Results for Student G
Student G was assessed in September 2013 (fall) and January 2014 (winter) using the Marie Clay Letter Identification subtest. Student G recognized 54 upper and lower case letters on the pre and post letter identification assessment. 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. AIMSweb subtest scores are included for this student for pre intervention comparison from both kindergarten years. On the fall AIMSweb Letter Naming Fluency benchmark, Student G named 15 upper and lowercase letters in one minute in the fall of 2012, 37 letters in the winter for 2013, 39 letters in the spring of 2013, and 36 letters in the fall of 2013. Student G improved his score on the 2014 winter benchmark to name 63 upper and lower case letters in one minute, an above average score for letter naming fluency. On the 2013 fall AIMSweb Letter Sound Fluency subtest, Student G recognized the sounds of 2 upper and lower case letters in one minute, 7 sounds in the winter 2013, 8 sounds in the spring 2013, and 15 sounds in the fall 2013. Student G improved his score on the 2014 winter benchmark to recognize 39 letter sounds in one minute, an above average score for letter sound fluency. On the 2013 winter AIMSweb Phoneme Segmentation subtest, Student G identified 6 sounds in one minute, 29 sounds in the spring 2013, and an average score of 27 sounds in the winter 2014. On the 2013 winter AIMSweb Non-Sense Word Fluency subtest, Student G identified 14 sounds in one minute, 17 sounds in the spring 2013, and an average score of 29 sounds in the winter 2014. In the fall, Student G was able to read 17 words with automaticity from the QRI-5 pre-primer 1 and pre-primer 2/3 word lists. On the winter QRI-5 assessment, Student G was able to read 23 words with automaticity. When high-frequency words from the Scott Foresman Reading Street curriculum were assessed on a teacher-made word list assessment, Student G was able to read 23 words with automaticity in the fall and 40 words with automaticity from the same list in the winter. Winter post intervention results present a significant increase in developed reading subskills for Student G, displaying a positive correlation to a successful intervention.
Figure 7: Comparison of Student G’s Pre and Post Intervention Scores (2012-2014)
Figure 7: Comparison of Student G’s Pre and Post Intervention Scores (2012-2014)