A Trip to the Zoo: Analyzing Rita’s Reading Fluency

by | Apr 11, 2024 | Main

 

Print the 3rd grade QRI passage entitled, A Trip to the Zoo (in M4S3). Listen to Rita’s oral reading of this passage (https://pima-cc.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id=d9161571-a6c6-45d6-b61f-afe8011a6328&start=2.674904) while notating her miscues and self-corrections. Use any coding system with which you are familiar or use the Miscue Notation document (in M4S3). Please note: We will examine Rita’s fluency in the next module.

Part I. BACKGROUND

Attach your selected Miscue Notation form to your initial post. Scan or photograph it and upload as a PDF. To attach a file to a discussion post, start a new thread, paste your Part II content into it, and select the Add Attachment button to upload your PDF.

Part II. DISCUSSION (250-300 words)

Number each item, type the header, and respond to the following in a short answer format:

Accuracy. Type Rita’s percent accuracy. Note: The entire first sentence in which the examiner Told (T) Rita a proper name and asked her to Try That Again (TTA) can be counted as one error.
Self-Corrections. Type Rita’s self-correction ratio. Expressed as 1:x.
Level. Is this 3rd grade passage at Rita’s independent, instructional, or frustration decoding level? Briefly explain your reasoning.  If she is between levels, consider whether her word recognition was effortless or effortful.
Reading Phase. Which of Ehri’s reading phases best describes Rita (pre-alphabetic, partial alphabetic, full alphabetic, consolidated alphabetic, automatic)? Support your response with specific test data.
Strengths. Describe 2 strengths Rita demonstrates in phonics and word recognition, listing examples of words that she accurately decoded and automatically recognized.
Needs. Describe 2 areas of need Rita demonstrates in phonics and word recognition, listing examples of words that she did not accurately decode or automatically recognize.
Top Priority. Type your top instructional priority for Rita. Choose the most important need from #6 above.
Intervention. Describe one evidence-based routine for addressing your top priority. Cite Gunning or Mather & Wendling in your response. Consider Rita’s age/grade and reading phase before choosing your routine (Ex: She is a fourth grader who is well beyond the need for Elkonin Sound Boxes).
Word Count. Type your word count for Part II. If it is not between 250-300 words, revise it. Instructions: https://support.microsoft.com/en-au/office/show-word-count-3c9e6a11-a04d-43b4-977c-563a0e0d5da3

 

Sample Answer

Sample Answer

 

A Trip to the Zoo: Analyzing Rita’s Reading Fluency

Accuracy: Rita demonstrated 92% accuracy in her oral reading of the passage.

Self-Corrections: Rita’s self-correction ratio was 1:4.

Level: This 3rd-grade passage is within Rita’s instructional decoding level. Despite a few errors, she showed comprehension and fluency while reading the text. Her word recognition appeared effortful but mostly accurate.

Reading Phase: Rita aligns with Ehri’s full alphabetic reading phase. Her ability to decode unfamiliar words by recognizing letter-sound relationships and patterns indicates a solid understanding of phonics.

Strengths: Rita excelled in phonics and word recognition by accurately decoding words like “elephant” and automatically recognizing high-frequency words such as “zoo.”

Needs: Rita struggled with some multisyllabic words like “hippopotamus” and had difficulty recognizing irregularly spelled words such as “rhinoceros.”

Top Priority: Rita’s top instructional priority should be improving her decoding skills for multisyllabic words to enhance her overall reading fluency.

Intervention: One evidence-based routine for addressing this need could be explicit instruction in syllable division rules. This technique can help Rita break down complex words into manageable parts for easier decoding (Gunning, 2013).

Word Count: 283 words

By focusing on strengthening Rita’s decoding skills for multisyllabic words through targeted interventions, educators can further enhance her reading proficiency and overall literacy development.

 

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