Her teacher noted that when compared to her peers she

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strengths outweigh her weaknesses. Her teacher noted that when compared to her peers, she falls in the middle; however, she has mid-hi abilities versus mid-low. I wanted to receive more data on Wongel’s receptive language skills and writing and reading levels. To do this, I administered a variety of cognitive and noncognitive assessments. The first test I administered was the cloze test. There are advantages and disadvantages of this test. One advantage of this cognitive assessment is the emphasis on context and, therefore, comprehension (Reutzel & Cooter, 2016). This test allowed me to assess Wongel’s vocabulary and comprehension skills. Using an online reading program titled “Raz Kids”, I provided the student with an appropriate leveled reading passage on dolphins. Prior to giving the student the passage, I removed high frequency words, as well as keywords for her to fill in as we read. The passage was a level L, which is her independent reading level. She scored an even 50% on the assessment. While she was able to read the passage fluently, she often struggled to find the keyword to fit the passage. For example, while reading, she used the word “born” to fill in the
4sentence “They are ___ live.” But struggled to produce the word “egg” to fill in the sentence “They do not lay___.” With prompting and support, she was able to determine the answer, but it was clear while she was a fluent reader, she did not comprehend the text fully. Wongel also received an One-Minute of Reading Test Plus Prosody(Reutzel & Cooter, 2016). This assessment proved Wongel is a fluent reader. She scored in the 90thpercentile, making only one error. While reading the text, she stated “They use their mouth and teeth”, when the text read “They use their teeth and mouth”. To my surprise, she was able to answer basic comprehension questions about the text read such as who, what, when, where and why?Next, I administered a reading interest survey to determine how Wongel felt about reading. Reading surveys, interviews and inventories are great tools for establishing student’s interest and increasing student motivation (Mariotti, n.d.). The survey taught me that while Wongel likes to read, she does not read at home. She feels she is a good reader; however, she does not always enjoy the readings required at school (Appendix A). To further understand Wongel’s self-perception on her academic abilities, I administered the Writer Self-Perception Scale assessment (Bottomley, Henk & Melnick, 1997). This provided me with insight on how Wongel feels about her writing skills and the importance of writing. The assessment results were consistent with my observation of her portfolio, her writing instruction needs improvement. It was disheartening to learn Wongel does not feel as though she is a good writer when compared toher peers, when assessing the Observational Comparison category. This category assesses how a student perceives their writing performance in relation to peers (Bottomley, Henk & Melnick, 1997).

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