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This student was assessed on sections A-L of the CORE Phonics diagnostic survey.

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Fastbridge Oral Reading Fluency Screener

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Fastbridge Oral Reading Fluency Screener

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In this sample you will see error tracking utilized to better inform our understanding of the types of errors the student is making and guide our instructional steps that follow.

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The student highlighted in this case study is a reluctant reader.  He tends to go from book to book and has a hard time finishing a book to completion.  His parents have reported that he has tried a variety of books at home as independent reads, read alouds, audio books, etc. and tends to abandon a book before giving it enough time.  He "claims" to read his 30 minutes at home before school, but mom is unsure how much he's actually reading on his own when they're not reading out loud together.   He does well during class read alouds.  He is highly engaged, can connect to the characters, and makes inferences about the text.  However, he continues to struggle with reading responses when he has to read on his own.  There is concern about reading comprehension and written expression.  When he completes work on his own, his answers are lacking the evidence of his understanding.  When questions are gone over with the teacher to better explain what the questions are asking, then he seems to have a better understanding and is able to respond better. He needs oral reading/listening to be successful with comprehension.  He works well with others in reading and in whole group discussion.  On his own, he can easily get lost and quietly avoids attention.

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The omissions or miscues that the student made do not change the meaning of the text.

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The omissions or miscues that the student made do not change the meaning of the text.

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Multisyllabic words and long u, and consonant blends with short vowels, stand out as areas of next instruction. It would be interesting to know if the student was already in a Sonday intervention because of the way they segmented words.

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Multisyllabic words and long u, and consonant blends with short vowels, stand out as areas of next instruction. It would be interesting to know if the student was already in a Sonday intervention because of the way they segmented words.

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Segmenting words into phonemes seemed to be an area of instruction.