WORD RECOGNITION
STUDENT A’S WORD LIST MISCUES
Pre-Primer 1
Word Student Response
can can
I I
of of
me me
the the
in in
at at
with with
a a
he he
go go
to to
see see
do do
on on
was was
she she
In the pre-primer 1 word list, student A identified all the word automatically and was on the
independent level for this list.
Pre-Primer 2/3
Word Student Response
make make
same same
like like
all all
were wear
my my
work work
best best
play play
just just
some some
they they
people people
look look
too too
other other
place place
where where
under under
help help
For this word list, student A identified 18 of the words automatically and 1 other word correctly.
For the word were, he read the word as wear. This error shows that he understands the beginning
sounds of the words but he inserted an ‘a’ in the word to change that word. All in all, student A
was also at the independent level for this word list.
Primer
Word Student Response
from from
need need
going going
what what
special special
thing thing
why why
again again
want want
animals animals
sing sing
went went
jump jump
read read
said said
live long l live
there here
one one
great great
every every
For this word list, student A identified 18 of the words automatically and then he identified two
other words correctly. He took long pauses, which is why those two words were not
automatically identified. All in all, student A was at the independent level for this word list.
First
Word Student Response
bear bear
father father
find find
sound sound
friend friend
song song
thought thought
keep keep
enough enough
brain brain
air air
knew know
put put
heard Long pause heard
afraid afraid
wind wind
choose ch-choose
without without
move move
then then
For this word list student A identified 17 words automatically and 2 other words he also
identified correctly, but they were not automatic. He got one word incorrect, which was the word
knew, which he read as know. He substituted an ‘o’ for the ‘e’ which changed the word. All in
all, he was at the independent level for this word list.
Second
Word Student Response
stone stone
excited egg-excited
shiny shiny
else el-else
picked picked
promise promise
pieces pieces
suit suip
push push
though thought
begins begins
food food
light light
visit v-visit
clue clue
breathe breathe
insects ins-insects
weather weather
noticed noticed
season sea-season
For this word list, student A identified 13 words automatically and then 6 other words he
identified correctly. Student A started pausing longer between the words and got the word
though incorrect. He said the word as thought, inserting a t at the end of the word. Student A has
shown that he understands the beginning sounds of words but at times adds letters onto words.
All in all, on this word list, he was at the independent level.
Third
Word Student Response
finished finished
celebrate celebrate
believe believe
confused confused
motion long pause- motion
rough r-rough
engines engines
tongue tongue(long pause)
crowded crowded(long pause)
wool wool
removed removded
curious serious
silver silver
electric electrica
introduced inroducted
enemies enemies
glowed glowed
clothing through
interested interested
explained explained
For this word list, student A automatically identified 11 words and then got 6 other words
correct. This means that he got 3 words incorrect. The first word that he go incorrect was the
word curious, which he said serious. Student A saw the ‘ious’ in the word and substituted a
different word in. These words look very similar but sound very different. The second word that
student A got incorrect was the word introduced, which he read as introducted. In this error, he
simply inserted the ‘t’ in the word. The third error in this list was an odd error, he read the word
clothing as through. This is simply just a completely different word than the word given. All in
all, for this section, he was on the instructional level.
Fourth
Word Student Response
sunlight sunlight
desert desert
crops crops
traveled traveled
favorite favorite
adaptation adoption
terribly terrib-terribly
predator predate-or
illustrated illustrited
ocean oceans
pilot pilot
dynamite dynamite
struggled struggled
symbolized sym-bol-ized
competition competition
passenger passenger
memorize mem-memorize
environment envirment
adventurer ad-adventurer
invented in-invented
For the fourth-grade word list, student A identified 10 words automatically and 6 more words
correctly identified, just not automatically. The errors show that he is able to identify the
beginning sounds of the words. The first error was in the word adaptation which he read as
adoption. He substituted the letter ‘a’ with an ‘o’ and deleted the ‘t’ and ‘a’. The second error
was in the word predator, which student A read as pre-date-or, he just pronounced it incorrectly.
The third error was in the word illustrated which he read as illustrited, he substituted the ‘a’ with
an ‘i’. The fourth error was in the word environment which he read as envirment. He deleted the
‘on’ from the word. All in all, his errors were minor and he was still on the instructional level.
Fifth
Word Student Response
content content
reflected reflucted
medicine medikine
biography bio-graphy
artery archery
capture long pause-capture
vessels long pause-vessels
tales long pause-tales
stampede stampeds
obstacles long pause-obstacles
divorced divored
registration long pause-registration
scarce long pause-scarce
primitive long pause-primitve
visualize long pause-visualize
bulletin long pause-bulletin
solitary long pause-solitary
fluent long pause-fluent
pioneers long pause-pioneers
advantage advantag
In this fifth-grade word list, student A only identified 1 word automatically, but he did identify
12 words correctly. He really struggled with these words and made 7 errors. The first error was
in the word reflected, which he pronounced as reflucted. He then pronounced the word medicine
as medikine, he simply made the ‘c’ have a ‘k’ sound. The next error was in the word biography
which he mispronounced as bio-graphy. Then he mispronounced the word artery as archery. The
next word that he had an error in was the word stampede, which he substituted an ‘s’ for the ‘e’
on the end of the word. In the next error, he removed the ‘c’ from the word divorced. The last
error that student A had in this word list was with the word advantage, which he pronounced as
advantag. All in all, these errors show that he understands the beginning sounds in words but
substitutes or reverses some letters. In this word list, student A was at the frustration level.
All in all, student A ended up being instructional at the fourth-grade level, which is higher than
what his IEP says. His errors were minor ones that didn’t change the meaning of the word. Only
one time did he completely change the word. These results from this assessment show me that
student A understands the beginning sounds of words but has some struggle in the rest of the
word.
STUDENT A’S GRADED PASSAGES
For the graded passages, I only had to administer one set of passages that were at
the fourth-grade level because with both the expository and the narrative story he
was at the instructional level.
Passage 1- Amelia Earhart (Narrative)
In this passage, student A had a total number of 23 miscues. The passage had a
total of 268 words, which made his total accuracy at a 91%. Student A had 14
miscues that changed the meaning. A lot of his errors in this passage were because
he repeated himself due to the lack of confidence in himself. Student A had 14
errors because he skipped two lines of the passage. He also substituted the word
other for one, the word they for there, the word when for what, the word other for
another, the word around for across, and the word somewhere for someone. He
also said the word danger when it was written as dangers, he deleted the ‘s’ at the
end of the word. All in all, his miscues from this passage where minor. Some
words he just deleted a letter, some words understood the beginning sounds but not
the end, and other words he just completely changed for new words.
Passage 2- Plants Structures for Survival (Expository)
In the second passage that student A read, he had a total of 20 miscues, and the
passage had a total of 278 words in it, which made his accuracy a 92.8%. Half of
those miscues were meaning changing miscues. He showed again that he
understands beginning sounds in words in this passage. Student a read the word
where as what, basic as bascit, any as and, helps as help, adaptation as adaption,
the as to, water as what, areas as are, covering as conversing, from as for, winter as
water, and as any, and cactus as circuit. In these errors, student A read the
beginning sound correctly, but confused the ending sounds. Throughout the
passage, he also read some words in a way that was completely different. For
example, he read water as rain. All in all, his errors showed that he has an
understanding of letter sounds, but that he hurried through some of the words and
made minor errors.
