Assessment Report
Assessment Report
Assessment Report
Professor Konrardy
10 March 2020
Assessment Report
There were three separate sets of data for my student (Lucious, 1st grade) that were
collected. First, I began by looking at the FAST screening results that were given to me by his
classroom teacher. While analyzing this data, I noticed that his correct words per minute were
low (14; the grade level score should be at 66), but his accuracy was at 64%. This tells me that I
should be focusing on fluency with him and getting him to a point where he is able to decode
words at a faster pace. With the data I collected, beginning with the Informal Phonological
Awareness Inventory Assessment, I noticed that he has no trouble with blending (scored 6/6 on
all three tests), but does have some trouble with rhyming. He is able to identify if two words
rhyme or not, but cannot produce a rhyme when given a certain word. He did well with the
phoneme isolation for listening to sounds at the beginning, middle, and end of a word. For the
segmentation section, he scored a 4/6 on counting the words in a sentence, 5/6 on the phonemes,
and 4/6 on counting the syllables. For the deletion section of the assessment, he scored a 5/6 on
the compound words, 4/6 on syllables, and 4/6 on phonemes. Lastly, he scored 0/6 on the
manipulation section when he was substituting phonemes in a word. So, these tests tell me that I
Next, I assessed him using the Mississippi Dyslexia Screener. The data overall that was
collected from the dyslexia screener showed that he was at low risk. The only section that was
not at low risk and was “at risk” was the sound/symbol recognition and decoding skills. All of
the other sections (encoding, alphabet knowledge, phonemic/phonological awareness, and rapid
naming) were at low risk for Lucious and gave me an idea of what his strengths were. This data
also tells me that I need to be working with him on decoding skills. For progress monitoring, I
was thinking about seeing how many words he can rhyme in a certain amount of time (ex: me
telling him a word and him having to say a word that rhymes). This way, I can collect data on the
amount of words and see if he is progressing. Another way I could work with him would be to
work on his decoding skills and fluency. A way that I could do this would be to give him text at
his level and see how many correct words per minute he is getting with each text. I want to make
sure that I am keeping data every week so that I can know if my specific intervention is working
or not.
Grading Rubric
0 pts 5 pts 10 pts
50/50
Olivia, this is excellent work. You really dug into the scores and gave some thought to what
they mean. Your conclusions are solid and you are on the right track about what instruction to
give based on these scores. Your progress monitoring ideas are spot on as well. One
suggestion, as mentioned above, is to decide if you want to monitor decoding or fluency, and
really hone in on that skill. I’d suggest decoding, because that is more foundational than
fluency. If students can’t accurately decode, they will never be fluent. In all, this is awesome
work!!