Application And Analysis Fluency, Affective Factors,...

Application and Analysis: Fluency, Affective Factors, Comprehension, Strategic Knowledge The focus student (who will be referred to as CS) is a fifth grade, 10-year-old male. The first assessment administered to him was a nonfiction fluency passage from the Reading A-Z curriculum. This assessment required the student to read the passage for one minute. The second assessment that was given to CS was an assessment to judge his reading attitude. This was called the Survey of Adolescent Reading Attitudes (SARA), and it included 18 questions where the student had to rate their attitude of the particular statement on a scale from 1 (very bad) to 6 (very good). Next, CS was given a cloze comprehension assessment, which required him to fill†¦show more content†¦In other words, CS did very well for his age and grade level on fluency. After taking the assessment, there was a great deal of information that the practitioner was able to interpret and use to recommend instructional strategies. Due to his higher level on the fluency assessment, there are no pressing issues. However, frequent practice is also helpful to maintain strong fluency. Therefore, it would be recommended that the student continually practice reading both fiction and nonfiction to work on fluency and accuracy. It should also be suggested that CS hear modeled fluent reading from an adult. Repeated reading is another excellent strategy that can be employed in a variety of settings I order to increase reading fluency. Choral reading, partner reading, etc. are other options for supporting fluent readers. The next assessment, to determine CS’s reading attitude levels, was the SARA. CS answered 18 questions that the practitioner read aloud to him. He then rated the statement on a scale from 1 (very bad) to 6 (very good). The survey looked at four different subscales including 1) recreational reading in print settings, 2) academic reading in print settings, 3) recreational reading in digital settings, and 4) academic reading in digital settings. The student averaged a majority of ones (seven) and twos (four), indicating his low level of interest in reading. He scored two threes, two fours, two fives, and one six. Technology/digital questions or statements