1. JOHN CARROLL UNIVERSITY
READING TUTORIAL PROGRAM
FINAL REPORT
1
Student’s Name: Dae’Mere
Grade: 6
Tutor’s Name: Kaitlyn Newman
No. of Tutorials: 15
Date of Report: December 15, 2015
Dae’Mere is a sixth grade student in the Mayfield School District. From September to December,
Dae’Mere participated in weekly tutorial sessions on Tuesdays and Thursdays from 3:15 – 4:15 p.m.
through the John Carroll University Reading Tutorial Program.
Summary of Tutorials
The results of the pre-assessments conducted at the beginning of the tutorials showed that Dae’Mere is
reading below grade level in word recognition and fluency. Dae’Mere struggled with accuracy in his
reading; he read at a slow rate yet showed a deeper level of understanding narrative texts. Dae’Mere
struggled with fluency and comprehension when it came to expository texts. Thus, the foci of the tutorial
sessions were on improving accuracy, rate, and word recognition. More specifically, Dae’Mere showed a
need for further development in fluency.
The Grade 6 Common Core Standards that were addressed during the tutorial sessions included:
Reading Standards: Foundational Skills: Read with sufficient accuracy and fluency to support
comprehension. Specific elements include: (c) Use context to confirm or self-correct word
recognition and understanding, rereading as necessary.
Language Standards: Use knowledge of language and its conventions when writing, speaking,
reading, or listening. Specific elements include: (a) Vary sentence patterns for meaning,
reader/listener interest, and style. (b) Maintain consistency in style and tone.
Reading Standards: Foundational Skills: Know and apply grade-level phonics and word analysis
skills in decoding words.
Throughout the tutorials, Dae’Mere’s interest in reading both inclined and declined. During the days
where his interest was high Dae’Mere read at a faster and more accurate pace. The days in which
Dae’Mere did not show an interest his fluency suffered.
During fluency instruction, Dae’Mere first showed difficulty with word recognition and common sight
words. The words he struggled with ranged from one syllable words to prefixes and suffixes. With
guidance and support, Dae’Mere would apply his decoding skills to sound out the words during skill
buildings and in the book and worksheets.
To foster his fluency, we did a variety of skill builders that worked on word recognition and fluency
before reading the main story. To begin each lesson, Dae’Mere would do repeated readings to increase
his rate and lower the amount of errors while reading to gain confidence in word recognition. The main
material used for these repeated readings were Mad Libs. Dae’Mere was given tongue twisters before

2. JOHN CARROLL UNIVERSITY
READING TUTORIAL PROGRAM
FINAL REPORT
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reading to increase his ability to read slowly and clearly for pronunciation and accuracy Towards the end
of tutorials, Dae’Mere was given less instructions on decoding words and pronunciation to strengthen the
skills on his own. This instructional strategy allowed Dae’Mere to show understanding of phonics
through decoding, pronunciation, and accuracy. In the last few weeks of the tutoring sessions Dae’Mere
and I would popcorn read. This strategy allowed me to model tone and fluency because I was reading
words aloud and he would hear the correct pronunciation and speed.
To address his need to improve his phonics skills, we did worksheets that focused on both prefixes and
suffixes every lesson. Dae’Mere struggled greatly on compound words that had both a prefix and a
suffix. Therefore, Dae’Mere was learning to break down words in order to decode them and understand
the meaning. This seemed to have a positive effect on his overall fluency.
To help improve Dae’Mere’s understanding of parts of sentences, we would do Mad Libs. During the
Mad Libs, it became apparent that Dae’Mere also struggled with the concepts of nouns, verbs, and
adjectives. In the beginning of the tutoring sessions, a chart would be made that gave the definition of a
noun, verb, and adjective as well as a few examples. Towards the end of the lessons, the chart was taken
away and he had to recall the definitions from memory.
Progress Monitoring
Dae’Mere’s progress was monitored through an assessment test called DIBELS-ORF. This assessment
focused on oral fluency and timed the amount of words he could correctly read from a narrative
passage within one minute. The results, which are illustrated in Figure 1, show that Dae’Mere was on
track to meet his goal by the end of the sessions. Due to some absences on progress monitoring days,
Figure 1 does not show the progress he made each week; however, it should be noted that Dae’Mere
increased his fluency greatly during the tutoring lessons.

3. JOHN CARROLL UNIVERSITY
READING TUTORIAL PROGRAM
FINAL REPORT
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Figure 1
At the end of the tutorials, Dae’Mere was administered the same types of assessments as he was at the
outset of the program. Based on the December results, Dae’Mere’s instructional reading level is fourth
grade. This means that he is able to read fluently (with good expression, pace, and accuracy) and
understand what he reads with at least 75% accuracy in answering questions about the text at the fourth
grade level. His improvement from September is most notable in the DIBELS-ORF and DSA
assessments; however, he is still below his grade level. Dae’Mere has developed a solid sight vocabulary
(Word List reading at 4th grade level), which will support his fluency in reading more advanced texts.
The results of the Developmental Spelling Analysis (DSA) showed that he made substantial improvement
in spelling. He showed average mastery of spelling principles in doubling and e-drop with “ed” and
“ing”, long vowel patterns (stressed syllable), and r-controlled vowels. The DIBELS results show that he
is still below benchmark in fluency; however, his fluency on the QRI reading passages scored within the
instructional range.
Recommendations
Dae’Mere should read as much as possible at home and with an adult to monitor his fluency. Taking
turns reading paragraphs will help him to continue to use proper rate and expression as he reads. He will

