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Diagnostic Report
Kaitlyn M. Rodriguez
American College of Education
Lit.5233: Prescriptive Intervention for Reading Difficulties
Dr. Timothy Rodriguez
September 15th, 2024
Intervention Plan Form
Phase I – Diagnostic Plan for __Casey__
Introduction
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While catching issues early is extremely important, it is also important to realize that
learning and reading skills are evolving, they need practice to maintain and keep sharp. Students
who may be struggling in secondary school or who may need extra support need to receive the
attention they deserve. Building upon base skills and reading literacy is a key to keeping reading
skills current. Using a variety of methods to support students will allow for them to close any gap
in their literacy while remaining engaged and clear.
Information
Student Name: Casey
Grade: 11th Grade Age: 16-17
Background
School.
Casey moved to the district in 10th grade after her mother got remarried. Academically, she
is high average in math and science but struggles with English and History. Casey’s eighth
grade end of year results were 7.6 and ninth grade results are currently 8.5
Home.
Casey, her younger sister, and her mother moved to the district after her mother remarried.
Casey's parents originally divorced when she was ten. The new household consists of
Casey’s three-step siblings, her sister, her mother, and stepfather. Casey now shares a room
with her twelve-year-old sister.
Current Behavior
School.
Casey enjoys coming to school and taking her classes, though she can be very shy when asked
to do group work or read aloud. She takes pride in doing her work and even when
she struggles to understand something, she asks for help without hesitation.
Home.
Her mother describes her as very responsible and bossy when it comes to dealing with her
siblings. While she has her moments of shyness, she is incredibly open with her
family. When she is not at school or at home, she is found at dance practice, which
she loves, as she has been dancing since she was noticeably young.
Assessment Information
Pre-Assessment Results
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Passage Form: ___A___ Results: ___6___
Listening Level:
(Listening)
Ninth grade end of year results: 7.6
Present Standardized Reading Score:
Tenth grade end of year results: 8.5
Word List Form: ___1____ Results: ___Level 1 80%____
Level 2 75%
Level 3 80%
Passage Form: ____A___ Results: ___75%____ (Oral)
Level 2 75%
Level 3 70%
Passage Form: ____B___ Results: ___90%____ (Silent)
Overall:
Level 2 95%
IRI Results: (Posted Level 3 90
as grade levels OR
include the IRI Frustration Level: __5__
summary page) Instructional Level: ___4__
Independent Level: _5___
Miscue Analysis Results:
Mispronunciation: 4
Substitution: 6
Insertion: 4
Omission: 2
Reversal: 0
Repetition: 0
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Refusal to Pronounce: 0
Observation Comments:
Many of Casey’s miscues revolved around mispronunciation at
20%, insertion at 20%, substitution at 30%, and omission at 10%.
When Casey comes forward that she does not know, she tries her
best to pronounce it but struggles to pronounce longer words or
words with silent vowels. While reading aloud she tends to have
trouble substituting or inserting words, as she tries to read very
quickly, due to anxiety. A large focus on Casey's practice should be
placed on oral reading and fluency practice, dispersed with
vocabulary to build up her word knowledge as she struggles with
meaning.
Casey's handwriting is typically small and very neat, although she
Handwriting Sample:
tends to put a lot of pressure down on the paper.
Casey scored a 5 on her oral assessment as sometimes she struggles
Chunking Size:
to comprehend certain details.
Thinking Style: Mental speaking? Y Visualize pictures? N Combination? N
Casey is good at understanding the meaning behind texts or how to
Problem Solving: solve general problems but struggles with pinpointing details or
reasons behind issues.
Other Tests: (Type N/A
and results)
Preliminary Summary
After an analysis of the assessment data referencing both miscue analysis and word
lists, it is decided that the areas in need of targeting for Casey are fluency, vocabulary,
and comprehension. Because Casey struggles with her vocabulary, this affects her
overall comprehension and fluency when reading larger text. To change this, educators
must focus on each of these aspects and break them down into areas of which she is
struggling, which is performing oral presentations, practice, and breaking down words.
Comments:
While Casey is struggling in some aspects of her reading literacy, it is good to note that she is
extremely open to looking for assistance and support when it comes to closing the learning gap.
Much of her anxiety may also come from the fact that she is in a new place and has less personal
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space as she is now sharing her space with her younger sister. Also, as the oldest in the house,
she is also dealing with a lot of new responsibilities for more people.
Phase II – Prescriptive Intervention
Target Area 1: Fluency
Strategy A: Round robin reading: This class activity is run while reading a class book, paper, or
short stories. This is a great way for Casey to get to hear the teacher read as well as her peers.
This activity allows for students to model their reading, timing, and reading rate after the teacher.
