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8/3/2019 IA P
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Marian Stauder
1. P is a kindergartener with autism. He spends most of his day
in a general education classroom
but is pulled out for reading and math, where he works on the
skills based on the standards for
kindergarteners.
2. One of Ps goals involves reading leveled readers.
3. P is due to be reevaluated soon; however, for right now, his
special education teacher is
working with him on skills that kindergarteners should have.
Because there is no real reading
level for kindergarten, P has been reading books that is special
education teacher has used in thepast. When P is presented with one
of these books, he can read them out loud while indicating
each word with his finger. He does this on most occasions.
4.
What? Why? Source
What levels of books
are typical for
kindergarteners?
So I can get a sense of where P is in comparison
to his same-age peers.
Ask Ps
kindergarten
teacher.Answer: DRA 2
How has P been
taught to read?
(memorizing sightwords, sounding out)
To determine how P decodes. Special ed
teacher,
kindergartenteacher
Answer: Memorizes sight words.
What reading levelsystem do Ps
teachers use?
To be consistent with his teachers and to bettercompare his
performance.
Special edteacher,
kindergartenteacher
Answer: A-Z readers
5.
What? Why? Source
What word identification
errors does he make?What patterns exist with
these errors?
What is his current
reading level?
To look for strengths and weaknesses in
word identification strategies.To get a better idea of what
specific areas
require instruction.
Running
record
Procedures:
1. Select a new book at Ps estimated reading level.2. Prompt P
to read the book out loud, following along with his finger.
3. Sit across from the P and make notes of which words he
reads
correctly/incorrectly.4. If he stops on a word, pause for 3
seconds, then tell him the word.
5. Tally the number of words he reads correctly and divide that
by the total number
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8/3/2019 IA P
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Marian Stauder
of words to determine his percent accuracy
Results:
0
10
20
30
40
50
60
70
80
Session 1 Session 2 Se ssion 3
words correct (%)
Results: (By book)
Actual words P says Words
correctSession 1
The dog. Doggie M Vp 0
The pig. The pig. 2
The chicken. Birdie M Vp 0
The goat The horse Vp 1
The cow The cow 2
The duck The duck 2
The sheep The sheep 2
The animals The animals 2
Session 1 Total: 16 words 11 words 11/16
68.75
Session 2
The classroom The school M Vp 1
The music room The school singing Vp S 1
The art room The boy painting Vp S 1
The lunch room The cook Vp 1
The library The reading book Vp 1
The gym The ball Vp 1
The playground The building house Vp 1
The school The cars Vp S 1
Session 2 Total: 16 8 words 8/1650
Session 3
The ball The ball 2
The bikes The bike Vp S 1
The birds The bird Vp S 1
The flowers The flowers 2
The rain The snow Vp, S 1
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8/3/2019 IA P
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Marian Stauder
The rainbow The 1
The bunny The rabbit Vp M 1
The spring The bird Vp 1
Session 3 total: 16 words 10 words 10/1662.5
Answer: P makes primarily visual errors with some structural and
meaning errors. P can
read an average of 9.5 out of 16 words from a level aa book
(below a DRA 1)
6. P makes primarily visual errors (using the pictures instead
of the words). He focuses heavily
on the pictures and uses them instead of the word itself, to
deduce the word. He sometimes usesthe number of words he sees on
the page to give him a clue as to how many words he should say,
but he it not very consistent on this point. If I had to guess
where to go from here, I would focus
with him more on the words themselves and less on trying to
guess based on the pictures. 1:1reading is a component of early
literacy competency, so mastering that would give P more clues
as to the actual word instead of just the picture.
7. When given a level 1 book, P will match his spoken word to
the text by moving his finderbelow the words on each page for all
of 3 consecutive readings.
8. In order to learn more and more words, P is going to have to
rely more on the wordsthemselves. Pictures are not always going to
be available, so P should learn other cues to use
when reading. It is, of course, important for P to become better
at reading, for it is a gateway to
other skills such as spelling and reading comprehension. Since,
in future grades, Ps othersubjects will include reading tasks as
well, his learning to read will impact is performance in
those subjects as well.
