EDUC 415
QEP DPRP: DIAGNOSTIC SUMMARY REPORT (DSR) TEMPLATE
Tutor (You): Jennifer Young
Client Name, Age/Grade: Ashtyn, 5 years old, Kindergarten
Diagnostic Assessment
Administered
(Be sure also to give grade
level and whether it was
Beginning, Middle, or End)
Kindergarten DIBELS Assessment 8th Edition (Kindergarten Middle)
Summary of Diagnostic
Assessment Scores
(Be specific and give numeric
value for all assessment
components)
The score of Pretest and Post Test
-Letter Naming Fluency: Increased from 75% (15/20) to 83% (25/30)
-Phonetic Segmentation Fluency: Increased from 50% (6/12) to 57% (12/21)
- Correct Letter Sounds: Increased from 53% (8/15) to 67% (10/15)
- Words Read Correctly: Increased from 42% (5/12) to 58% (7/12)
- Word Reading Fluency: Increased from 53% (8/15) to 73% (11/15)
After assessing Ashtyn’s scores, the following can be determined. Ashtyn increased in
Letter Naming Fluency from 75% (15 out of 20) to 83% (25 out of 30). This means she
can quickly recognize letters. She went from 50% (6 out of 12) to 57% (12 out of 21) in
Phonetic Segmentation Fluency. She is getting better at breaking down words into
sounds. In Correct Letter Sounds her score increased from 53% (8 out of 15) to 67%
(10 out of 15) which shows she is improving at letter sounds. Ashtyn increased from
42% (5 out of 12) to 58% (7 out of 12) in Words Read. She is starting to read words
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with greater accuracy.
Her word reading fluency increased from 53% (8 out of 15) to 73% (11 out of 15).
She's becoming more proficient at reading words.
Reading Level:
(Based on results of
diagnostic assessment. Note
whether the results are
above, below, or at grade
level)
Ashtyn's results tend to be at expected levels for kindergarten, although she is scoring
low in some areas.
Identified strengths on the
diagnostic assessment:
(List at least 2 with explanation.
Remember, sometimes a
strength is what a student is
doing the best even if they are
below grade level in
everything.)
1. Ashtyn's Word Reading Fluency is in the core support category with a score of 8/15
and 11/15. She went from 53% to 73%. This shows she is progressing; she is getting
better at quickly saying words out loud.<
2. Her ability to read nonsense words is improving. Her score increased with words
read 5 to a 7, which is in the core support category, showing that she can read words
more quickly and accurately.
Identified weaknesses on the
diagnostic assessment:
(List at least 3 with explanation)
1. Ashtyn improved her phonemic segmentation fluency, but she still need assistance in
breaking down sentences into sounds. She increased her score from 50% to 57%,
indicating that she is still learning how to hear and utter words.
2Ashtyn's Letter Naming Fluency went from 15/20 to 25/30 giving her a score in the
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Intensive Support scale. This shows Ashtyn made progress but still needs to practice to
reach benchmark. She needs help in this area.
3. Ashtyn should continue to practice Correct Letter Sounds in order to improve her
reading skills. She progressed from 53% to 67%, but she still needs help recognizing
the sounds that letters make.
Input received from the
client, parent, or teacher
regarding the needs of the
client:
Parents shared that Ashtyn likes stuffed animals and Squishes. She likes to learn
through play. They would like her to continue to participate in tutoring. Tutor says
Ashtyn is reserved and tends to be late attending. Parents say Ashtyn is she likes that
color pink and purple. Everyone would like for her to gain confidence in her reading
skills.
Based on the client’s
personality and interests, list
5 activities/techniques you
will incorporate in planning
the tutoring intervention:
While Ashtyn is in kindergarten and loves stuffed animals the pink and purple, Squishes
and has access to a Chromebook, I would use the following in activities that will help
her progress in areas of struggle.
1. Stuffed Animal Reading Buddy: To make her reading enjoyable and motivate her to
read, she can read to one of her stuffed animals.
2. Colorful Letter Game: To help her learn her letters in an engaging way, we can
create a letter game such as: a letter scavenger hunt or alphabet board game with her
favorite colors that she can play to encourage letter practice.
3. Squishy Word Practice: Ashtyn can use her squishes to spell words and this also
provides tactile learning.
4. Interactive Story Time: Ashtyn can utilize her Chromebook to read and listen to
stories using websites such as: https://www.readinga-z.com/,
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https://www.starfall.com/h/ or https://www.lexialearning.com/.
5. Phonics Songs: We will use https://makingenglishfun.com/ to sing songs that will
help Ashtyn learn and practice her phonics.
Based on the above diagnostic summary report, which area will you be focusing on for your QEP DPRP research proposal?
I will start by addressing Phonetic Segmentation Fluency (PSF) as a result of the assessment. Her reading and spelling
skills will improve if she can better break down words into their sounds. "PSF is a good predictor of reading achievement
and is administered to students in the beginning of kindergarten through the end of first grade." (Dynamic, 2023)
Make your decision based on what would need to be addressed first from the identified weaknesses above (e.g., the student
scored below grade level in letter identification, letter sounds, reading fluency, and reading comprehension, you would have to
remediate letter identification first). If the order of intervention would not matter, then select any of the three.
Dynamic Indicators of Basic Early Literacy Skills 8 th Edition Administration and Scoring Guide 2023 Edition. (n.d.).
https://dibels.uoregon.edu/sites/default/files/2023-02/UO_Dibels_8_Scoring_Guide_2023.pdf
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