This activity “can help readers chunk the texts appropriately for fluent reading and
comprehension” (Oakley, 2024, Pg. 4). Listening to others read and practicing reading herself
will help Casey to foster her fluency levels.
Strategy B: Podcast it!: This is a great activity that allows for students to work both individually,
and as part of a group. Students will choose a topic that interests them, and research said topic.
They will compile information to share with their class over a podcast recording. The podcast
kiosk application will be used to record and share the student videos/voiceovers with the class.
“Repeated reading can involve repeatedly reading texts during rehearsals for a performance”
(Oakley, 2024, Pg. 3). Students will practice how to enunciate and project themselves while
speaking or reading a script.
Standards Addressed:
11-12R5: In literary texts, analyze how varied aspects of structure create meaning and affect the
reader. (RL) In informational texts, analyze the impact and evaluate the effect structure has on
exposition or argument in terms of clarity, persuasive/rhetorical technique, and audience appeal.
(RI) 11-12R6: Analyze how authors employ point of view, perspective, and purpose, to shape
explicit and implicit messages (e.g., persuasiveness, aesthetic quality, satire, sarcasm, irony, or
understatement). (RI&RL)
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Target Area 2: Comprehension
Strategy A: Fishbowl Reading: This reading and discussion strategy is a terrific way to build
discussion and comprehension skills. There will be an inner ring of students, which is the
fishbowl. They will be engaged in the discussion. The outside of students will listen quietly,
write down questions, and take note of any vital details or points. After a time, the rings of
students will rotate so each student gets a chance at the fishbowl. They will add on to the
previous discussion or bring up new points. This activity helps to “facilitate learning and
understanding of text through” class discussions (Nichols, 2022, Pg. 13).
Strategy B: Reflection journal: Students will use a reading journal any time they have text to
read. This activity will focus on what the students think, feel, and wonder. Journaling will build
“sensitivity to story structure, inference making, and comprehension-monitoring" (Nichols, 2022,
Pg. 15). Casey can use the reflection journal to break down what she has read and react to the
text. This allows students to connect to the text personally, fostering comprehension through
reflection.
Standards Addressed:
11-12R1: Cite strong and thorough textual evidence to support analysis of what the text says
explicitly/implicitly and make logical inferences, including determining where the text is
ambiguous; develop questions for deeper understanding and for further exploration. (RI&RL)
11-12R7: In literary texts, analyze multiple adaptations of a source text as presented in different
formats (e.g., works of art, graphic novels, music, film, etc.), specifically evaluating how each
version interprets the source. (RL)
Target Area 3: Vocabulary
Strategy A: Semantic word map sketch: This activity is a terrific way for Casey to broaden her
understanding of her vocabulary. A semantic word starts with the vocabulary word in the middle.
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This word will branch out, connecting to topics, words, objects, etcetera, that it relates to.
Eventually, those branches will create more branches, expanding the circle of information
surrounding the vocabulary word. Repetition and mapping “classroom interventions successfully
enhance vocabulary and spelling skills” (Alshahrani, 2019, Pg. 66).
Strategy B: Shades of meaning: This activity allows Casey to explore the synonyms of a given
vocabulary word, learning about the unique ways each synonym changes the further it gets from
the original vocabulary word. Each word is written on a shade of the original vocabulary word,
getting lighter or darker the further it gets. By gaining “meaning from context, using dictionary,
and guessing word meaning through word parts” student practice essential learning skills (He,
2023, Pg. 931).
Standards Addressed:
11-12R4: Determine the meaning of words and phrases as they are used in a text, including
figurative and connotative meanings. Analyze the impact of specific word choices on meaning,
tone, and mood, including words with multiple meanings. Analyze how an author uses and
refines the meaning of technical or key term(s) over a text. (RI&RL)
Summary for Phase I & II
Many of Casey's struggles come from fluency and comprehension dispersed with issues
surrounding her vocabulary knowledge. While often very shy, she is still incredibly open about
areas she is struggling with or asking for help from her teachers. In this respect it is fortuitous as
it allows for direct and immediate intervention. She has anxiety while reading aloud, so she often
speeds through her oral reading, mispronouncing words, omitting them, or substituting them. The
activities provided will allow for Casey to practice her base skills in oral reading, build upon her
vocabulary, and have her practice her fluency through reading to others or listening as others
read themselves, so she may notice the queue's others give as they read.
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Intervention Plan Form
Phase I – Diagnostic Plan for __Derek____
Information
Student Name: Derek
Grade: 9th Grade Age: 14-15
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Background
School.
Derek has been in the school district for his entire education. When in class, he avoids
reading, as he says he finds it extremely boring. He is more than willing to speak up and
answer questions when he thinks he knows the answer. Derek’s seventh grade results were
3.5 and his eighth-grade results were 4.6
Home.
