READING COMPREHENSION

 

There are 3 reading comprehension skills with a deficit for Green Bank Elementary-Mid Grade: 2 students. These are listed in the sources under the "READING COMPREHENSION" section for Grade 2. The skills are:

• Determine sequence: deficit of -17. This skill involves understanding the order of events in a text, which is essential for following the plot or understanding instructions. The significant deficit suggests that Grade 2 students at Green Bank Elementary might need additional support in recognizing chronological order, using signal words (like "first," "then," "finally"), and retelling events in the correct sequence.
• Inferential comprehension: deficit of -10. This skill goes beyond understanding the literal meaning of the text and requires students to make inferences or draw conclusions based on clues provided. The deficit suggests that Grade 2 students might need help understanding implicit information, making predictions, and drawing conclusions based on evidence from the text.
• Literal comprehension: deficit of -5. This skill involves understanding the basic facts and details explicitly stated in the text. While this is a foundational reading comprehension skill, the deficit indicates that some Grade 2 students at Green Bank Elementary might struggle with identifying key details, answering basic comprehension questions, and summarizing the main points of a text.

It's important to note that the sources do not offer data for other potential reading comprehension skills, so it's unknown if Grade 2 students have deficits in areas like:

• Character analysis: Understanding the traits, motivations, and relationships of characters in a story.
• Identifying the main idea/theme: Determining the central message or underlying meaning of a text.
• Vocabulary: Comprehending the meaning of words within the context of the reading passage.

The data provided in the sources specifically highlights the three skills listed above as areas where Green Bank Elementary-Mid Grade: 2 students are performing below the national average. This information can be helpful in guiding instructional decisions and providing targeted support to address these specific areas of need.

circa 2003