Relation to Child Study Student

In order to evaluate my child study student’s reading fluency, I administered the Qualitative Reading Inventory- 5 assessment. This assessment incorporated words per minute (automaticity, correct words per minute (accuarcy), and comprehension. Although the main components of literacy are accuracy, automaticity, and prosody, comprehension is also an important factor in being a fluent and proficient reader. I administered the Pre-Primer passages I Can and I See from Leslie and Caldwell’s Qualitative Reading Inventory-5 (Leslie & Caldwell, 2011). The results are as follows:

Passage Passage Level Concepts in Passage % accuracy Word Recognition Level Correct Words Per Minute (CWPM) Comprehension Questions Comprehension Level Overall Level
I Can narrative Pre-Primer (K) Familiar 97% Instructional level 30 4/5 Instructional Level Instructional Level
I See narrative Pre-Primer (K) Familiar 85.7% Frustration Level 17 4/5 Instructional Level Frustration Level

With these results, I was able to conclude that her correct words per minute (17 CWPM on the I See passage and 30 CWPM on the I Can passage) fell in the range for oral reading rate for the Pre-Primer narrative passages (Leslie & Caldwell, 2011). This suggests that Anna is reading at a fairly automatic rate for her grade level. On the other hand, her word recognition abilities are still hindered by her sound-letter knowledge development. In other words, her fluency is affected by the fact that she is still decoding words on a sound by sound basis. I was also able to assess her accuracy by counting the number of miscues within each passage (self-corrections and repetitions do not count as miscues). Her accuracy was also influenced by the level she is at in word recognition; she is still making a lot of predictions. When I analyzed the miscues, I noticed a pattern that affected her fluency. She struggled with identifying consonant digraphs and vowel sounds. Miscue analysis can offer clues to fluency development. I concluded that her overall reading level is frustration, meaning she cannot successfully read the passage even with assistance.

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