Name of student:
Trisha M.
Age:
8
Grade:
Second
School:
Alexander Mouton Elementary

Description

Trisha M. is a second-grade student attending the spring semester. She is the youngest of four student and a very energetic and social girl. Her father travels for long periods of time for his work but her mother (a housekeeper) is very actively involved in her schooling. Trisha moved to her current school last year from a private school where she attended preschool and Kindergarten. She seems very happy to attend the same school as her two older sisters and appears to be rapidly adjusting to the new environment. According to her teacher, her transition to the first grade was smooth. She describes Trisha as very interested in listening to books and stories, although she has the tendency to daydream. Last year, she was a good student overall, and her performance in reading was slightly above average. She reads second grade material without any problems, although she is not as successful in the subsequent discussion and comprehension questions. The only areas of concern for her teacher are reading comprehension and her handwriting.

Score Interpretation

According to the results of the TPRI screen, Trisha does not seem to be needing assistance in setting instructional objectives. Her scores in the screen and inventory support this assumption (screen word reading task, spelling tasks, word list, reading fluency and accuracy level). However, her reading comprehension, which the teacher administered to everyone in her class regardless of their performance on the screen, is at a lower level than expected given her reading fluency. It seems that Trisha has not fully developed reading comprehension skills that would enable her to process the textual information while she is reading. Trisha probably needs assistance in learning how to focus on what she is reading by ignoring extraneous stimuli and on monitoring her comprehension of the material she reads.

Instructional Implications

Trisha needs to increase the amount of reading, both at school and at home. In addition, she needs to actively participate in after-reading discussions with other students or adults who will help her organize and sort through the information she has just read. Trisha will also benefit greatly from instruction that focuses on the improvement of reading comprehension by emphasizing story mappings, think alouds, and comprehension monitoring strategies. Trisha should read stories at her reading level and be involved in simple story mappings. For example, she should be encouraged to identify and map, using a story organization chart, the main characters in the story, the setting, the actions, the ending, etc. In order to help Trisha develop comprehension monitoring strategies, many examples of "think aloud" routines and modeling should be provided. Trisha may read new stories each time with many examples of self-questioning and opportunities for practice. Visual aids, mappings, and organizational charts may be used. Finally, it may be advisable to evaluate her receptive vocabulary, as an area that may need improvement, and her attention span. An end-of-the-year evaluation will determine the progress made and the need for additional help through the summer.

TPRI scores

Screening (Beginning of the Year Evaluation)

Task 1: Word Reading

7 of 8

Developed

Inventory (Middle of the Year Evaluation)

Graphophonemic Knowledge
Task 1: Spelling of CVC and CVCe words	5 of 5	Developed
Task 2: Spelling of Long Vowels	5 of 5	Developed
Task 3: Orthographic patterns, conventions and past tense	4 of 5	Developed
Task 4: Orthographic patterns, conventions and inflectional endings	4 of 5	Developed
Task 5: Word List	7 of 15	Go to Story 4
Story 4, Task 9: Reading Accuracy	9 miscalled	Independent Level
Reading Fluency Rate	87 wpm
Reading Comprehension	1 of 5	Still Developing

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