Student: [Student]
Test date: [redacted] 2026
Evaluator: Elizabeth Richards
Report date: [redacted] 2026
Grade: Rising 5th

This is a sample report. The student is a composite; all names, dates, scores, and details are fictional.

Reading Program Pretest

[Student] was a pleasure to work with. She stayed focused and engaged throughout, completing each task. She completed these assessments at our office in Brunswick. These assessments are gauged to be an accurate, non-standardized representation of [Student]'s current abilities.

1. Sound to Symbol Test: Spelling Phonemes

This test asked [Student] to spell the grapheme (letter/letters) for common individual sounds (phonemes).

[Student] provided the correct grapheme (letters) for phonemes (sounds) in 30 out of 50 opportunities. She provided the correct spelling for most consonants and consonant digraphs, and some short vowels. She could not identify the spelling for most e-controlled vowels, vowel digraphs, diphthongs, and r-controlled vowel sounds.

2. Symbol to Sound Test: Reading Phonemes

This test asked [Student] to "read" (say the sound) for the fifty most common graphemes (letter teams).

[Student] correctly identified the sound for 31 out of 50 common phonemes in isolation.

3. Phonological Awareness Test (PAST): Late 1st Grade Equivalent

This test asked [Student] to manipulate phonemes (sounds) within words, such as, "say bookcase without the book": "case"; or "say broom without the /b/": "room".

[Student] was able to manipulate sounds in simple syllables and compound words. When asked to manipulate the phonemes in complex single syllable words (CCVCC) at a 2nd grade level, she missed four out of five.

4. Gastiel Ellis Test of Decoding Skills (Reading)

[Student] was asked to decode (sound out) sets of real words and non-word syllables of increasing difficulty.

[Student] shows strong decoding skills with single syllable words containing short vowels and consonant blends. Her decoding accuracy decreases with more complex syllable types, including vowel pairs, and with multisyllabic words.

5. Slosson Oral Reading Test: Sight Word Assessment

For this evaluation, [Student] was asked to read lists of sight words at increasing difficulty.
Highest level with any correct: Grade 8
Highest level with 50% accuracy: Grade 3
Highest level with 80% accuracy: Grade 2
Highest level with 100% accuracy: K

[Student] was able to recognize all kindergarten and most first and second grade level sight words, many words at the third grade level, and some words at the fourth through eighth grade levels.

6. Scholastic One Minute Fluency Assessment: Oral Reading Fluency

[Student] was asked to read passages of increasing difficulty (grade level) for one minute. Her accuracy as well as her rate were calculated for an oral reading fluency score.

[Student] was able to read a 4th grade level passage with 86% accuracy at 74 correct words per minute. Due to an accuracy score under 98%, [Student]'s score on the Hasbrouck and Tindal Fluency Scale cannot be calculated.

7. BLD (Barnell-Loft Diagnostic) Spelling Test

[Student] was asked to spell words of increasing difficulty and irregularity.

[Student] was able to successfully spell simple single syllable words that contain short vowels and most e-controlled vowels. She struggled to spell simple single syllable words that contain vowel pairs and r-controlled vowels. She also struggled to spell complex single syllable words and multisyllabic words.

8. The Writing Revolution, Informal Writing Assessment

[Student] was asked to write an expository paragraph on whether she preferred summer or winter. She was given 5 minutes to plan her writing and 15 minutes to write a paragraph based on her planning. The writing sample was evaluated using the "Six Traits Writing Rubric". Fourth and fifth grade writers should be "Developing" in most skills, though may be "Emerging" or "Proficient" in some areas.

[Student] received the following scores on the components of the rubric. Her writing answered the prompt and gave three reasons, but ideas were listed rather than developed, and spelling errors made some sentences difficult to read.

Idea 3/6: Main idea evident but support is general
Organization 3/6: Attempt at organization; list like
Voice 3/6: Writing seems mechanical
Word Choice 3/6: Correct but mundane
Sentence Fluency 2/6: Choppy; monotonous sentence patterns
Conventions 2/6: Errors impede readability

Analysis:
[Student] can decode single syllable words with short vowels and consonant blends, and has good sight word recognition through the second grade level, but has areas of difficulty with oral reading fluency, encoding (spelling), and sentence level and paragraph level writing skills. Decoding and spelling complex and multisyllabic words are additional areas of focus.

Reading:
Phoneme/Grapheme Correspondence: [Student] correctly identified (read) 31 out of 50 grapheme to phoneme correspondences (letters to sounds). When [Student] was asked to spell the same phonemes, she struggled to connect the sounds to the letters and letter pairs. Phonological Awareness: [Student] is at a first grade level for phonological awareness. Decoding: [Student] can decode simple single syllable words. She struggles with complex vowel sounds and higher level single syllable reading concepts as well as multisyllabic decoding concepts. Sight Word Recognition: [Student] can independently recognize second grade level sight words; she shows partial mastery with 3rd-5th grade level words. Oral Reading Fluency: [Student]'s reading accuracy is below an instructional level at the fourth grade; her exact fluency score could not be calculated because her accuracy was below an instructional level.

Writing:
Spelling: [Student] was able to spell simple single syllable words with short vowels and most e-controlled vowels. She struggled with words that contained diphthongs and digraphs (vowel pairs), as well as multisyllabic words. Paragraph Writing: [Student] is a developing writer. She has good ideas and an emerging voice, but conventions and mechanics impede her readability.

Recommendations:
[Student] needs direct instruction in the following areas:
1. phoneme to grapheme and grapheme to phoneme correspondence with complex vowel sounds
2. decoding complex single syllables containing vowel teams, and multisyllabic words
3. oral reading fluency at the second, third, and fourth grade levels

Priority should be given to reading first; once reading is within one year of grade level, writing instruction should be incorporated.
4. sentence mechanics, grammar, and conventions
5. paragraph organization

We recommend a program that targets the underlying skills of phonological awareness, orthographic processing, and directly teaches decoding, word recognition, reading fluency, spelling, and writing conventions. Based on her current level in all reading and writing skills, we would ideally like to see her for an initial round of structured, multisensory literacy and writing intervention.

Sincerely,
Lisa Murphy, M.Ed.
Pine State Learning, LLC