The student, John E., who is 10 and who is a learner in the 5th grade of a K-12 school, has completed the tasks and was assessed. Generally speaking, the student’s work displayed that the learner possessed an Independent level of text reading and comprehension when it came to the text of the level B 5414 (that is, 4th-level text): the student gained 19.5 / 20 points (97.5%) for the word recognition and 8 / 8 points (100%) for the reading passage comprehension test. When speaking of the level B 8595 assignment (that is, 5th-level text), the learner was able to obtain 18.5 / 20 points (92.5%) for the vocabulary and 7 / 8 points (87.5%) for the reading passage comprehension task, therefore displaying an Instructional level of text reading and understanding. Finally, when facing a text of the level B 6867 (i.e., grade 6 text), the pupil did much more poorly, demonstrating the level of understanding that is labeled Frustration, gaining 13.5 / 20 points (67.5%) for the word recognition, and 4 / 8 (50%) for the reading comprehension.
It is paramount to stress that carrying out the assessment provided an opportunity to estimate the skills and knowledge of the learner when it comes to recognizing vocabulary and reading texts. On the whole, the assessment demonstrated that the student’s skills were adequate for his grade. John E. possessed an Independent level of mastery with respect to the comprehension passages meant for a pupil of a lower grade. At the same time, he displayed an adequate, Instructional level of understanding when reading the text aimed at students of his approximate level. Finally, John E. failed to complete the comprehension passage meant for learners of a grade that was one level higher than his, reflecting a level of comprehension that is labeled Frustration. It is important to observe that in the level 6 test, some of the answers of the said student were partially correct, although they did not communicate the essence of the problem, suggesting that the learner was able to gain an approximate understanding of the problem, but did not comprehend it clearly. In such cases, the learner obtained 0.5 points for his answers to the questions, which permitted him to gain 4 out of 8 points (50%) instead of just 3 out of 8 points (37.5%).
When it comes to deciding which steps need to be taken in order to facilitate the learning process for John E, it is pivotal to note that because this student demonstrated a level of comprehension that is adequate for his level, it may be recommended that he continues his education according to the curriculum that he currently uses. Nevertheless, the low grades that the student gained after having completed the level 6 tasks suggest that it may be of great use to take steps aimed at enhancing his vocabulary and reading comprehension. For instance, it could be fruitful to provide him with additional vocabulary instruction (Gipe 227; Kame’enui and Baumann 51-53), as well as to engage him in reading additional texts and discussing these for the purpose of assisting him in comprehending texts better (Santi and Reed 154-158). This may permit him to become more proficient in understanding passages, thus facilitating the further process of studying for him, as well as helping to avert the possible complications such as being at risk of reading difficulties in the future.
Works Cited
Gipe, Joan P. Multiple Paths to Literacy: Assessment and Differentiated Instruction for Diverse Learners, K-12. 8th ed., Pearson, 2014.
Kame’enui, Edward J., and James F. Baumann, editors. Vocabulary Instruction: Research to Practice. 2nd ed., The Guilford Press, 2012.
Santi, Kristi L., and Deborah K. Reed, editors. Improving Reading Comprehension of Middle and High School Students. Springer, 2015.