Results for Student A
Student A was assessed in September 2013 (fall) and January 2014 (winter) using the Marie Clay Letter Identification subtest. Student A recognized 54 upper and lower case letters on the pre and post letter identification assessment. On the fall AIMSweb Letter Naming Fluency benchmark, Student A named 39 upper and lowercase letters in one minute. Student A improved his score on the winter benchmark to name 76 upper and lower case letters in one minute, a well above average score for letter naming fluency. On the fall AIMSweb Letter Sound Fluency subtest, Student A recognized the sounds of 23 upper and lower case letters in one minute. Student A improved his score on the winter benchmark to recognize 48 letter sounds in one minute, an above average score for letter sound fluency. Student A scored a 43, above average on the Phoneme Segmentation subtest, and a 38, above average on the Non-Sense Word Fluency subtest. In the fall, Student A was able to read 22 words with automaticity from the QRI-5 pre-primer 1 and pre-primer 2/3 word lists. On the winter QRI-5 assessment, Student A was able to read 27 words with automaticity. When high-frequency words from the Scott Foresman Reading Street curriculum were assessed on a teacher-made word list assessment, Student A was able to read 6 words with automaticity in the fall and 58 words with automaticity from the same list in the winter. Winter post intervention results present a significant increase in developed reading subskills for Student A, displaying a positive correlation to a successful intervention.
Figure 1: Comparison of Student A’s Pre and Post Intervention Scores
Figure 1: Comparison of Student A’s Pre and Post Intervention Scores