Professional Documents
Culture Documents
Demographics
Makenzie is below average in her reading. Although she enjoys reading, she is below where she
should be at the end of a school year. She has been observed in the classroom setting, her
mother has been interviewed, and the Woodcock Johnson IV achievement test has been
administered to her. Makenzies mom is concerned shes not currently getting the reading
intervention she needs.
Background
Developmental History
Makenzies mother had a normal pregnancy although after 19 hours of labor, her mom wasnt
progressing. Because Makenzie had the umbilical cord wrapped around her neck, the delivery
resulted in a caesarean section. Makenzie scored a 9 on the Apgar test so there were no long-
term effects on her. Since then, she has progressed normally and hit all her milestones at the
appropriate time.
Medical
Makenzies eyes and ears have both been tested this year, she has normal vision and hearing.
Both of her parents had poor eyesight starting around junior high, so they test her frequently
for any issues. Though they havent found any allergy issues, she did have a few experiences
when she was little where she broke out in hives.
Educational History
Makenzie is currently in the second grade at Gate City Elementary. Makenzie says that her
favorite subject in school is either science or math. Her mom reports that she struggles with
reading and is below grade level. Makenzie is not aware that she is below, her mom just has her
practice. She participates in the Walk to Read program at her school and has been assigned
extra reading assignments.
Observation
Reading
While reading over her writing she would hold her paper up at eye level or look down at her
paper and tap her pencil repetitively. At one point one of the students sitting next to her was
reading and Makenzie said, Ive read that book! During testing Makenzie would sounding out
most words and make self-corrections. There was little to no inflection in her voice. Her mom
stated that Makenzie isnt reading at grade level.
Writing
During class, Makenzie was writing a story based on pictures the teacher would hold up. While
writing she would repeatedly pull her pencil through her fingers, get up, and walk over to look
at the picture, then sit back down and continue to write. Each time her teacher would say,
your stories need to match the picture she would get back up and walk over to look at the
picture. She scratched her head a few times and would erase before beginning to write again.
At one point, she bit her lip and looked up with her fingers interlocked around the pencil then
looked down at the paper for a second before beginning to write again. Often while writing
other children would be talking and Makenzie wouldnt look up from her paper unless she had
stopped writing.
Oral Language
Makenzie was seen during class having conversations with other students and her teacher. At
one point the whole class was writing in their journals and the teacher said, Ok, about a
minute more. After the teacher said this Makenzie began to write faster. While other students
at her table were talking, she would look at them for about 15 seconds and then continue
writing. Makenzie would look at the teacher whenever she was speaking to the whole class.
Makenzie approached her teacher multiple times to show what she was working on and one
time said, I wrote that the fish were jealous. Id be jealous. Near the end of the class period
she asked the girl sitting next to her, Are we stopping? The girl shrugged and Makenzie began
writing again. Her mother stated that she speaks at home and gives directions to her younger
siblings. Her mother also explains to her every night the plan for the next day so that she can be
prepared.
Math
During the class time we observed, Makenzie didnt demonstrate any math skills, but while
testing when she was doing math calculations of three or more numbers Makenzie would write
a number next to every second number. The number was the sum of that second number and
the one above it. She completed math problems on the test quickly with no observed difficulty.
Her mom stated that Makenzie is good at math.
Tests Administered
Test Results
WJ IV
Raw Score Standard Score Percentile Rank
Reading - 110 74
Letter-Word Identification 50 110 74
Passage Comprehension 29 107 68
Sentence Reading Fluency 26 67 1
Word Attack 21 115 83
Oral Reading - 94 34
Mathematics - 103 59
Applied Problems 28 112 79
Calculation 17 96 40
Math Facts Fluency 36 103 58
Written Language - 111 76
Spelling 29 92 30
Writing Samples 17 129 98
Sentence Writing Fluency 13 121 92
Interpretation
Reading:
Based on testing, observation, and interview, it has been determined that Makenzie is in the
below average range for reading. Her Woodcock Johnson results show that she is average in all
areas of reading except for sentence reading fluency, in which she is below average. However,
both Makenzies mother and teacher have reported that Makenzie is reading below grade level.
In both administrations of fluency tests Makenzie would read at a slow rate, self-correct,
substitute words, and sound out words. She also lacks prosody when reading below grade level
passages. There seems to be a disconnect in her ability to identify words independently and in
sentences. If Makenzie does not improve her reading fluency she will continue to fall behind
which will have a negative impact on her schooling later on. She will not be able to complete
assignments correctly or efficiently because it will take her longer to understand what is being
asked of her. Being a slow reader will affect her comprehension of higher level texts.
Through testing, observations, and interviews Makenzie has been found to be below average in
reading. Even though her test scores show she is performing in the average range, observations
and interviews show otherwise. She is currently reading below grade level and does not read
aloud with proper prosody, accuracy, or rate. These findings indicate that Makenzie is in need
of reading intervention at school.
Professional support:
1. Determine how much intervention Makenzie needs at school.
2. Begin monitoring Makenzies progress on a regular basis to make sure she is hitting her
benchmark goals.
3. Determine what, if any, accommodations and modifications can be given to Makenzie.
Parent support:
1. Makenzies parents should have her read out loud to them daily.
2. Makenzies parents should read to her and demonstrate fluency while doing so.
3. Continue to monitor her progress in reading to make sure she is hitting benchmark
goals.
4. Cultivate a love for reading.
Teacher support:
1. Makenzies teacher should continue to give her extra reading assignments to help her
catch up.
2. Makenzies teacher should identify what fluency means when reading to help Makenzie
understand.
3. Have Makenzie work in a small group of 3-5 students three times a week and get explicit
reading instruction from the teacher.
4. Keep cultivating her love for reading.
Summary
Makenzie is a 7 year old girl in her 6th month of second grade at a public elementary school
who is below average in reading. This has been found through observations, interviews, and
testing. Mackenzies mom had a normal pregnancy and birth by cesarean section with
Makenzie. Her parents did not realize she struggled with reading until she began to attend
elementary school, and her mother is concerned that because she is below average in reading,
she will need intervention. She is able to identify words individually, but when she reads them
in a sentence she lacks rate, prosody, and accuracy. Her passage comprehension and spelling
scores, while average, are lower than her other scores indicating that these are areas that do
not come as easily to her. Tests, observations, and interviews show that Makenzie is performing
in the average range for math and oral comprehension, and in the above average range for
writing. Based on these findings Makenzie is in need of reading intervention at school.