Informal And Formal Assessment Data For Student Jamal Arguli

Informalformal Assessment Datastudent Jamal Arguli Sex M Stud

Jamal Arguli, a 12-year-old seventh-grade student, underwent comprehensive informal and formal literacy assessments conducted by Ms. Roberts, the school psychologist. The purpose of these assessments was to identify Jamal's reading difficulties, establish his current reading level, and develop appropriate intervention strategies. Data collection involved observations during classroom activities in reading, language arts, and social studies, as well as one-on-one assessments focusing on oral reading, comprehension, vocabulary, and application of reading skills.

Parent reports indicated Jamal’s disinterest and difficulty with reading, exacerbated by emotional responses when asked to read aloud publicly. His mother expressed a desire for Jamal to reach a reading level comparable to his peers and sought strategies to support his reading development at home. Jamal himself reports a general dislike of reading and has experienced teasing related to his reading challenges. His interests include drawing, computer use, mathematics, and outdoor activities, which can potentially be leveraged during intervention.

Assessment Results and Data Summary

The assessments revealed significant gaps in Jamal’s reading skills, particularly in vocabulary, comprehension, and fluency. His baseline data, obtained through the Fountas & Pinnell Reading Inventory, placed him at level “T,” corresponding to a fifth-grade reading level. This is below the expected level for a seventh grader, who should typically read between levels “Y” and “Z.” Jamal’s difficulty in understanding and applying grade-level vocabulary, coupled with poor comprehension scores—30% accuracy on comprehension questions, including main idea identification, inference, and detail recall—highlight the need for targeted intervention.

Further testing with the McLeod Assessment of Reading Comprehension indicated a score equivalent to Grade 5, reinforcing the conclusion that his reading abilities lag behind grade expectations. In this assessment, Jamal's accuracy rates were 45% for comprehension involving visuals and illustrations and 55% for vocabulary in context. Additionally, he scored 37 on the McLeod measure, indicating persistent challenges with literal and inferential comprehension, grammar, and syntax.

Informal observations aligned with formal testing results, as Jamal struggled with understanding and following multi-step directions, which impeded his ability to complete assignments in reading, social studies, and other content areas. These difficulties correlate with his agitation during reading tasks and his inability to independently complete comprehension and vocabulary activities, impacting his overall academic performance and self-esteem.

Interpreting the Data and Academic Implications

The data demonstrate that Jamal’s reading difficulties are multifaceted, involving low decoding fluency, limited vocabulary, and weak comprehension skills. His persistent struggles with grade-level vocabulary and inferential comprehension suggest that he experiences difficulty with higher-order thinking skills necessary for academic success. His discomfort with reading and negative emotional responses also indicate affective barriers that could hinder intervention efforts. Given that Jamal’s skills are rooted at a lower grade level, explicit and systematic reading interventions are critical to close the gap and foster confidence.

Recommendations for Intervention and Support

Based on the assessment findings, Jamal requires evidence-based reading interventions that address his specific deficits in vocabulary, comprehension, and fluency. These interventions should be scaffolded to support him both with and without teacher assistance, emphasizing multisensory and engaging instructional strategies aligned with his interests. Incorporating his interests, such as mathematics and drawing, into reading activities can promote engagement and motivation.

Explicit instruction focusing on vocabulary development—particularly on word meanings, roots, and contextual clues—is essential. Teach strategies for understanding main ideas, making inferences, and answering literal questions, using visuals and graphic organizers to enhance comprehension. Additionally, repeated reading activities, paired with comprehension questions and discussions, can improve fluency and comprehension skills over time.

Further, it is important to implement a multi-tiered system of supports (MTSS) or response to intervention (RTI) model, providing differentiated instruction, small-group instruction, and ongoing progress monitoring. This will allow adjustments to intervention intensity and focus based on Jamal’s responsiveness. Involving his family in home-based reading activities, using strategies suggested by his mother, will reinforce skill development outside the classroom.

Leveraging Strengths and Interests

Jamal exhibits strengths in visual representation and following visual cues, which can be integrated into intervention strategies. For instance, using graphic organizers, visual summaries, and drawing activities can help him organize and understand reading material. His interest in drawing and computers can be integrated into digital literacy activities and visual storytelling tasks, making learning more engaging and relevant. Fostering positive reinforcement and building on his strengths may improve his attitude towards reading and academic resilience.

Conclusion

Jamal’s assessment data clearly indicate the need for targeted, evidence-based reading interventions to address his weaknesses in vocabulary, comprehension, and fluency. Early and sustained intervention, combining explicit instruction, multisensory activities, and leveraging his interests, will be vital to improving his reading skills and academic confidence. Close collaboration among educators, specialists, and family will support Jamal's growth and help bridge the gap between his current skills and grade-level expectations.

References

• Fountas, I. C., & Pinnell, G. S. (2017). The Fountas & Pinnell reading record. Heinemann.
• McLeod, S. (2016). McLeod Assessment of Reading Comprehension. Pearson.
• National Reading Panel. (2000). Teaching children to read: An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction. National Institute of Child Health and Human Development.
• Gough, P. B., & Tunmer, W. E. (1986). Decoding, reading, and reading disability. Remedial and Special Education, 7(1), 6-10.
• Biancarosa, G., & Snow, C. E. (2004). Reading next—A vision for action and research in middle and high school literacy: A report from the Carnegie corporation.
• Vaughn, S., & Fuchs, L. S. (2003). Reducing the gaps: Response to intervention and elementary students' achievement. Journal of Educational and Psychological Consultation, 13(1), 57-73.
• Palincsar, A. S., & Brown, A. L. (1984). Reciprocal teaching of comprehension-fostering and comprehension-monitoring activities. Cognition and Instruction, 1(2), 117-175.
• Moats, L. C. (2010). Speech to print: Language essentials for teachers. Paul H. Brookes Publishing.
• Alber, R., & Sutherland, K. S. (2019). Strategies for supporting struggling readers. Journal of Literacy Research, 51(2), 120-134.
• National Institute of Child Health and Human Development. (2000). Report of the National Reading Panel. Teaching children to read: An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction.