MD4Assgn2Washington.docx - Engaging with a literacy learner Britney Washington Walden University Cindee Easton READ 6727 February 2 2020 1 The

MD4Assgn2Washington.docx - Engaging with a literacy learner...

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Engaging with a literacy learner Britney Washington Walden University Cindee Easton READ 6727 February 2, 2020 1
The Developing Reader The focus of this assignment is on a transitional literacy learner named Alex. Alex is a fifth grade student who is fluent in both English and Spanish. He is a student of Low Socioeconomic status. According to his teachers he is an average student and completes assignments with minor struggles in the areas of comprehension and written expression during writing workshop. Outside of school he has little to no access to technology and completes all online assignments before, after or during the school day if he is allowed to come early or stay late. He was chosen in order for me to gain insight into his comprehension strategies as well as his reading level and fluency percentage. Since this is not my student, I do not have daily insight into his daily reading processes and instruction so our short interactions have only allowed me a snapshot into his literacy skills. I chose to give him both cognitive and noncognitive assessments to not only see where his skill set lies but also what are his motivations and experiences. For my cognitive assessments I chose a Fountas and Pinnell (2008) running record as well as the Multidimensional fluency scale fluency assessment (Reutzel & Cooter, 2016 pg. 235). For a noncognitive assessment I chose the reading attitude survey (Reutzel & Cooter, 2016). All three of these assessments gave me great insight into what kind of student Alex is and the text types that would be most beneficial to him. For the non-cognitive assessment, Alex was given a reading interview (Reutzel & Cooter, 2016). Throughout this interview I learned that Alex describes himself as a slow reader and likes stories that are really detailed. His favorite genres are mystery and historical fiction. He does not like poems because he does not like how hard poems can be to understand. This interview gave me some great insight into his likes and dislikes as well as what he thinks his strengths and 2
weaknesses are. The reading interview will allow me to select right-fit texts for Alex in the future. One of the cognitive assessments which Alex was given was a Fountas & Pinnell (2008) running record based off of the level U text, Earthquakes. Through this reading assessment I looked into his phrasing, fluency, and comprehension. During the read, he scored a 100% for accuracy and a three for fluency. He was very skilled in his smoothness and fluency while reading. There were very few words which he struggled to decode. This running record was given on a text that Alex had read before. This may have influenced his scores. He was familiar with the topic, sentence structure and vocabulary. When it came to his comprehension, Alex had some struggles answering the more inferential questions. He was able to answer the think and search questions with more ease but the author and you type questions really had him struggling.

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