Name of Child:  Michael J.
Age:  10
Grade:  Third
School:  Alyssa Porter Elementary

Description
Michael J. is a third-grade student. He is a very polite boy who lives with his mother (single parent) and his two older sisters. Michael is well behaved and anxious to please the adults in his environment. As the youngest child in his family, he has been much loved and the center of attention. He has two good friends (one since preschool) and he attends swimming classes with them after school. Although he likes reading, he clearly prefers spending his time after school swimming and playing with his friends. His overall school performance since Kindergarten has been above average. His math skills have put him in the top group in his class, but his reading skills are in the average range. According to his second grade teacher, when Michael entered second grade he could already read simple decodable text. His reading performance last year did not reveal any major problems and he was capable of making adequate progress. His reading at the end of second grade, although not fluent, was considered appropriate for his age mainly because he was very good in comprehending all kinds of text material presented in the class. At the beginning of the third grade Michael seemed to be a little slow in "catching up" with the rest of the class. His reading seems to be slow and cumbersome. He has worked hard since then and he has shown some improvement. However, his writing is still immature and he does not want to write very often. When he does write in his journal, he is very slow with many spelling errors. He also has been very slow in completing all other writing tasks.

Score Interpretation:
According to the results of the TPRI Screen, Michael scored Developed. This is an indication that he should not have difficulty performing in third grade materials provided he receives good instruction in his classroom. However, his Inventory scores point to some instructional needs. Michael has not fully developed his orthographic skills in spelling which ensure fast and accurate word identification. When he reads, he does not read fluently. His fluency rate is below what it should be for entering grade 3. Michael needs assistance in developing fast and accurate word recognition skills which will affect his spelling and his fluency rate. His comprehension skills appear intact.

Instructional Implications:
Michael needs to read more frequently, both at school and at home. He will benefit from instruction that focuses on the improvement of word recognition, a spelling curriculum that is sequential and provides instruction in complex spelling patterns, and on-going monitoring of his fluency rates. When his word recognition and spelling improve, his fluency rate should improve, as well.

Michael requires word study activities that include word sorting, study of morphological units, and word chunking strategies to read multi-syllable words. The word study instruction should be based on a phonics approach that progresses from building words from part to whole and provides many opportunities for practice. Spelling instruction should include words with complex spelling patterns that are presented in a systematic way that enables him to make connections to orthographic patterns. Michael needs many opportunities for practice and corrective feedback.

To build fluency rates, Michael should be monitored every day reading in text that is at his instructional level. He can begin by reading into a tape recorder and listening to himself read. Suggestions for instructional activities are timed repeated readings of instructional leveled text, a game like Beat the Clock, Intervention Activities Guide 6.13, and some work with Paired Readings, Intervention Activities Guide, 6.9. The teacher should also monitor Michael’s fluency rate on a regular basis. The middle of year TPRI will assess his progress and the need for additional help to improve in the areas of spelling word recognition, and fluency.


TPRI SCORES (Beginning of Year - Grade 3)

Screening (Beginning of the Year Evaluation)
Screening	19/20	Developed
Inventory (Beginning of the Year Evaluation)
Graphophonemic Knowledge
Task 1:	4	4 or more - Developed
Task 2:	3	3 or less - Still Developing
Task 3:	3	3 or less - Still Developing
Task 4:	4	3 or more - Still Developing
Task 5:  Word List for Story Placement	L-WCPM 86	The Kite, Story 1
Reading Accuracy	13 miscalled	Instructional Level
Reading Fluency Rate	S-WCPM	80 WCPM
Reading Comprehension	6/8	Developed