Student Miscue AnalysisStudent Miscue AnalysisPresentationPresentation

REA 628REA 628

Student InformationStudent Information John* is a 6 year old Caucasian male.John* is a 6 year old Caucasian male.

He is grouped in a lower level reading He is grouped in a lower level reading group.group.

John is more interested in John Deere John is more interested in John Deere than reading!!than reading!!

* Not his real name

Assessment Information Assessment Information

STAR Reading ZPD=1.2-2.2STAR Reading ZPD=1.2-2.2

DRA level=6DRA level=6

DIBELS NWF DIBELS NWF (Nonsense Word Fluency)=46(Nonsense Word Fluency)=46

DIBELS ORF DIBELS ORF (Oral Reading Fluency)=33(Oral Reading Fluency)=33

What is DIBELS?What is DIBELS?

DIBELS (Dynamic Indicators of Basic Early Literacy Skills)DIBELS (Dynamic Indicators of Basic Early Literacy Skills)The Dynamic Indicators of Basic Early Literacy Skills (DIBELS) are a The Dynamic Indicators of Basic Early Literacy Skills (DIBELS) are a

set of standardized, individually administered measures of early set of standardized, individually administered measures of early literacy development. They are designed to be short (one minute) literacy development. They are designed to be short (one minute) fluency measures used to regularly monitor the development of pre-fluency measures used to regularly monitor the development of pre-reading and early reading skills.reading and early reading skills.

Which skills do the DIBELS measures assess?Which skills do the DIBELS measures assess?The The DIBELS measures were specifically designed to assess 3 of the 5 measures were specifically designed to assess 3 of the 5

Big Ideas of early literacy: Phonological Awareness, Alphabetic Big Ideas of early literacy: Phonological Awareness, Alphabetic Principle, and Fluency with Connected Text. The measures are Principle, and Fluency with Connected Text. The measures are linked to one another, both psychometrically and theoretically, and linked to one another, both psychometrically and theoretically, and have been found to be predictive of later reading proficiency. have been found to be predictive of later reading proficiency.

****Information gathered from http://dibels.uoregon.edu

More about DIBELSMore about DIBELSMeasures of Phonological Awareness:

Phonemic Segmentation Fluency (PSF): Assesses a child's skill to produce the individual sounds within a given word.

Measure of Alphabetic Principle:Nonsense Word Fluency (NWF): Assesses a child's knowledge of letter-sound correspondences as well their ability to blend letters together to form unfamiliar "nonsense" (e.g., fik, lig, etc.) words.

Measure of Fluency with Connected Text:Oral Reading Fluency (ORF): Assesses a child's skill of reading connected text in grade-level material.

First Grade BenchmarksFirst Grade Benchmarks

My AnalysisMy Analysis

Nonsense Word Fluency 1.3 141 letter sound combinations

Oral Reading Fluency 1.3.3

Text-The Block Party Number of Words-223

NWFNWF

Number of letter sounds/words read-71Number of letter sounds/words read-71

Number of miscues-25Number of miscues-25

NWF score-46NWF score-46

ORFORF

Total number of words read-50

Number of miscues-17

WPM-33

DIBELS level-Intensive

AnalysisAnalysis

John depends largely on the beginning John depends largely on the beginning sounds of words. sounds of words.

He does not detect his miscues and their He does not detect his miscues and their affect on comprehension.affect on comprehension.

John has difficulty being still and wanted to John has difficulty being still and wanted to stand or fidget while reading. stand or fidget while reading.

After reading, John could not recall facts After reading, John could not recall facts from the story.from the story.

Impact on InstructionImpact on Instruction

Based on John’s results, he continues to qualify for 30 Based on John’s results, he continues to qualify for 30 minutes of intensive, pull-out reading intervention daily.minutes of intensive, pull-out reading intervention daily.

John should focus on sight words and word patterns to John should focus on sight words and word patterns to give him strategies to use when he comes to unfamiliar give him strategies to use when he comes to unfamiliar words.words.

Focus should also be put on his comprehensionFocus should also be put on his comprehension and and retelling skills.retelling skills.

ConclusionsConclusions

Based on John’s assessment data and history of weakness in areas of reading, his parents have begun discussing the possibility of retaining him in first grade next year. I believe that this would be a good choice for John. He is weak in the areas of basic reading skills and would benefit from an extra year working on and mastering these skills.