Discussion 1: A Balanced Approach
Informal/Formal Assessment Data
Student: Jamal Arguli Sex: M Student I.D.: 879465__ D.O.B.: July 25, 2004__ Age: 12 years old_ Grade: 7 th_
Observations:
Ms. Roberts, school psychologist, conducted observations of Jamal during reading, language arts, and social studies classes. Additional observations were completed during one-on-one informal and formal assessments. Oral reading and comprehension exercises were administered to identify specific reading difficulties and establish a baseline in reading.
Ms. Arguli, Jamal’s mother, reports difficulty with interest and ability to read. Mother states that Jamal does not like to read, and when asked to read, he becomes upset. Mother requested assistance in getting Jamal at a level in reading consistent with his peers so he feels comfortable when asked to read in front of his peers. Mother also asked for strategies that she can use at home to further assist Jamal in improving his reading capabilities.
Jamal reports an overall dislike of reading and being picked on in the past due to his inability to read. Jamal’s interests include drawing, computer use, mathematics, and outdoor play.
Based on data collected from Jamal’s teachers, he exhibits strengths in visual representation of material and can follow along audibly with the support of visuals. When working independently, Jamal is unable to complete assignments involving reading- and comprehension-related questions and activities. He is often agitated when he is unable to complete given assignments in reading and social studies specifically.
Baseline Data
According to Jamal’s baseline data and observations, he experiences difficulty with grade-leveled vocabulary and reading comprehension. When assessed with the Fountas & Pinnell reading inventory, Jamal scored at a level “T” instructional reading level, which is equivalent to a 5th -grade reading level, requiring further intervention. Students in grade 7 should be reading between the levels of “Y and Z.” Results further demonstrate difficulty comprehending material that has been read. Jamal exhibited difficulty identifying main idea; answering questions involving who, what, when, and where; and identifying unknown vocabulary, scoring a 30% rate of accuracy on both assessments.
Jamal did not meet state standards in reading as evidenced on the district-wide 7 th grade pre-assessment. Results revealed a 45% rate of accuracy on reading comprehension (answering questions about text, retelling, and writing in response to text). Jamal scored 70% rate of accuracy on comprehension questions involving visuals and illustrations. Vocabulary was measured at a 55% rate of accuracy. Jamal was also administered the McLeod Assessment of Reading Comprehension, scoring a 37 equivalent to Grade 5. The McLeod Assessment measured Jamal’s ability to apply knowledge of grammar, syntax, vocabulary, and literal and inferential comprehension on what is read. Both informal and formal observations are all consistent with reading difficulties in both vocabulary and comprehension.
Further observations revealed difficulty understanding and following multi-step directions and instructions, further impacting his overall oral and written work and other school assignments.
Recommendations
Based on both informal and formal assessments, Jamal is in need of evidence-based reading interventions to assist him in the areas of reading comprehension and vocabulary across all content areas. Given that Jamal is in the 7th grade, interventions should be considered that he may use with and without teacher support. Interventions should also focus on Jamal’s interests and strengths as well as his difficulty with identifying the main idea and answering literal and inferential comprehension questions.