Case Study: Sascha.
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Since Sascha’s trend-line is flatter than her goal-line, Mr. Miller needs to make a change to Sascha’s instructional program. He has marked the week of the instructional change with a dotted vertical line. To decide what type of instructional change might benefit Sascha, Mr. Miller decides to do a Quick Miscue Analysis on Sascha’s weekly CBM PRF to find her strengths and weaknesses as a reader.
Correctly Read Words per minutes
Weeks of Instruction
The following is Sascha’s CBM PRF test.
This is Sascha’s Quick Miscue Analysis for her CBM PRF test.
Based on the Quick Miscue Analysis Table, what instructional program changes should Mr. Miller introduce into Sascha’s reading program?
Test suggests that Selena’s problem-area centered on distinguishing between the long and short vowel sounds, and vowel combinations. For the most part, she did very well with the beginning and ending sounds of the names.
Student scored 89% (62 out of 70 correct), exactly at the expected achievement level for a student in October of their 4th grade year.