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Tyler is an 8th grader who loves to play football and rugby. He loves to go to the beach with friends. His challenge is finding motivation for reading, because some of his least favorite subjects are history and English, but he loves PE😎. His strengths are being able to understand texts really well that he finds interesting, such as the "Life Cycle of Stars" QRI text. His WPM is also a strength. He is a good writer, which was seen with a proficient score on the writing prompt.

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Alexei is a 9th grader and comes from a big family (fourth out of five kids) and his parents are very academically minded. Mom is an author and dad is a probate attorney. His older brothers are role models for him. He likes typical boy things--video games, YouTube, sports--and is a strong student. He doesn't love to learn about topics that feel irrelevant to him, but is highly engaged when it comes to history and science. He did a great job in his QRI, which actually surprised and impressed me, because he indicated he didn't like reading at all during the RCI.

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Lauren is a fantastic student, she reads and writes above her grade level. She is motivated in school and in extracurriculars ranging from piano to volleyball. Based on the QRI, it became evident her capacity to quickly understand historical text and context, as she scored very high and in the independent range for expository text. She also scored extremely high in narrative text. She also has a twin sister in which she competes with to perform better in a very healthy way, pushing her to excel.

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Madie is a 12th grade senior who I know from coaching my high school track team. She grew up in a moderately sized family in a middle class area and has to very supportive parents. She adores reality tv and (to her, regrettably) scrolls tiktok to wind down, but she is hopeful to get back into reading recreationally soon. She's a star of a student, and she feels that she could have done better on the QRI. She did not do as well as she'd hoped on the explicit questions, but she had strong answers for all the implicit questions. She read the text quickly, but I feel she went too quickly, because she finds difficulty remembering specific location names, details, and dates. However, she absorbs the general ideas of stories very well.

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Declan is a high school Junior and a proud member of the Laguna Beach Wolf Pack. Declan lives to send hitters back to the dugout where they came from. He lives and breathes the WSF Philosophy - Work Ahead, Stay ahead, Finish the hitter. Outside of baseball he really likes to work out in the gym and I recently found out he enjoys reading. He prefers nonfiction books and historical books. He likes anything that is concrete and factual that can help enhance his performance in baseball. I have recommended "Relentless" by Tim Grover, my book "Psychology of Pitching" and "The Art of Winning" by Bill Belichick. He has recently developed a passion for psychology and text analysis. Another book he may enjoy is "The Secret Life of Pronouns" by James Pennebaker. The book teaches you how to analyze emotions and personality tendencies by reading which pronouns are used at different rates.

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Liam is a 10th grade student who has a lot of hobbies inside and outside of school. His goal in life is to become an engineer, which has stemmed from his love for science classes and an engineering course he recently took. He likes to build things and understand the meaning behind how thing function in science. Outside of school, he plays water polo and spends time with his family. He has one older sister who is a current student in college. He is a good reader, but his writing tends to be shorter and less detailed in comparison. He does a good job retaining information from nonfiction texts which is not surprising, since he has a significant interest in science-related subjects in school.

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Dean M is an 11th-grade student. He plays basketball and the guitar. He is very close to his faith, going to bible study during the week and mass on the weekends. He has very strong oral language skills, being able to speak in complete, often times complex sentences. His reading skills are very average, he can remember main ideas but struggles to recall exact details. Dates and key features frequently slip his mind.

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Elijah is a 9th grade student at Diamond Bar High School. He and his family value education, and he enjoys learning about history. He plays football, but has many other interests such as photography and computers. Elijah reads for fun occasionally, and likes books/text that take him to "new places." He is naturally inquisitive, and strives to make the most out of whatever he is doing, which I have personally seen as his coach this past season. He did an excellent job on the QRI, answering most of the questions correctly and placed firmly in the high school range for his QRI. I wasn't surprised by his results given the responses he provided during the RCI.

