Instant Word Comprehensive Report
The Instant Word Comprehensive Test is a list of three hundred words that students should be able to identify by sight.
Kayla began the Instant Word Comprehensive Test on numbers 51 through 75, she correctly identified 20 out of 25 words scoring 80%. At a second session with Kayla on October 2, 2015, Kayla was given numbers 1 through 25 and 26 through 50. During this session, Kayla correctly identified 23 out of 25 words, scoring 92% on numbers 1 through 26. For numbers 26 through 50, Kayla correctly identified 22 out of 25 words, scoring 88%. Her total score out of 75 words was 88%, identifying 66 words correctly. Similarly, to the results of the Onset and Rime Tests, Kayla would correctly identify the onset, but miscue the rime. For example, …show more content…
The words that Kayla correctly spelled were “and” and “can,” whereas she misspelled “girl,” “which,” “now,” “book,” “these,” and “come.” The assessor observed that Kayla attempted to sound out the words, but appeared to have no concept of encoding single syllabic words. The assessor was unable to identify a pattern after analyzing the incorrect spellings. Kayla spelled “girl” as grd, “which” as wihc, “now” as naw, “book” as bukc, “these” as thers, and “come” as cum. Kayla was also asked to dictate the sentence: “The girl read a book to her family.” She scored 37.5% for spelling, encoding 3 words out of 8 correctly. Similarly to the Spelling Test, Kayla misspelled “girl,” “read,” “book,” “her,” and “family.” Kayla also did not capitalize “The” at the beginning of the sentence or conclude the sentence with a period. However, Kayla appeared to understand the use of spacing between words and wrap around for text. Before the beginning of the test, Kayla self-reported a difficulty in spelling and seemed to be apprehensive about taking the test, speaking negatively about herself. The assessor observes a difficulty with encoding and print concepts involving punctuation. The assessor will work with Kayla on encoding through the “Have a Go” game and journaling. The “Have a Go” spelling game works on a student’s ability to encode words. They are given two chances to spell the word correctly, but after two the must look at the word and write it down. Journaling will also aid her encoding abilities, but the assessor will also work with Kayla on her punctuation and other print concepts. It is in the assessor’s opinion that one of the main focus during the tutoring sessions with Kayla should be
Kayla began the Instant Word Comprehensive Test on numbers 51 through 75, she correctly identified 20 out of 25 words scoring 80%. At a second session with Kayla on October 2, 2015, Kayla was given numbers 1 through 25 and 26 through 50. During this session, Kayla correctly identified 23 out of 25 words, scoring 92% on numbers 1 through 26. For numbers 26 through 50, Kayla correctly identified 22 out of 25 words, scoring 88%. Her total score out of 75 words was 88%, identifying 66 words correctly. Similarly, to the results of the Onset and Rime Tests, Kayla would correctly identify the onset, but miscue the rime. For example, …show more content…
The words that Kayla correctly spelled were “and” and “can,” whereas she misspelled “girl,” “which,” “now,” “book,” “these,” and “come.” The assessor observed that Kayla attempted to sound out the words, but appeared to have no concept of encoding single syllabic words. The assessor was unable to identify a pattern after analyzing the incorrect spellings. Kayla spelled “girl” as grd, “which” as wihc, “now” as naw, “book” as bukc, “these” as thers, and “come” as cum. Kayla was also asked to dictate the sentence: “The girl read a book to her family.” She scored 37.5% for spelling, encoding 3 words out of 8 correctly. Similarly to the Spelling Test, Kayla misspelled “girl,” “read,” “book,” “her,” and “family.” Kayla also did not capitalize “The” at the beginning of the sentence or conclude the sentence with a period. However, Kayla appeared to understand the use of spacing between words and wrap around for text. Before the beginning of the test, Kayla self-reported a difficulty in spelling and seemed to be apprehensive about taking the test, speaking negatively about herself. The assessor observes a difficulty with encoding and print concepts involving punctuation. The assessor will work with Kayla on encoding through the “Have a Go” game and journaling. The “Have a Go” spelling game works on a student’s ability to encode words. They are given two chances to spell the word correctly, but after two the must look at the word and write it down. Journaling will also aid her encoding abilities, but the assessor will also work with Kayla on her punctuation and other print concepts. It is in the assessor’s opinion that one of the main focus during the tutoring sessions with Kayla should be