Describe the comments of the teacher(s) or parents about the reading abilities of the child.

Describe the comments of the teacher(s) or parents about the reading abilities of the child. You should also include information from an Interest/attitudinal surveys to comment on students reading interest.
• Describe the rapport with the examiner during the process of testing. For example, how comfortable the child appears to be during testing, and how the testing process is affected by the relationship.
• Describe the environ of the assessments and duration/frequency of assessments

Tests to choose from: (description) [the following are some examples but you should certainly not limit yourself to these, nor include all of them. Choose or use only what you believe to be relevant to the child you are assessing and working with.]
• Interviews for interests or use an interest inventory (for students as well as care-givers) [you may also describe this only in the previous subsection]
• Print concepts (book handling, basic print knowledge such as punctuation knowledge)
• Letter knowledge (any informal reading inventory if an alphabetic inventory is included)
• Story concepts (picture stories, texts in informal reading inventory such as in QRI)
• Phoneme skills (Rhyming, initial sound and ending sound recognition and manipulation, Blending, segmentation such as Yopp-Singer, others)
• Phonics skills (Stahls informal inventory, letter-sound knowledge, Names test, etc)
• Spelling development (Sentence dictation tests; Spelling inventories, teacher-developed or commercially prepared, free writing samples)
• Sight words (any appropriate inventory on grade levels, Dolch list)
• Word recognition (in and out of context, such as found in any informal reading inventory, or through context-based running records)
• Vocabulary knowledge (such as CORE Vocabulary Screening)
• Oral reading: fluency (informal reading inventory such as QRI)
• Comprehension(s) (informal reading inventory such as QRI)
• Listening abilities (informal reading inventory such as QRI)
• Writing development (directed writing and free writing, spelling and text-oriented assessments)
• Language development (such as Peabody Picture Vocabulary Test)

• Follow the tests one by one in making the summary and explicitly state whether students scores are in terms of assessment rubrics (such as average, exceeding expectations). You should provide summative data for each of the corresponding assessment. For example, for Yopp-Singer assessment and letter name recognition, you will clearly state (a hypothetic kindergarten readers score in this example):
• Yopp-Singer Segmentation: 20/22 exceed expectation
• Letter name recognition: 50/52 meet expectation

Interpretations and Recommendations

This part has two sections. In the first section, you will provide summative interpretation of what all the assessments put together mean for a child in his/her developmental stages. This section essence is described in the first bullet point in the following list. The second section would include a tailored program for the child based on the summative interpretations you have made about the strengths and weaknesses of the child. The second, third, and fourth bullet points in the following list are for the second section.

• You will provide an item by item analysis and interpretation of the assessment and then put all together for a summative interpretation
• Design a program that follows closely what you think are the strengths and weaknesses of the child based on the data. Justifications will be needed for the general framework of the intervention program (state why this is needed). Make sure that the justifications should not merely be your gut feeling. They should also be tied in to theories that support the use of literacy interventions or solutions to corresponding issues that you have diagnosed through assessments.
• In the program, be sure to state explicit objectives. For example, instead of saying that you need to improve students phonemic awareness, state clearly what types of phoneme activities.
• Plan a weeks worth of lesson planning: five-day reading lessons (about 45 minutes a day) for implementing what you recommend. You can follow a Guided Reading Lesson Plan principles and format (as attached at the end).
• Video-tape at least one working session with students either on the assessment or on intervention
Guided Reading lesson Principles