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Emily is a female 8th grader who doesn't love to read, and it was hardly modeled for her in the home. She prefers to read shorter books that include pictures like graphic novels. The longest book she has ever read was Harry Potter and it took her a long time to finish, and she only finished the one book. Her WPM was rather high, but when I asked her the questions after she was unable to answer many of them. I had a feeling she was skimming to make it seem to me like she was reading quickly. When she was allowed to look back at the text to answer the questions, she was more accurate. She read the narrative text quickly as well, but she was better able to answer the questions this time. Overall, I still think she was skimming a lot of the reading and it wasn't until she knew the question that she really focused on the content of the text when she looked back.

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Rosha is a senior in high school. She loves to shop and has a passion for fashion. She is not a fan of reading; however, it does not mean she is bad at it. She did a really good job on her QRI and scored proficiently and at her level. She does not like reading because her teachers assign her books and readings that she is not interested in, and that has made her dislike the task. She still does it and gets it done because she cares a lot about her grades and wants to do well in school. Although none of the QRI readings were of her interest, she still was attentive and able to answer the comprehension questions well.

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Liam is an 8th grader who likes baseball, science and "books with action". He is the first of 4 children and has benefitted from attending private Catholic school. His father is a very successful attorney. He ws comfortable with both text we strrong pre knowledge. His summaries were very short, with each being under a minute. However, clearly showed strong understandin of the material. He was average reading speed with takin a bit longer on the 'Life Cycel of a Star" because of the academic language such as "infrared"

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Sydney is a 12th grader who enjoys spending time with her family, friends, boyfriend, and self. She likes to spend her free time relaxing at home, going to the beach, or working out. In terms of school, Sydney excels and pushes herself to do well. She has taken a handful of AP classes, reads challenging literature outside of school, and just got accepted early admission to her dream school - University of Miami. During the QRI, Sydney performed highly on the expository text but struggled more on the narrative text with recall. I think she may have been initially disengaged but once she got a glimpse of the type of questions she'd be asked, she was more attentive while reading the second text.

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Talia is a senior and is the president of her comedy sports team. She is an active member of her school and is very social. She greatly enjoys concerts, shopping, and adventures. She is not a fan of school and does what she needs to get the grade. An intersting aspect of Talia's learning experience is that she often has teachers or peers read materials aloud to her as she really struggles with independent reading. Her struggles with reading have discouraged her in her studies. She is not exactly sure what she wants for her future, but is the person to enjoy the journey as she starts college in the fall. In her QRI, Talia struggled with the questions. With the look back opportunity, she excelled; however, the portions that required her to fully recall details on her own, she struggled.

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Heidi is a 9th grader, who enjoys choir and drawing. Her favorite subjects are math and science. While she enjoys reading for fun, she often prefers to "just watch the movie." Based on her QRI, I found that she struggles to focus and stay on task, making longer reading assignments difficult. However, she is very detailed oriented and likes to ask follow up/clarifying questions about the material. She has a very curious mind and is motivated to do well in all subjects.

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Madeline is a high school senior that lives in Garden Grove. She is half white and half Filipino. Her special interest is in Tennis. She's been playing since she was very little, and has gathered life long skills of determination, perseverance and even grace when faced with a loss. Growing up, her parents had her attend an extra-curricular reading and writing course, which instilled a love and passion for literature. Her QRI scores were exceptionally high in both expository and narrative text, but prior knowledge and predictions are still developing.

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Gael is a 12th grader from a family of 5 (his dad, mom, older brother, younger sister, and grandma) who enjoys playing video games with his friends (especially Minecraft) and watching YouTube. His favorite subjects are History and Engineering, mostly because he likes the teachers of those subjects. He enjoys going to school mostly for the social aspect. Based on his QRI, he reads and writes at an average level for his age and appears to often struggle with being specific when recalling main ideas from text. He typically gives a very general overview without many specific details when retelling text.

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Kaitlyn is a freshman who loves sports and hanging out with friends. She's dedicated to school and education is very important in her family. She enjoys English and Science, but does not like History or Geography. She enjoys reading nonfiction and usually visits her mom's library for new books. She enjoyed learning something entirely new from the Vietnam text, and though she was overwhelmed when we did the first round of questions without looking back, she got really excited to answer the second round of questions because she knew the exact locations in the text. For the WWI text, she was really nervous to read because history isn't her favorite, and she found it overwhelming. Her WPM was really great on both texts, and she had positive things to say about both texts.

