Indicator 2

This is a table summarizing the results of the Basic Reading Inventory I did with a student currently recieving Tier 3 Instruction and has shown signs of ongoing reading difficulties inspite of urgent and intensive interventions all year long. I wanted to show that there is a discrepancy between his listening/auditory comprehension/abilities and his independent reading level. So, I did a variety of BRI assessments such as word lists, graded passages, and early literacy skills test such as phoneme segmentation and auditory discrimination to further illustrate this observation. For example, the student can comprehend text to his grade level but for reading independently with little to no word errors, he still requires support to read without miscues. To further adapt this to better meet this indicator, we created a visual and written report summarizing student and class data as well as suggesting tiered support for this student to improve outcomes. I decided to perform these tests because this student shows characteristics of dyslexia. This learning disability primarily affects the brain's ability to connect spoken and written language, this then affects reading. I chose these tests because it adds to the narrative of him as a learner.