Miscue Analysis
Rhonda Lacefield
EDU K-555
Instructor: Sherrie Ashley
12-7-11

Language and Reading Assessments

Student Demographics Zavvyona is a 9 year old female who is currently in the fourth grade. She receives instruction in reading, math, science and social studies in a fourth grade classroom daily. Reading instruction is considered Balanced Literacy with provisions such as guided, shared, and independent reading, literacy centers, and writing workshops. Student does not have an Individualized Education Plan, therefore is not in need of special education services. After reviewing current and past marking period grades this student does have a weakness in the area of reading. Most of the student’s weakness is in the area of comprehension.
Running Record Assessment Since Zavvyona is a fourth grade student but has trouble with comprehension, I decided to begin at Level A with Running Record Assessment. The results of the assessments are as follows: Level A (32 words – 0 error): 100% accuracy, 100% comprehension Level B (55 words – 0 errors): 100% accuracy, 100% comprehension Level C (79 words) – 1errors): 99% accuracy, 95% comprehension Level D (129 words – 2 errors): 98% accuracy, 95% comprehension Level E (198 words-5 errors): 89% accuracy; 95% comprehension, 100% vocabulary Level F (220 words-4 errors): 90% accuracy, 85% comprehension, 100% vocabulary

Miscue Analysis
Determining Independent Reading Level
Based upon the above results, Zavvyona is able to read and comprehend at Level A. She is able to read accurately at Levels B-F, but comprehension is at 95%. She would require instructional interventions to comprehension text at Levels E and F.
Determining Instructional Level
Based upon the Fountas & Pinnell Benchmark Assessment System (2011), this student’s instructional level would be level F. The running record completed at Level F with above 98% accuracy resulted in comprehension at 85% must include excellent or satisfactory comprehension. This student’s comprehension is satisfactory at 95%. This student was eager to keep reading and enjoyed the books so running records continued to see how accuracy was affected by longer text. Even at Level F, Zavvyona was able to maintain a high accuracy rate (90%, do very well on vocabulary, but require assistance in order to comprehend what she read).
Miscue Analysis
Zavvyona had high accuracy rates on all Levels tested (A-F) ranging from 90% (lowest) to 100% (highest). Miscues were in the form of words she knew but did not pronounce them correctly. Approximations based upon the substitutions indicate that Zavvyona does look at the word in order to formulate that she did recognize it but did not pronounce it correctly. Examples: purr = “peer”; horse= “house”; skunk = “stunk”, I am = “I’m”; and backpack = “bookpack”. Zavvyona was able to provide appropriate answers to all requested vocabulary questions.
For example, the following responses were given that were coded as being correct: Word: Student Response: Loose “ready to come out” Very “big” Played “had fun with” Wiggled “moved it around” Soup “chicken and noodle” Bite “chomp into apple”
Comprehension
Zavvyona is competent in both receptive and expressive language. It was obvious that the longer the text was then the weaker comprehension was. For example, after the student read “Anna’s New Glasses” the questions that were asked had incorrect answers rather than the correct answers. Example:
Teacher: What happened at end of story? (same glasses as teachers)
Student: Got new glasses
Teacher: Were they the same as her teacher’s glasses
Student: No
Teacher: What do you think is Anna’s favorite color? (red)
Student: Purple
Teacher: How do you know? (new red backpack, likes red glasses)
Student: She got her glasses in purple
Teacher: How do you know Anna will wear her glasses at school? (the teacher has the same glasses)
Student: Because her mother told her to wear them to school.
In analyzing the student’s responses the student understands that the story is about a little girl’s new glasses but due to the length of the text the student loses some of the comprehension of information. Therefore, her retention level is in need of strengthening but she retains enough information for a fourth grader. She doesn’t pay attention to certain details within a story that are obviously important.
Suggested Interventions 1. Extra time within the reading curriculum in Zavvyona’s classroom. 2. Direct instruction on how to outline important ideas of a story. 3. Repetition exercises to help Zavvyona’s retention. 4. Book reports that will allow Zavvyona to read a story and receive a new report weekly.

Oral Language Assessment
Receptive Language
Based upon the ABLLS-R the student has exceptional receptive language. She received the highest scores for each task that she was given.
Requests
Based upon the ABLLS-R the student received the highest scores for each task in the requests section.
Labeling
Based upon the ABLLS-R the student received high scores for each task in the labeling section.
Intraverbals
Based upon the ABLLS-R the student did considerably well for each task in the intraverbals section.
Syntax and Grammar Based upon the ABLLS-R the student did considerably well for each task in syntax and grammar.

References
Fountas, I.C. & Pinnell, G.S. (2011). Benchmark assessment system. Portsmouth, NY: Heinemann Publishing.