Developmental Reading Assessment Passage

On the San Diego Quick assessment passage, I used the qualitatively analyzing miscues to analyze her miscues. She substituted two words which were articles, so they did not affect her syntax or semantic. The other substitution that she made was with the word cans and the text read cards. She was utilized the beginning of the graphophonemic to guess what the word was. This substitution did affect the syntax and semantics of the sentence. The other miscues were self-corrections, and insertions. The miscues that Andrea made did interfere with the syntax and semantics of the sentences.

Developmental Reading assessment (DRA) provided me with additional information regarding Andrea’s independent reading level. I started off testing Andrea on a 5th grade

I would utilize guided reading daily for her reading instruction. During guided reading, I would engage her in word work, metacognitive strategies utilizing text that is engaging and meets the student’s interest to increase her comprehension skills (Fountas and Pinnell, 2010). The guided reading group would consist of 4 or 5 students on or about the same reading level with similar needs. I would collect a range of engaging and authentic text beginning on third grade level and gradually moving her to more difficult text as she progresses. Knowing that Andrea is interested in cheerleading, I would choose books about cheerleading to motivate her to read. (Cambria and Guthrie’s, 2010) research indicates that in order to motivate students to read we need to take in consideration their interest, dedication and confidence. “An interested student reads because he enjoys it; a dedicated student reads because he believes it is important, and a confident student reads because he can do it.”(Cambria and Guthrie,