1

Hayley Davidson

Literacy Inquiry Project

Emergent
EEX 6848 Dr. Williamson
Hayley Davidson
2
Hayley Davidson
Emergent
Student A is in 9th grade. He is a 16-year-old male who's primary exceptionally is

intellectual disability and secondary exceptionally is speech/language impairment.

According to the student’s mom the parents are still together however, the dad lives in

Turks & Caicos and comes home every 2 months. This causes the student to miss school

because when Dad comes into town Mom wants student A & Dad to spend as much

time with each other as they can. He enjoys reading in school at home however, he often

will get off task or will script. Mom tries to make him read in his free time, but he likes to

read short picture books that she doesn't think are age appropriate for him. In class we

are reading a novel study he will often participate. When he is called on, he will begin

reading the novel out loud in a nice strong voice but after reading 2-3 sentences he will

often go to a whisper voice. Mom says she has him read a story every night before bed.

This helps calm him and get him ready for bed. As a child she said that he would often

get books read to him by his dad or Mom. She often says at bedtime Dad will FaceTime

in, so Student A feels like he is present. 

Student A teachers state he often doesn't pay attention or gets off task. He can

easily be redirected; however, he needs more 1:1 support. Teachers often re word

questions to help simplify what they're asking for Student A. Even when teachers do

this, he still struggles with what is being asked of him. When the student is given

independent work, he often will begin scripting. His teachers will step in and help get

him back on task or ask him if he doesn't understand the assignment. He often doesn't

advocate for himself when he needs help. The student does the best in small group
3
Hayley Davidson
settings whole group can become overwhelming for the student and he requires

moderate prompting to stay on task. 

I completed a reading interest survey on student A he likes to read books aloud

and in a quiet place. He likes stories about superhero’s, mysteries, and theater. He loves

anything with music and about God. He wants to read things that make him happy. his

mom stated he has so many books at homes but often will go for the books that have

pictures. 

I have looked over the students Cum folder and past assessments. The students’

assessments are from ULS, iReady, Star reading assessment, Reading A-Z, & Language

Live. Based on the students’ assessments and scores the student is at an emergent level

for comprehension. The student is currently reading at a 3rd grade level. 

My hypothesis is that the student has a mixed reading profile and needs

intervention with both comprehension and word recognition. He struggles with listening

comprehension and decoding words. I plan to give him the CORE vocabulary

assessments and administer the QRI-7. After I do these assessments, I will have a better

understanding of what I need to do next. 

After working with this student, he was given high frequency word survey, core

vocabulary screening test, the QRI-7 assessment and Dibels word reading fluency

assessment. Below is the table of data collected from each assessment.

4
Hayley Davidson
DIBELS - Fluency Measures
Date administered: 2/10
Subtest Given?  Score / Total words Total Accuracy % (Words
(Yes or Possible read correctly words correct/Total words)
No) score read
NWF No N/A N/A N/A
WRF No N/A N/A N/A
ORF Yes N/A 92 93 97%
 
This student was given an 8th grade fluency test. He scored very high, and he read with

appropriate pacing and he self-corrected when his mispronounced a word. He ended up only

getting one word wrong in the passage. He still is reading at below grade level. When given a

high school level fluency test, he often mispronounces a lot of the words and becomes frustrated

at himself for getting so many words wrong. He doesn’t enjoy timed test either and this can

cause him to be fixated on making sure he finishes the story instead of focusing more on trying

to read the words correctly.

DIBELS - Maze
Date administered: 2/15

Subtest Given Words Words Maze Accuracy (Correct - Incorrect

? Correct Incorrect divided by 2)
Maze Yes 12 2 12-2=10/2=5
Yes 16 4 16-4=12/2= 6

I gave this student the DIBELS benchmark middle school assessment. The first time he

was given the test he wasn’t decoding the words correctly for each sentence. I had to take a step

back and go over the instruction again with him. He still needs a lot of prompting on trying to

decode the words that are presented to him. He is still below grade level because this assessment

was an middle school level and this student is in highschool.

CORE Surveys
5
Hayley Davidson
Date administered 2/8
Section A Section B Section Section D Section E Section F Section
C G
 26/26 26/26 21/21 10/10 10/15 10/15 6/15
Section H Section I Section J Section K Section L Vocab Screener
/15 /15 /15 /15 /24 15/30
 
QRI Word List
Date Administered: 2/16

Level of Word List Given Independent, Instructional, or Frustration?

5th Independent
6 th
Instructional
 
  I administered the QRI word list and started him at a 5th grade level based on his previous

scores and levels he has been at. He read the 5th grade QRI word list independently. I then gave

him the 6th grade list and he read that list at an instructional level. I wanted to see if he could do

the 7th grade list as well because I felt like he knew some of the words on that list. When he was

given that list, he became frustrated because the words were harder, and he was missing a lot of

them.

QRI Passages
Date(s) Administered: 2/22 & 3/3
Passage Expository or Retelling Was Recalled Story Retelling was in
Name & Narrative % Retelling Structure? (Y Sequential
Grade Accurate? (Y or N) Order? (Y or N)
Level or N)
The Nile Expository 8/22 Y N N
River (middle
school)

Building Expository 3/2 N N N

Pyramids

Passage Expository Explici Implicit Total ? Explicit Implicit Total

Name & or t ?s ?s s Correct Correct Correct
6
Hayley Davidson
Grade Narrative Correct Correct Correct with with with
Level Lookbacks Lookbacks Lookbacks
Abraha Narrative 3 I 4 4 2 6
m
Lincoln
Temp & Expository 3 3 6 4 4 8
Humidit
y

This student was tested using a sixth-grade reading passage entitled “Abraham

Lincoln”. He had background knowledge on Abraham Lincoln and was able to relate to the

reading because he has recently learned about him in is social studies class. He scored a 4/12

on the concept questions. Although this section was low, and the same as the first time, other

areas were higher. When he read and answered questions from the Temperature & humidity

passage, he scored higher. He does better when he is given the opportunity to look back at the

story and is reminded to use context clues to help him answer the questions.

 
All these assessments were given in my portable and during my data collecting time. It

was a calm and quite setting. This is also a familiar place because I teach him science and he is

used to coming into my portable. There were no distractions during these assessments. He

would ask for a break if the assessments were taking too long. I would give him a break at the

end of each section. He enjoys a sensory ball I have in my classroom.

My hypothesis remains the same. My students reading comprehension skills are below

grade level. He also reads very slowly when asked to give a summary about what he just read

he cannot always do so. If it is a passage relating to animals, history, or weather he has a better

understanding and is interested so he can give a summary of what he read. He also doesn’t like
7
Hayley Davidson
taking test and he knows when it’s a test. This can often make him stressed or non-compliant.

He also doesn’t do well when he knows he is being timed. When he saw I had a timer that

freaked him out a little bit and made him nervous and not want to do it. Next time I didn’t have

the timer where he could see it and he did a lot better. When he is trying to decode words, he

often will guess the word. If that doesn’t work then, he will pick a word that is most familiar to

him. When he is reminded to use context clues to try and figure out the word, he often will get

the word correct.

Goal: Student will complete a reading passage independently and answer comprehension

questions related to the passage.

Objective: After reading a passage student will answer a variety of questions (who, what, when,

where, how, and why) with 70% accuracy in 4 out of 5 trials.

Goal: Student will use demonstrate an understanding of how to decode unknown words.

Objective: When given a text with unfamiliar words, student will attempt to decode unknown

words with minimal support with 65% accuracy.