Derek lives with his father and younger sister and brother. Derek's mother left when he was
young, and he had little to no contact with her. At home, Derek typically spends his time
playing video games or having his friends over. Garrick does enjoy playing sports,
specifically field hockey, and plans to join the school's field hockey team.
Current Behavior
School.
At school, Derek is very loud and boisterous and tends to get into a variety of trouble due to
joking around and pulling pranks. Though his rambunctiousness does get him into
some trouble, he is kind to his peers.
Home.
Derek's father describes him as witty, tending to be very mischievous. Derek is the oldest of
three children and enjoys spending time with his younger siblings. Unfortunately, Derek
also has made his younger brother his partner in crime when pulling pranks around the
house or causing trouble.
Assessment Information
Pre-Assessment Results
Passage Form: ___A____ Results: ___5____
Listening Level:
(Listening)
7th grade end of year results: 3.5
Present Standardized Reading Score:
8th grade end of year results: 4.6
(if known; posted as grade
level or percentiles)
Word List Form: ___1____ Results: ___Level 1 90%____
Level 2 80%
IRI Results: (Posted as grade
levels OR include the IRI Level 3 75%
summary page) Passage Form: ____A___ Results: ___90%____ (Oral)
Level 2 85%
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Level 3 80%
Passage Form: ____N/A__ Results: __N/A____ (Silent)
Overall:
Level 2
Level 3
Frustration Level: __6___
Instructional Level: _4____
Independent Level: __4__
Miscue Analysis Results:
Mispronunciation: 6
Substitution: 2
Insertion: 1
Omission: 5
Reversal: 0
Repetition: 4
Refusal to Pronounce: 0
Observation Comments:
Most of Derek’s miscues revolved around mispronunciation
at 30%, repetition at 20%, and omission at 25%. Derek tends
to avoid reading altogether, so it is not surprising to see that
he struggles in certain areas while reading. When he comes
to a word he does not know, he tends to mispronounce or
omit said word. There are times while reading that he will
repeat the word while attempting to read quickly.
Derek's handwriting tends to be large and clunky, sometimes
Handwriting Sample:
omitting words.
Derek scored a six on his oral assessment as he has a good
Chunking Size:
memory.
Thinking Style: Mental speaking? N Visualize pictures? Y Combination? N
Derek is typically very good at solving problems when
Problem Solving:
received orally but struggles when they are written out.
Other Tests: (Type and N/A
results)
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Preliminary Summary
After analyzing the assessment data referencing both miscue analysis and word lists, the
focus of the intervention should be placed on comprehension, vocabulary, and fluency. One
key factor is to ensure Derek is reading regularly. The more Derek engages with literature,
the more he will begin to practice his skills, build his vocabulary, and structure his fluency.
The more he reads, the more he will be forced to look for details and deepen his
understanding of the reading which reflects on his overall comprehension
Comments:
While in school, Derek typically tends to avoid reading any literature, and while at home,
Derrick. Dominantly plays video games and is not as reinforced in his reading as he could be.
The teachers and parents should work together to ensure that Derek has a select time to sit down
and read, which will help and aid his overall literacy. As he is incredibly interested in sports, or
more specifically field hockey, teachers can provide literature surrounding that sport to make
sure that Derek is engaged with what he is reading.
Phase II – Prescriptive Intervention
Target Area 1: Comprehension
Strategy A: Prove it!: This activity focuses on using short fiction and non-fiction texts where
Derek must read, gather information, and make a claim based on what he read. Derek must use
detail-based evidence from the text to prove his points or position to a small group of his peers
with the same text. Through discussion, these peers may choose to agree or disagree. This
activity can also be written individually for assignments. The "framework for retelling key
details is intended to increase comprehension and enable the student to answer a variety of
questions about the story” (Nichols, 2022, Pg. 7).
Strategy B: Book club groups: Book club groups are a fantastic way for not only allowing
students to keep each other accountable, but for building comprehension through group work,
projects, and discussions. The students “will begin to become more focused on the story line, be
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able to retell that which has just been read and begin to answer comprehension questions with
greater understanding” (Nichols, 2022, Pg. 11). Groups work together to break down sections of
the text, using evidence from the book to answer questions, make inferences, and deepen their
understanding of the literature.
Standards Addressed:
9-10R1: Cite strong and thorough textual evidence to support analysis of what the text says
explicitly/implicitly and make logical inferences; develop questions for deeper understanding
and for further exploration. (RI&RL)
9-10R2: Determine one or more themes or central ideas in a text and analyze its development,
including how it emerges and is shaped and refined by specific details; objectively and
accurately summarize a text. (RI&RL)
Target Area 2: Vocabulary
Strategy A: Freyer model chart: The Freyer model chart is a classic way to foster vocabulary
memorization by using an organization chart to fill in information about a vocabulary word.