4. JOHN CARROLL UNIVERSITY
READING TUTORIAL PROGRAM
FINAL REPORT
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also be exposed to words that will increase his vocabulary and word recognition. This will not only help
with reading, but also will also improve his spelling skills as he becomes more familiar with variety of
words and increase his vocabulary. It is important to note that Dae’Mere’s word recognition below
average for his grade level.
Dae’Mere should practice parts of sentences at home through a variety of games and other activities.
Dae’Mere may also practice words by using flash cards or online programs to recognize nouns, verbs,
and adjectives. He should be encouraged to write daily for varied purposes and to emphasis the
differences in nouns, verbs, and adjectives.
To strengthen phonics skills, Dae’Mere should practice reading multi-syllable words with both prefixes
and suffixes. A parent or guardian should help Dae’Mere decode words and sound them out aloud. In-
depth conversations about the texts he reads will enhance his vocabulary. Reading material should
include both print and non-print texts, including books, magazines, and articles.
Book List and Book Recommendations
Books Read During the Tutorials:
Play Ball! by Matt Christopher
Books Recommendations:
Diary of a Whimpey Kid by Jeff Kinney
Safe at Home by Sharon Robinson
Mickey and Me: A Baseball Card Adventure by Dan Gutman
Champ by Marcia Thornton Jones

5. JOHN CARROLL UNIVERSITY
READING TUTORIAL PROGRAM
FINAL REPORT
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Assessment Data
Focus Area September Assessments December Assessments
Word Knowledge DSA screening: 7/20
Within Word
Score: 20/25
Features
Long Vowels: 5/5
R-Controlled: 5/5
Common LV: 5/5
Complex Con: 3/5
Abstract Vow: 3/5
Stage: Syllable Juncture
Score: 2/20
Features
Doubling & E-Drop:3/5
Other Syllable Juncture: 2/5
Long Vowel Pattern: 1/5
R-Controlled Vowels: 1/5
Unstressed Syllable Vowel Patterns:1/5
DSA: N/A
Stage: Syllable Juncture
Score: 10/20
Features
Doubling & E-Drop:4/5
Other Syllable Juncture: 2/5
Long Vowel Pattern: 3/5
R-Controlled Vowels: 3/5
Unstressed Syllable Vowel Patterns:2/5
QRI Word Lists
G3: 13/20, 75%
G4: 13/20, 75%
G5: 17/20, 70%
G6: 11/20, 55%
QRI Word Lists
Grade 2: Independent (95%)
Grade 3: Independent (90%)
Grade 4: Instructional (85%)
Fluency DIBELS Grade 6:
56, 51, 61
Median score: 56
Below benchmark
DIBELS Grade 6
68, 73, 75
Median score: 73
Below benchmark
Comprehension Grade 3:
86 CWMP
96% Accuracy
Overall Comp: 87.5%
Explicit: 4/4
Implicit: ¾
WITH LB: 87.5%
Explicit: 4/4
Implicit: ¾
Grade 2:
67 CWPM
94.7% Accuracy
Overall Comp: 75%
Explicit: ¾
Implicit: ¾
WITH LB: 87.5%
Explicit: 4/4
Implicit: 3/4
QRI: Grade 4: Instructional(Narrative)
69 CWPM
94% accuracy
Overall comp: 87%
Explicit: 75%
Implicit: 100%
QRI: Grade 3: Instructional(Narrative)
75 CWPM
96% accuracy
Overall comp: 87%
Explicit: 100%
Implicit: 75%
Strategy Awareness
MSI
Predicting and Verifying: 0/7
Previewing: ½
PurposeSetting: 2/3
Self-Questioning: 2/3
Drawing on Background Info: 1/6
Summarizing/Applying Fix up Strategies: 1/4
N/A

6. JOHN CARROLL UNIVERSITY
READING TUTORIAL PROGRAM
FINAL REPORT
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Assessment Guide
Qualitative Reading Inventory – Word Lists
The QRI Word Lists measures word recognition in isolation.
Qualitative Reading Inventory – Passage Reading
The QRI passages measure background knowledge and reading comprehension through the use of concept questions,
predictions, retelling and answering questions in narrative and expository texts. The child may read the passages orally or
silently.
DIBELS – Oral Reading Fluency
The DIBELS – Oral Reading Fluency measures a child’s ability to read grade level appropriate text accurately and
automatically.
DSA - Developmental Spelling Assessment
Developmental Spelling Assessment (DSA) measures word knowledge in three areas: letter-sound in one-syllable words;
vowel and consonant patterns; and meaning. This assessment is used to determine a student’s instruction in phonics, structural
analysis, and vocabulary.
Metacomprehension Strategy Index
The Metacomprehension Strategy Index (MSI) measures if a student has meta-comprehension strategy awareness before,
during and after reading a text.
Metacognitive Awarenessof Reading StrategiesInventory
The Metacognitive Awareness of Reading Strategies (MARSI) measures the strategies a student uses when reading, including
global reading strategies,problem-solving strategies,support reading strategies,and overall reading strategies.