she

would tell me both sounds every time. So I think this is an area that I would put a little time in to

refresh and make sure she fully understands. When it came to level K she was very confused. I

think deletion and substitution of sounds is something I can integrate into every OG lesson that

we do. The PAST helped me better understand Student A’s knowledge.

When it came to the flashcards, Student A did very well. She knew almost every letter in

the alphabet automatically. There were a few that she knew but did not say automatically. There

were also a few that she would say the wrong sounds, then pause and self correct. She did that

with both B and D. I notice that when she is reading sometimes she will switch those sounds up.

She knew a few digraphs as well, the th, sh, and wh. She even told me that these were digraphs

and that she has been learning about them recently. The only area that was difficult for her was

the vowel teams. This was unfamiliar to her so she did not know. This is an area that I think we

can work and help her understand. I think it is important to continuously remind her and work

with these flashcards so that it can stay fresh and help her remember them.

The last two assessments I gave Student A were the dyslexia screener and the QPS. When

it came to the dyslexia screener, Student A was at a low risk. The tasks throughout this test

seemed very easy for her. She was able to spell words well, know all the letters in the alphabet

automatically, and had good rapid naming skills when it came to the colors. The area she

struggled with was sound and symbol recognition and decoding skills. For the QPS she did well
on the first four sets. When she got to set 5 which is cvcc and ccvc words, she started to struggle.

With some of the words she did not know whether to use a short vowel sound or long sound, she

struggled to blend the sounds together to make the word whole. In set 6 she did not know about

the silent e and how that affects the words. That is where we stopped. Therefore this is

something that I could teach her throughout our time together.

There are many ways that I could incorporate progress monitoring into the work we do

each time. One of the easiest ways is to continue to use the flashcards and do those every time.

When it comes to the blending drill, I can also work on the deleting and substituting that she

struggled with on the PAST. Doing these simple tasks will help me see if she is improving or

staying the same. To continue to check for understanding, I think a spelling list would be a good

idea. In the list it can have words with both the short and long vowel words, vowel teams and

different blends and digraphs. This would allow her to work on decoding and even being able to

recognize different sight words while learning each sound so she can spell it. I could also time

how long it takes us to read a decodable book at the beginning then time again at the end and

read the same book to see how her fluency and accuracy has improved.

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