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Valencia & Buly Article: Learn about Profiles of Struggling Readers,…
Valencia & Buly Article: Learn about Profiles of Struggling Readers
Jesse
: disabled reader
word identification:
first grade (WJ-R), < first grade (QRI-II), <50% (state passages)
meaning
:
not proficient meaning/ comprehension (< first grade level)
fluency
:
not proficient (--)
Limited word identification abilities, decoding skills, but average word meaning knowledge
would benefit from intensive, deliberate, word identification instruction at the beginning level. He would also benefit from an abundance of reading materials at a 1st grade reading level. Additionally, reading materials for other subjects should be provided at a lower reading level if possible
Sandy
: Word Stumbler, native English speaker
word identification:
= second grade (WJ–R)= second-grade accuracy/third-grade acceptability (QRI–II)= 80% accuracy/99% acceptability (state passages)
meaning
:
sufficient meaning/comprehension (fourth grade level)
Self corrected on many of her decoding miscues
fluency
:
attempted to read every word In the reading selection
rate was very slow: problem with decoding
needs systematic Instruction In word Identification and opportunities to practice.
determine which decoding skills should be focused on.
needs supported experiences with text.
Andrew
: slow word caller
word identification:
seventh grade (WJ-R) >fourth grade (QRI-II) = 98% (state passages)
meaning:
low meaning/ comprehension (-) (= second grade level)
possible difficulty with individual word meanings and text-based understanding when reading paragraphs and longer selections
fluency:
low fluency (-)
well-developed decoding skills; scoring at the seventh-grade level when reading words in isolation; independent level when reading connected text
would benefit from vocabulary building and utilize readings containing topics he has background knowledge for
Martin
: slow comprehender
word identification:
= sixth grade (WJ–R, )> fourth grade (QRI–II), = 100% (state passages)
meaning:
++ skillful meaning/ comprehension (> fourth grade level)
fluency:
-, low
reading rate Is quite slow
if he got 2 more points to pass the state level exam, he would still have the trouble with fluency
needs to develop fluency
benefit from Instruction and practice In strategies for Identifying multisyllabic words.
Makara
: struggling word caller
word identification:
= fourth grade (WJ–R)< second grade (QRI–II)= 75% (state passages)
struggles with applying word identification skills when reading connected text, which can contribute to comprehension difficulties
meaning:
Low meaning/ comprehension (-) (< second grade level)
struggles with comprehension and making meaning on what was read
fluency
:
Skillful fluency (++)
reads quickly, whether they are correct or not, does not stop and self monitor
needs instruction and practice in oral and written language
needs additional helps with contructing meaning in reading and wrting, self monitoring and decoding when reading connected texts
needs instruction in self-monitoring and fix-up strategies to help with comprehension
Tomas
: automatic word caller
word identification:
= ninth grade (WJ–R), > fourth grade (QRI–II), = 98% (state passages)
scored at the 9th grade level when reading real words
meaning:
-, low meaning/comprehension (= second/third grade level)
struggles to create meaning and comprehension after reading
fluency:
++, skillful
Would benefit from additional support in acquiring academic language, classroom read-alouds and independent reading
++ skillful, + sufficient, - low, --