Score Interpretation
According to the results of the TPRI screen, Trisha does not
seem to be needing assistance in setting instructional
objectives. Her scores in the screen and inventory support
this assumption (Screen word reading task, spelling tasks,
word list, reading fluency and accuracy level). However, her
reading comprehension, which the teacher administered to
everyone in her class regardless of their performance on the
screen, is at a lower level than expected given her reading
fluency. It seems that Trisha has not fully developed
reading comprehension skills that would enable her to
process the textual information while she is reading. Trisha
probably needs assistance in learning how to focus on what
she is reading by ignoring extraneous stimuli and on
monitoring her comprehension of the material she reads.
Instructional Implications
Trisha needs to increase the amount of reading, both at
school and at home. In addition, she needs to actively
participate in after-reading discussions with other students
or adults who will help her organize and sort through the
information she has just read. Trisha will also benefit
greatly from instruction that focuses on the improvement of
reading comprehension by emphasizing story mappings, think
alouds, and comprehension monitoring strategies. Trisha
should read stories at her reading level and be involved in
simple story mappings. For example, she should be encouraged
to identify and map, using a story organization chart, the
main characters in the story, the setting, the actions, the
ending, etc. In order to help Trisha develop comprehension
monitoring strategies, many examples of "think aloud"
routines and modeling should be provided. Trisha may read
new stories each time with many examples of self-questioning
and opportunities for practice. Visual aids, mappings, and
organizational charts may be used. Finally, it may be
advisable to evaluate her receptive vocabulary, as an area
that may need improvement, and her attention span. An
end-of-the-year evaluation will determine the progress made
and the need for additional help through the summer.
TPRI SCORES
|
Screening (Beginning of the Year
Evaluation) |
|
Word Reading Task 1 |
5
of 8 |
Developed |
|
Inventory (Middle of the Year
Evaluation) |
|
Graphophonemic Knowledge |
|
Task 1: Spelling of CVC and CVCe
words |
4
of 5 |
Developed |
|
Task 2: Spelling of Long Vowels |
2
of 5 |
Still Developing |
|
Task 5: Word List |
4
of 15 |
Go to Story 2 |
|
Reading Accuracy |
18 miscalled |
Instructional Level |
|
Reading Fluency Rate |
68 wpm |
|
|
Reading Comprehension |
4
of 5 |
Developed |
