EDUC 415
QEP DPRP: TUTORING PLAN OVERVIEW TEMPLATE
Tutor:
Client Name, Age/Grade: Myesha Preston, 11-year-old, 6th Grade
Subject of Focus (Deficit Areas): Implicit Comprehension and Fluency
Tutoring Teaching Plan
In selecting the areas for remediation based on the DIBELS 8 and QRI-6 data from the QEP DPRP scenario, a primary focus will be
on addressing Myesha Preston’s deficits in implicit comprehension and fluency. The QRI-6 data indicates that Myesha scored below
or at 0% in both pre-assessment and post-assessment for 5th-grade level implicit questions. Additionally, the DIBELS 8 data highlights
challenges in fluency, a critical component of proficient reading. These areas were chosen for remediation first due to their
foundational role in overall reading proficiency. Research by Pearson and Cervetti (2017) in the Handbook of research on reading
comprehension underscores the significance of implicit comprehension in higher order thinking and comprehension. Moss and
Brookhart (2009), as cited in the Educational Assessment of Students textbook (Brookhart & Nitko, 8th edition), emphasize the
interconnectedness of fluency and comprehension. Their work highlights that addressing fluency issues can have a cascading effect on
overall reading comprehension. The study by Farkas and Jang (2019), as mentioned in the Literature Review section, provides insights
into effective interventions for adolescents with reading difficulties. Their mixed-methods approach aligns with the comprehensive
strategy required for addressing both implicit comprehension and fluency deficits. By prioritizing these areas, the remediation plan
aims to build a solid foundation for Myesha’s reading skills, setting the stage for broader improvements in her overall literacy
proficiency.
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EDUC 415
References
Pearson, P. D., & Cervetti, G. N. (2017). The roots of reading comprehension instruction. In S. E. Israel (Ed.),?Handbook of research
on reading comprehension?(2nd ed., pp. 12–56). The Guilford Press.
Moss, C. M., & Brookhart, S. M. (2009). Advancing formative assessment in every classroom: A guide for instructional leaders.
Alexandria, VA: ASCD.
Farkas, W. A., & Jang, B. G. (2019). Designing, implementing, and evaluating a school-based literacy program for adolescent learners
with reading difficulties: A mixed-methods study. Reading & Writing Quarterly, 35(4), 305–321.
https://doi.org/10.1080/10573569.2018.1541770
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EDUC 415
Tutoring Scope and Sequence
All of your data and information from the QEP DPRP: Scenario, QEP DPRP: Diagnostic Summary Report Assignment, and QEP
DPRP: Literature and Theoretical Support Assignment will be used to create a teaching plan for the client.
Tutoring Session # SOL 6.5
The student will read and demonstrate comprehension of a variety of fictional texts, narrative
nonfiction, and poetry.
a) Identify the elements of narrative structure, including setting, character, plot, conflict, and
theme.
i) Identify and summarize supporting details.
l) Use reading strategies to monitor comprehension throughout the reading process.
1 Diagnostic Pre-test I conducted a comprehensive assessment using the QRI-6 to identify specific areas of deficit for Myesha. To
establish rapport and gain insights into her preferences, interests, and learning style, I engaged in an informal
conversation about her hobbies, favorite subjects, and any challenges she perceives in her reading. This
information guided the administration of the pre-test and created a more comfortable environment for Myesha.
2 6.5 The student will read and demonstrate comprehension of a variety of fictional texts, narrative nonfiction,
and poetry.
a) identify the elements of narrative structure, including setting, character, plot, conflict, and theme.
This tutoring session will use short passages of a variety of fictional texts to practice identifying implicit
information. Discuss strategies for recognizing implied meanings. 45 minutes. Observe Myesha’s ability to
identify the elements of narrative structure, such as setting and character in each text.
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EDUC 415
3 6.5 The student will read and demonstrate comprehension of a variety of fictional texts, narrative nonfiction,
and poetry.
a) identify the elements of narrative structure, including setting, character, plot, conflict, and theme.
This tutoring session will use short passages of a variety of fictional texts to practice identifying implicit
information. Discuss strategies for recognizing implied meanings. 45 minutes. Observe Myesha’s ability to
identify the elements of narrative structure, such as plot, conflict, and theme in each text.
4 6.5 The student will read and demonstrate comprehension of a variety of fictional texts, narrative nonfiction,
and poetry.
i) Identify and summarize supporting details.
This tutoring session will use short passages of a variety of narrative nonfiction text to implement reading
fluency exercises, including timed readings and repeated readings of selected texts. 40 minutes. Monitor
Myesha’s progress in reading fluency through timed reading to get her to summarize the story in her own
words.
5 6.5 The student will read and demonstrate comprehension of a variety of fictional texts, narrative nonfiction,
and poetry.
i) Identify and summarize supporting details.
This tutoring session will use short passages of a variety of narrative nonfiction text to implement reading
fluency exercises, including timed readings and repeated readings of selected texts. 40 minutes. Monitor
Myesha’s progress in reading fluency through timed reading.
6 6.5 The student will read and demonstrate comprehension of a variety of fictional texts, narrative nonfiction,
and poetry.
l) Use reading strategies to monitor comprehension throughout the reading process.
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EDUC 415
This tutoring session will use short passages of a variety of poetic text to combine activities from previous
sessions, emphasizing the integration of implicit comprehension and fluency skills. 50 minutes. Evaluate
Myesha’s ability to apply implicit comprehension strategies while maintaining improved fluency.
7 6.5 The student will read and demonstrate comprehension of a variety of fictional texts, narrative nonfiction,
and poetry.
l) Use reading strategies to monitor comprehension throughout the reading process.
This tutoring session will use short passages of a variety of poetic text to combine activities from previous
sessions, emphasizing the integration of implicit comprehension and fluency skills. 50 minutes. Evaluate
Myesha’s ability to apply implicit comprehension strategies while maintaining improved fluency.
8 Post Test I administered the post-test using the QRI-6 to assess Myesha’s progress in implicit comprehension. The
session concluded with a reflective discussion, acknowledging her achievements and discussing strategies for
continued improvement. I provided personalized recommendations for ongoing practice and encouraged her to
apply the learned skills to her independent reading.
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