RDG/530 Version 5 / 2
University of Phoenix Material
Example of a Diagnostic Report
1. General Information
Tutor: / Susan Schwa / Student: / Sam SlickSchool: / Lizard Bump Elementary / Grade: / Third
Classroom Teacher: / Ms. Diphthong / Chronological age: / 9-6
Test dates: / 9/23, 9/27
2. Data Collected: Tests and Clinical Information
a. Pre-test Results
1) Reading Inventory for the Classroom, Form A, Flynt and Cooter, administered 9/23/01 by Susan Schwa
Grade Level / Oral Reading Accuracy
PP / Stage 1 _____ / Stage 2 _____ / Stage 3 _____ / Stage 4 _____
P / Stage 5 _____ / Stage 6 _____ / Stage 7 __x__ / Easy/Ind.
Word Recog. In Sent. * / Silent Comp.
1 / 0 / Easy/Ind. / Adequate/Inst.
2 / 2 / Adequate/Inst. / Too Hard/Frust
Estimate of Reading Levels: / Easy/Ind. / P / Adequate/Inst. / 1 / Too Hard/Frust / 2
* indicates # of words missed
2) “Phonics Competency Test”, administered 9/27/01 by Susan Schwa
(no. correct/no. possible) / Percent
Part 1: Consonant-vowel-consonant / 22/25 / 88
Part 2: Consonant clusters-short vowels / 15/19 / 79
Part 3: Consonant-vowel-consonant-silent e / 13/23 / 57
Part 4: Vowel digraphs / 3/20 / 15
3) “Durr Sight Word Test”, administered 9/27/01 by Susan Schwa
(no. correct/ no. possible)
Levels 1 - 10 / 108/188
(Any other tests used in the diagnosis, e.g., Attitude Surveys, Precision Teaching Probes should be reported in this section. The number and types of tests given depends on the child’s age or grade, and his/her particular areas of difficulty.)
b. Results of observations and interviews
The first part of the session with Sam on September 23 was a get-acquainted session. School, hobbies, favorite TV programs, and family were discussed. Sam appeared bright, alert, and articulate. He seemed to relate easily and readily to the tutor. Sam stated that he “does not read good. Sometimes they laugh at me, but I punch ‘em.”
Sam expressed particular interest in sports and outdoor activities. He plays for organized football and baseball teams. He also enjoys camping with his family.
He said his mother “really gets on my back about school. Sometimes she makes me miss practice. I have to read to her every night and she yells at me if I miss too many words.”
While taking the tests, Sam would appear to try very hard on the easier, early test tasks. As the tests became more difficult, he appeared to adopt an “I don’t care” attitude. He gave up easily, shrugged his shoulders or said “I don’t know it.”
1. / Any relevant information about interests, family influences, school attitudes, and test-taking behavior should be reported here. It is important not to interpret, but to report what you saw or what the child said. Information given you by school personnel - “he won’t try, he is very quiet,” etc. - should also be reported. Do not report anything which is likely to have an adverse effect on the child in his relationship with his teachers or family, e.g., “Ms. Jones is a witch.”3. Analysis of data
a. Tests
The Reading Inventory in the Classroom indicates Sam really has no independent reading level. His instructional level is at the pre-primer and primer levels. He was somewhat better in reading words in isolation than in context. His performance on the comprehension questions was far better than either of the two word recognition tasks. His sight vocabulary is very inadequate for his age, grade placement, and ability. His errors were predominately substitutions and repetitions. On most substitutions, he got the initial sound correct.
Performance on the “Phonics Competency Test” indicated problems with the “r” and “l” blends - br, tr, cr, gr, cl, fl, and sl. The vowel sounds were a real challenge. Sam got the long sounds of the vowels but missed all the short sounds. He correctly identified the consonant Digraphs sh and ch.
Sam’s ability to recognize basic sight words on the “Durr Sight Word Test” indicates a real need, especially for Levels 6-10.
b. Observations and interviews
Sam relates well to people and seems to enjoy them. His lack of school success is the only area where he does not feel competent and in control. He does not appear to feel the need for reading and school achievement that his mother and teachers do. It seems that Sam really would like to do well in school, but he is unlikely to admit it to anyone. School has been a source of frustration and failure and something to endure. His interest and success in sports and outdoor activities may offer compensation for school problems.
Your analysis of data may be the most important part of the report. It reflects your skill in diagnosis and will serve as the foundation for the tutoring you will be doing.4. Instructional Plan:
a. Semester goals:
1) Given lists 6 - 10 of the Durr Sight Word List, in isolation and context, Sam will say each word instantly.
2) Given such common phonograms as it, all, and, at, an, and in, with various beginning consonant sounds, Sam will identify those words in context. For example, “The boy hit the ball across the street.”
3) Sam will be able to pronounce common CVC patterns with varied consonants accurately and will reach the Criterion of Acceptable Performance for his grade level.
4) The learner will be able to identify the consonant blends and digraphs he hears at the beginning and end of known dictated words.
5) Sam will be able to use the context to figure out unknown words.
6) AFFECTIVE: Sam will read at least one fun book each week (independent level).
b. Procedures:
1) To improve sight vocabulary, the following will be used: the Language Experience Approach with the development of a word bank; SSR-D and Shared and Guided Reading with pre-primer and primer books on sport and outdoor activities; and, encouraging and rewarding “fun” activities using the Word Warrior Game.
2) To stimulate a positive attitude, the sessions will include experience stories on Sam’s sports interests and activities and “fun” reading from high interest-low vocabulary books in the same area. Sam will be read to each day from more mature books about sports and camping.
3) In approximately two weeks, the tutoring sessions will begin focusing a bit more on word identification. This will be done using words and sentences from Sam’s experience stories and books he has read.
4) To assist Sam in using context clues more effectively, the following strategies will be used: oral cloze, the “zip” procedure, and other modified cloze activities.
c. Materials:
1) Language experience stories and word bank
2) Books from the following series: Bucky Button, Jim Forest, Dan Frontier, Great Moments in Sports, and various Scholastic Co., books
3) Macmillan series “solo” books, low vocabulary trade books, Modern Curriculum Press, and The Wright Group big books and individual readers
4) Bubble gum cards on sports figures to develop a scrapbook.
5) Cub Scout handbooks on how to build fires, tie knots, and pitch tents
6) Teacher-made and commercial games to reinforce skills being developed