Table 16: Close to Grade Level Literacy
| Student E (F) | Student F (M) | |
| Grade Four Assessment |
Estimated reading level: Grade 3-4 |
Estimated reading level: Grade 3 |
| Grade Five Assessment |
Estimated reading level: Grade 6 |
Estimated reading level: Grade 5-6 |
The students whose reading levels were estimated to be close to grade level on the first and third assessments were beginning to put the pieces of the reading process together. Student E used her good background information to assist her reading comprehension. However, she made little attempt to sound out words on either assessment. Student F in his first assessment seems to be just reading words with weak comprehension on most passages read. In grade five, his decoding skills have improved and he is now able to decode multi-syllabic words, i.e. interdependence. When he reads passages that he knows something about or is interested in, his comprehension is better.
These students now have more control over word decoding, whole passage comprehending, and accessing their background knowledge. They have the potential to become good readers.
The final two examples highlight students whose literacy achievement is estimated to be above grade level. The observation notes are included in Table 17.