Setting aside my DIBELS issues, and focusing on the DRA, it would seem that she 
has the ability to comprehend written text and that her issue is more a 
listening comprehension skill.  Does that seem about right to you?  If she can 
pass that fourth grade level DRA, I am thinking it is not fair to label her as 
non-comprehending.  I would look specifically at the rubric scores and think 
about conferring with her over these scores.  You may want to look at the first 
level she 'failed', and begin to talk about one issue or two issues at a time.  
Does she understand how to describe characters, identify character traits and 
infer character motivation, as an example.

Lori


----- Original message -----
From: K Dombroske <[EMAIL PROTECTED]>
To: [email protected]
Date: Sunday, 2008, 10 Of February 12:20
Subject: [MOSAIC] Student Struggling with Comp.

> I am a regular ed teacher in an inclusion class with  very "developmentally 
> diverse" students.  I read this term in someone's posting and I really like 
> it.  It explains how I have students at various levels in term of decoding 
> and comprehension.  My coteacher and I, both 2nd yr teachers, are really 
> perplexed with one of our 6th grade students.  She can decode at the fourth 
> grade level, using DIBELS and DRA assessments, but is comprehending very 
> little of what she reads or what she listens to read aloud.  We really have 
> not found anything that has helped her improve her comprehension.  While I do 
> not work with her in reading in small groups I would like to come up with a 
> plan to use with this student.  Any suggestions of where to start?  I was 
> thinking of trying Ellin Keene's MPIR assessment, but is that necessary since 
> we already know she is not comprehending much?  We do have a TA who we could 
> possibly use to work with the student one on one.  Thanks for any 
> suggestions.  ~Kecia, 6th gr
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