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Brinley is a 7th-grader who loves to travel and spend time with her family. In our initial meeting, she shared that she finds her English class difficult and, therefore, considers it her least favorite subject. After going through the two passages with her, her primary difficulty doesn't stem from decoding or reading fluency, but in deeper comprehension and retention of information. In both the narrative and expository texts, Brinley demonstrated limited recall of the main ideas despite reading at an adequate or above-expected rate. She is likely reading quickly without fully processing or consolidating information. The results of the QRI suggest surface-level engagement with the text, rather than active meaning-making. Another observation I noticed was her limited ability to activate and apply prior knowledge. While she attempted to answer the pre-reading concept questions, her responses were vague and incomplete, reflecting only partial understanding of key terms. While she possesses fragments of background knowledge, she may struggle to connect larger concepts or apply them strategically during reading, as evidenced by her often scoring higher on explicit questions than on implicit ones that required higher-order thinking and knowledge application.

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Isaac is an 8th-grader who enjoys extracurriculars like baseball and football. He loves spending time with friends and family. He struggles finding the motivation or even interest to read, he says that everything his teachers make him read is too hard and boring. After reading, he does really well with reading comprehension and the overall understanding, and if he finds something interesting, he will gladly take the time to read it. However, he struggles most with his writing, he can verbally give his answers really well but struggles significantly with formulating complete sentences and using the proper punctuation and grammar.

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Connor is a funny, talkative 7th grader who likes anime, gaming, rock climbing, and math. In school he is his student class president, and performs well in school while enjoying the material in most of his couses. He has an older brother who reads extensively and does quite a lot of reading himself. In both the narrative and expository text he was able to comprehend very well on first read, and read quite quickly without making almost any mistakes. He is at an independent level at reading but very much prefers topics in STEM or fantasy fiction novels.

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Nathalie is a 12th grader who has strong family values and traditions. She loves to bake and is very well-rounded. Her challenges are finding personal relevance to material, especially if she does not have prior knowledge on it. She enjoys reading but only if it aligns with her interests and experiences (so historical reading was a bit of a challenge). However, her strengths are that she is not afraid to tackle anything, whether it is challenging or unfamiliar. She performed well on the QRI and can do even better if she had more preparation/scaffolding. Although she is very quiet, she reflects deeply in a one-on-one setting so I am curious how she would do in a group discussion.

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Ashley is a high school senior who is making the most of her senior year with high involvement at school. She is in the choir, the chapel worship team, works an after-school job, and spends a lot of time hanging out with her friends. In the midst of her busyness, she has fallen out of love for reading. She used to enjoy reading fiction novels like Percy Jackson in middle school but doesn't really read for fun anymore. For the QRI, she seemed to be skilled at grasping the big pictures and themes of the texts read--she actually did better at the implicit questions than the explicit ones on one of the texts. But she had trouble recalling specific details. I think some more practice with detail-rich texts might benefit her abilities.

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Braden is an 11th grader who loves theatre and choir. He comes from a household where he feels supported in his personal and educational ambitions. Braden is very curious and loves to learn about “cool concepts” he is unfamiliar with. He enjoys school, except for when he is unmotivated and has to attend, and wishes for more room in his school schedule. He enjoys reading in class, especially novels, if the text choice is intentional and paired with a discussion. Overall, Braden did well on his QRI. Braden’s QRI results indicated that he is a fast reader who can comprehend main ideas and concepts on the initial reading pass. He is also strong in navigating the text when allowed to look back. Where Braden can still develop is his comprehension of smaller details upon his initial reading pass.

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Noah, a 7th-grader who loves playing soccer and going on hikes, is not an avid reader. Culturally in his home, reading nor supporting his academic career are not prioritized. During our initial RCI interview, Noah conveyed that he wants to do well in school, but he does not view it as a vehicle to find success in life. He rarely reads for pleasure and indicated that it had been some years since he had last done so. Regarding the QRI, Noah did not perform well across both text readings. Across all data sets, Noah was in the lower percentile, as evidenced by his assessment. Despite his lack of success, Noah maintains a positive attitude towards improving his literacy across all academic disciplines.