Malika Romine

Administered and Analyzed CORE Vocabulary Screening

A sixth grade student with a Specific Learning Disability was given the first grade
CORE Vocabulary Screening, Form A. The primary language spoken by the student
is English. The approximate testing time for this individual student was twelve
minutes [times may vary per student]. The student was given oral directions and
had a sample problem modeled to her. Teacher instructions, pencil, and student
record forms and keys were the necessary materials needed to complete this
screening.
The results of this screening show the student scored with 66% accuracy or 20/30
correct. This places her in at the Strategic level (between 50%-74% correct). The
student is showing difficulty understanding first grade material because of
insufficient vocabulary knowledge. This places the student below average, when
compared to students in her grade level.
This means the student needs more exposure to words through oral interaction and
reading. After the screening was scored immediate feedback was given to the
student and the missed words were reviewed orally. The instructor was able to
distinguish that there is a decoding weakness, because when the term and synonym
or near-synonym was read aloud to her, she was able to answer 7/10 missed
problems.
STRATEGIES TO IMPROVE VOCABULARY
1. Triple entry vocabulary
Word & Definition
Example of Use
Sip: drink by taking
small mouthfuls

Diagram or Picture

She took a sip of coffee.

2. Reading materials with rich vocabulary

-Big Words for Little People by Jamie Lee Curtics
-Fancy Nancy by Jane O Conner
-Cookies Bite Size Life Lessons by Amy Krouse Rosenthal
-The Boy Who Loved Words by Roni Schotter
3. Context clue
4. Synonym matching centers
5. The Reading Hand (use to help students with decoding words)