2. Vocabulary Background Knowledge Knowledge of Strategies for Reading Specific Purposes for Reading General Purposes for Reading Knowledge of Text and Sentence Structures Phonological Awareness Print Concepts Decoding and Sight-Word Knowledge Fluency in Context Reading Comprehension Automatic Word Recognition Language Comprehension Strategic Knowledge From Assessment for Reading Instruction, Second Edition, by Michael C. McKenna and Katherine A. Dougherty Stahl. Copyright 2009 by The Guilford Press. Modified Cognitive Model
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Editor's Notes
3 rd grade Data: Fall NWEA was 179 = the 18th percentile. Fall 3rd grade BRI was Accuracy: 62%; Comprehension: 60%; Fluency: 41cwpm. QPS Results: Did not get advanced consonant sounds, silent consonants, and consonant digraphs (tch, silent k,t,w, ch,th,sh,wh) Z-Test Results: 20/37 rimes = 54% Onset Results: 1. Consonant Blends: 9/20: Score of 0= sp; score of 1 = dr, sk DIGGING DEEPER: sp was using sl; dr used b/d reversal; sk used sl 2. Consonant Digraphs: 2/5: score of 0 = ch; score of 1 = sh, th DIGGING DEEPER: is the ch a speech issue? Used tr. No pattern on sh,th 3. Single Consonants: 12/19; score of 0 = s; score of 1 = c, d, g DIGGING DEEPER: s turned into blends sn,sm; c turned to cr; g turned into gr; d was b’s. b/d reversal.