Using “readings with pictures and verbal explanations might be the most encouraging tool” for
building vocabulary (Boot, 2006, Pg. 24). In the model, the vocabulary word will be in the center
surrounded by four boxes. In one box, students will write the definition in their own words. The
second box will have facts and characteristics about the word. The third box will have a list of
examples for the word, Lastly, the fourth box will have a list of non-examples.
Strategy B: RAFT vocabulary stories: The RAFT writing activity is a wonderful way for Derek
to practice using vocabulary words in context. This “provides natural and authentic contexts for
learners to encounter and process unknown words” (He, 2023, Pg. 929). The R stands for role, as
in what point of view the student's main character will have in the story. The A is the audience
the student is writing for. The F is the format the student will need to follow. The T is the overall
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topic of the story. While creating this story, Derek must correctly use his vocabulary words,
making sure that they make sense in his story.
Standards Addressed:
9-10R4: Determine the meaning of words and phrases as they are used in a text, including
figurative and connotative meanings. Analyze the impact of specific word choices on meaning,
tone, and mood. Examine technical or key terms and how language differs across genres.
(RI&RL) 9-10W3d: Use precise words and phrases, explicit details, and sensory language to
convey a vivid picture of the experiences, events, setting, and/or characters.
____________________________________________________________________________
Target Area 3: Fluency
Strategy A: Act it out Shakespeare: This activity pairs well with any plays or texts with dialogue.
In groups, students will practice acting out and speaking their lines until they can speak fluently.
Groups will later put on a play, presenting the scenes they chose. This is a fun and interactive
way to practice fluency, oral rendition, and teamwork. This activity promotes “significance for
strategic goal pursuits and emotional experience” (Duyen, 2024, Pg. 2).
Strategy B: Times up tongue twisters: This is a quick practice activity that can be made into a
game or challenge. Teachers will provide students with tongue twisters to practice while using a
timer. Students can compete, but to win they must get each phrase correct in fluency,
pronunciation, and time limit. Gamification for this strategy has “demonstrated significant
benefits in fluent and accurate reading” (Loethen, 2023, Pg. 3).
Standards Addressed:
9-10R5: In literary texts, consider how varied aspects of structure create meaning and affect the
reader. (RL) In informational texts, consider how author’s intent influences particular sentences,
paragraphs, or sections. (RI) 9-10R6: Analyze how authors employ point of view, perspective,
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and purpose to shape explicit and implicit messages (e.g., examine rhetorical strategies, literary
elements, and devices). (RI&RL)
Summary for Phase I & II
Key components to making sure Derek gets the most out of his reading intervention is
keeping him engaged in the activities he has a part in. He is very sociable and enjoys playing
games, so using strategies such as gamification or reading groups which reinforce the need to
keep up with his work so that he may engage with his peers is a wonderful way to have him take
responsibility in his own learning. Derek needs to be put in the position of needing to interact
more with different pieces of literature. The greater the amount of interaction, the more likely he
can close any reading gaps that have built over time due to his difficulties and avoidance of
reading in general.
References
Alshahrani, H. A. (2019). Strategies to Improve English Vocabulary and Spelling in the
Classroom for
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ELL, ESL, EO and LD Students. International Journal of Modern Education Studies,
3(2), 65-
81. [Link]
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spelling/docview/2859036161/se-2
Boote, C. (2006). Vocabulary: Reasons to Teach It, an Effective Teaching Method, and Words
Worth
Teaching. New England Reading Association Journal, 42(2), 24-28,62. [Link]
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Duyen, T. L. (2024). Capacity for Self-Regulatory Vocabulary Learning and Learning
Enjoyment: The
Mediating Role of L2 Vocabulary Selves. Sage Open,
14(2)[Link] 40241239894
He, S. (2023). Exploration of Incidental Vocabulary Learning Strategies from Different Modes
to
Acquire Vocabulary. The Educational Review, USA, 7(7), 927-932. [Link]
855/er.2023.07.014
Loethen, E. (2023). Effects of the Monitoring While Reading Game Group Intervention on Sight
Word
Fluency (Order No. 30427028). Available from ProQuest Dissertations & Theses Global.
(2913412461). [Link]
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group/docview/2913412461/se-2
Nichols, R. (2022). Graphic Organizers and Retelling Strategies to Improve Reading
Comprehension
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from ProQuest Dissertations & Theses Global. (2662471588). [Link]
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Oakley, G. (2024). A Scoping Review of Research on the Use of Digital Technologies for
TeachingReading Fluency. Education Sciences, 14(6), 633. [Link]
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