Analysis of Results for Student G
Student G completed his first year of kindergarten in June 2013 and was retained for an additional year in kindergarten for the 2013-2014 school year. He entered his second year of kindergarten, demonstrating a foundation of beginning kindergarten reading skills. He was able to recognize 54 upper and lowercase letters. AIMSweb subtest scores are included for this student’s pre intervention comparison from both kindergarten years. His 2014 winter AIMSweb Letter Naming Fluency benchmark score of 63 suggests an instructional recommendation to consider need for individualized instruction because of his above average score for letter naming fluency. Student G improved his score on the 2014 winter benchmark to recognize 39 letter sounds in one minute. AIMSweb suggests an instructional recommendation to consider need for individualized instruction because of his above average score for letter sound fluency. Student G scored a 27, average on the Phoneme Segmentation subtest, suggesting the need to continue current program. He scored a 29, average on the Non-Sense Word Fluency subtest, suggesting to continue current program. Kindergarten students were introduced to 20 high-frequency words. Student G’s ability to read 40 high-frequency words with automaticity suggests to consider need for individualized instruction. Winter post intervention results present meaningful development in all reading subskill areas for Student G, displaying a positive correlation of a successful intervention. Future instruction for this student will include practice of phonemic awareness, writing words, reading phonics stories, developing comprehension strategies, and continuing to practice phonics skills using new iPad apps and multi-sensory learning centers.