F & P Reading Record (Informal Reading Inventory) Write UpSee Attached Assessment

Examiner: Abby Diamond

Child: Hannah Smith School: Samford UniversityDate of Evaluation: 09/14/2015 Date of report: 09/15/2015Date of Birth: 05/24/2008 Grade: 2nd gradeAge: 7 years old Test Administered: F & P Reading Record (Informal Reading Inventory)

Background Information:

Hannah Smith is a sweet, social seven year-old girl who is very active and loves playing

outside. She loves cheerleading and horseback riding. She is an only child. Hannah is a strong

reader and enjoys reading a variety of texts. She is also proficient at math and demonstrates

strong motivation in writing. Last year on the CBM benchmark assessment last year, Hannah

scored 56th percentile for word reading fluency and 48th for passage fluency putting her in the

“some risk” category. The examiner knows the child because the child is a student in Mrs.

Turner’s special education class at Vestavia West Elementary School. Hannah is in special

education services because of her communication needs and because she has medical issues. She

receives weekly Speech/Language services for her communication needs, as well as

Occupational Therapy to work for her fine motor skills.

Reason for Referral:

The purpose of administering the Fountas & Pinnell Reading Record, which is a type of

Informal Reading Inventory, was to evaluate Hannah’s current progress in reading and determine

whether Hannah is ready to move up to the next reading level. One of Hannah’s IEP goals is to

read fiction and non-fiction texts at an F & P Level I with 80% accuracy by the end of the year.

So, the teacher wanted this assessment to be given to find out whether she was ready to move up

in the program as well as analyze her strengths and needs in reading. The test was conducted

with her mom’s permission.

Test Administered:

The Fountas & Pinnell Reading Record assessment is part of the Fountas & Pinnell

Literacy system which is a comprehensive, systemic approach to literacy instruction. It is used to

evaluate student reading and comprehension ability aligned to leveled literacy intervention. The

F & P Reading Record is a type of Informal Reading Inventory. Informal Reading Inventories

are comprised of a passage or short book with a recording form which is used to determine a

student’s reading level, reading strengths, and instructional needs. The recording form captures

accuracy, fluency, and comprehension. The scores are also used to determine the student’s

reading level and if the student is ready to move up to the next reading level. They are used as an

assessment for monitoring student progress and to help determine a student’s instructional

reading needs.

Test Conditions/Behavioral Observations:

The Informal Reading Inventory was given in the morning in the special education

classroom after Hannah had come from the general education classroom. There were four other

students in the room who were working at different centers. Even though there were other people

in the room, Hannah was very attentive and was able to focus on reading the book. She liked

reading the book. Before the assessment, Hannah had just been in the general education

classroom participating in morning meeting time. After the test, Hannah was going to go to

reading centers and then have snack. Throughout the assessment, Hannah stayed focused and

read without getting distracted.

Results/Impressions:

Title Errors AccuracyRate

Self-CorrectRatio

FluencyScore (out of 3)

Comprehension (out of 7)

Baby Bird 6 97% 1:7 2 4/ Limited

The F & P Reading Record that was administered was on the book Baby Bird. The

assessment revealed that Hannah was easily reading at her current level and was ready to be

moved up to the next level in the program. She had an accuracy rate of 97%, a fluency score of

2, and a comprehension score of 4/7 which is Limited Comprehension. The results show that

Hannah is a very accurate reader and is strong in decoding. Her fluency score means that she has

pretty good fluency, but that it could be better. The examiner noticed that she reads primarily in

three or four word phrases and has little expressive interpretation or pausing guided by authors

meaning or punctuation, and only some appropriate stress. Her comprehension score shows that

she only has Limited Comprehension. On the assessment, she struggled to answer questions

about the story after she read it. She did not appear to remember what she had read, and

struggled to answer basic questions about the story or retell the events that happened. The

examiner also noticed that Hannah read really fast. She seemed to rush through the passage and

did not slow down or pause. Although she uses some pausing and stress appropriate to

punctuation, she tended to read very fast. However, she made very little errors in terms of

decoding. Overall, it seems that Hannah’s strengths lie in her decoding and reading rate, but she

struggles with expression and comprehension in reading.

Discussion & Recommendations:

The assessment reveals that the biggest area for her to work on would be in

comprehension. Because Hannah received Limited Comprehension, it would be beneficial to

take extra time to work on comprehension skills when she reads. She is pretty strong in decoding

words, but because she reads really fast. She often does not comprehend what she reads because

she reads so fast. Due to this, the examiner would recommend spending extra time working on

comprehension with Hannah. This student could benefit from being taught reading

comprehension strategies like questioning, visualizing, predicting, drawing inferences,

summarizing/retellings, etc. to help her understand and identify what is going on in the text that

she reads. The teacher could teach a lesson on Main Idea and identifying Story Elements in a

passage. The teacher should guide this student through focused, high-quality discussion on the

meaning of a text and develop discussion questions that require deep thinking of a text. The

examiner would also recommend working on fluency with the student through echo reading or

repeated readings of the same text to work on appropriate rate and knowing when to pause when

reading a passage. For example, the teacher could have the student listen to recorded books on

tape to model expressive reading or teach a lesson on pausing with punctuation.

Summary:

The examiner administered the F & P Reading Record test to a student, Hannah Smith, to

give the Samford student practice in administering a curriculum-based measurement. The F & P

Reading Record, a type of Informal Reading Inventory, which is used to determine a student’s

reading level, reading strengths, and instructional needs. It is also used to monitor student

progress—to determine the student’s reading level and if the student is ready to move up to the

next reading level. The recording form captures accuracy, fluency, and comprehension. The test

went well, and the testing conditions did not affect him in negative way. The scores from the test

reveal that Hannah is ready to move up to the next level in the F & P reading program. They also

revealed that while Hannah is strong in decoding and accuracy, she has very poor

comprehension. This is the main area of struggle that was identified for the student. The plan of

instruction for this student would be working on fluency and comprehension through guided oral

reading instruction, practice and specific comprehension strategies.

Signature

Abby Diamond

Samford Student Intern