Diagnosis+of+Reading+Difficulties

Basic Reading Inventory Results =About the Student:=

===Tessa is a 4th grade student currently reading on a 2nd grade level. She is extremely self conscious of her reading difficulties. She has a low level of confidence which adversely effects her motivation and desire. In my opinion, she is extremely close to giving up and settling for less than what she is capable of. Convinced that she must accept her inability to read fluently and confidently, she is wilting instead of blooming.===

===She has repeated the 3rd grade and attended the summer reading academy in the summer of 2010. She has never been tested. I would like to investigate the possibility that she is dyslexic. Her biological father states that he is.===

=Her weaknesses are:=
 * ===sufficient levels of decoding ability===
 * ===site words===
 * ===fluency===
 * ===comprehension===

=Her strengths are:=
 * ===age===
 * ===good home support===
 * ===behavior===

=Tessa’s Word List Performance:=


 * **Word List** || **Independent** || **Instructional** || **Instructional/Frustration** || **Frustration** ||
 * ===Grade 1=== ||  || ===18/2=== ||   ||   ||
 * ===Grade 2=== || ===19/1=== || ===18/2=== ||  ||   ||
 * ===Grade 3=== ||  ||   || ===15/5=== || ===13/7=== ||
 * ===Grade 4=== ||  ||   ||   || ===11/9, 13/7=== ||

=Tessa’s Passage Reading, Comprehension, and Rate:=


 * **Story/Grade** || **Fact** || **Topic** || **Eval** || **Infer** || **Vocab** || **WPM** || **Total Miscues** ||
 * ===The Hungry Bear/3rd=== || ===1/6=== || ===1/1=== || ===0/1=== || ===0/1=== || ===0/1=== || ===60=== || ===3/2===

Ind/Instr
||
 * ===The Noise/3rd=== || ===0/6=== || ===0/1=== || ===0/1=== || ===0/1=== || ===0/1=== || ===60=== || ===3/2===

Ind/Instr
||
 * ===Amazing Plants/4th=== || ===3/6=== || ===0/1=== || ===0/1=== || ===0/1=== || ===0/1=== || ===60=== || ===7/2===

Instru/Frust
||
 * ===Totals=== || ===22%=== || ===33%=== || ===0%=== || ===0%=== || ===0%=== || ===66/===

12,000
|| ===13/6=== ||

=Suggestions to Strengthen Tessa’s Reading:=

Encourage plenty of reading material that is at or below her instructional level of third grade. Only at 2nd grade reading material is she able to achieve independent level.

 * ===Praise Tessa for gains she makes.===
 * ===Encourage rereading favorite books.===
 * ===Encourage Tessa to read aloud more often to gain confidence perhaps to younger children or to a pet.===
 * ===Use reading chart to monitor her reading activities.===
 * ===Use of technology===

= =

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What Can the Reading Specialist Do?

 * ===Suggest Ideas [[file:What the Reading Specialist Can Do.pages]]===

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= Lesson Plans: =

==

= In Conclusion: =

=== The BRI is a comprehensive reading assessment that will guide instructional decisions. It’s a tool for explicit instruction that focuses on 1:1 interventions. Interventions are the key to responsive instruction. Based on the data here, Tessa will make limited progress unless she masters: ===


 * === grade level phonics skills ===
 * === basic phonological awareness ===
 * === masters basic comprehension skills ===