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Joined: Jan 2009
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Hi, We just got my daughter (first grade)'s first Stanford Achievement Test score back. The section of reading gives me very mixed information about her reading skills: Word study Skill: all correct, 99% percentile, equal to post high school Word reading: 27 out of 30 questions correct, 57% percentile, equal to grade 2 Sentence reading: 28 out of 30 questions correct, 59% percentile, equal to grade 2.1 Reading comprehension: all correct, 99% percentile, equal to grade 8.
How can I help her improve reading?
Also, she intends to think too much during any school tests. In another word, she gives more logic twists for a very simple question and gets wrong answer. If you follow her logic, she always "wins".
How can I help her think more "straightforward"?
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Joined: Dec 2010
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I wouldn't worry at this point about your daughter having uneven reading achievement scores. The grade equivalent scores tell you, for example, that an eighth grader taking this first grade test would be expected to get all of the reading comprehension questions right, as your daughter did. That doesn't necessarily mean that she should be reading eighth grade books, although that is certainly a possibility. To really find that out, she'd need to take an eighth grade test, not a first grade one.
Before you panic, remember that she got better than 90% of the questions correct on every section. The two sections where she actually missed a few questions involve knowledge of phonics rules and vocabulary, and she still scored above grade level and at the high side of average - she scored as well or better than 57% of other first graders on word reading, her "weakest" area. These missed questions could be because she just hadn't been exposed to the rules or vocabulary being tested, or she could have been tired, or hungry, or distracted, or had some other problem (boredom, confusion from the illustrations, etc.) with the testing during those sections. If you want to bring her "word reading" and "sentence reading" skills up, my advice would be to continue to read aloud together and point out the less obvious phonics rules as you encounter words that use them, and make sure your daughter has access to a dictionary and a thesaurus and knows how to use them.
Gifted kids are often "out of the box" thinkers. I'm not certain that this is something to try to "correct", unless they are making real errors in logic and reasoning, in which case showing them where the breakdown in their logic is can be helpful.
Last edited by aculady; 07/01/11 10:40 PM. Reason: clarity
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Yeah, the thing we discussed with our ds is not giving the 'strictly correct' answer on tests, but the one you think they want. It's sad, but so many of the questions on his tests will have multiple choice, but none of the answers are really right, or more than one is right and therefore confusing. So he understands better now how to, um, keep his understanding of the material out of the way.
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My youngest will get answers wrong because of unfamiliarity of items specific to states where it snows. Like a picture of a mitten he will put a g in the blank because he doesn't know the difference between a mitten and a glove. Same with other things like cliff and mountain. He is well read and understands the concepts but for phonics pages he doesn't get the nuances that gloves have fingers and mittens don't until you point them out to him.
...reading is pleasure, not just something teachers make you do in school.~B. Cleary
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It seems odd that only missing 3 questions (getting 27 out of 30 right) only gives a 57%! I don't think that tells you alot about her reading skills. Maybe she put answer A and she meant answer B. I wouldn't read too much into it. I would just keep having her read alot outloud or silently and that will do the most to move her ahead.
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My youngest will get answers wrong because of unfamiliarity of items specific to states where it snows. Like a picture of a mitten he will put a g in the blank because he doesn't know the difference between a mitten and a glove. Same with other things like cliff and mountain. He is well read and understands the concepts but for phonics pages he doesn't get the nuances that gloves have fingers and mittens don't until you point them out to him. This is fairly commonly common for tests with diverse populations. In NY an inner city group realized that city kids were doing poorly on certain sections of the math regents exam not because they didn't know the math but because they didn't get the farm references which the upstate kids did. So the group started lobbying for references to city blocks or subway routes on the test to make things even but also taking the kids to see farms became about more than just getting them outside the city!!! DeHe
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I remember having a workbook page about the seasons when I was in Kindergarten. We were supposed to match drawings of objects to the seasons they were best associated with. The pictures showed a robin; a blue sky with the Sun; a rubber boot; and a dead leaf falling off a tree. We were in southern Florida. In my experience, robins showed up in the fall, when they were migrating south; the sky was blue all day during the winter, and it rained nearly every afternoon in the summer, so boots were clearly for summer and the blue sunny sky was for winter; and the leaves fell off the few trees that actually lost their leaves in the spring, right before the new leaves emerged. For some reason, those weren't the answers the workbook publisher was expecting...
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Joined: Jun 2011
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yes us Floridians have it tough unless they are referring to tourist season and slow season...or as I call them Cool, Hot, Hotter and Tolerable.
Last edited by Sweetie; 07/02/11 08:22 AM. Reason: Spelling
...reading is pleasure, not just something teachers make you do in school.~B. Cleary
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It appears that her relative "weaknesses" may be in the area of phonics. It may be as simple as just have her practice reading out loud so that you can correct her. I really wouldn't worry about it as her word study skills and reading comprehension are high and I believe those areas are more important once she gets beyond 2nd grade.
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Thanks a lot for the detailed explanation.
My daughter transferred from public school to the current school at 1 grade. During public K, they only went through alphabet. But her current school already studied phonics. I guess may be there's a gap on some very basic phonic rule she missed.
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