Word
RC Maze Analysis Box
Grade Level Student Name Percentile Percentile Percentile Results Suggested Curriculum Suggested Strategies
Word
RC Maze Analysis Box
Grade Level Student Name Percentile Percentile Percentile Results Suggested Curriculum Suggested Strategies
Word
RC Maze Analysis Box
Grade Level Student Name Percentile Percentile Percentile Results Suggested Curriculum Suggested Strategies
Word
RC Maze Analysis Box
Grade Level Student Name Percentile Percentile Percentile Results Suggested Curriculum Suggested Strategies
Word
RC Maze Analysis Box
Grade Level Student Name Percentile Percentile Percentile Results Suggested Curriculum Suggested Strategies
Word
RC Maze Analysis Box
Grade Level Student Name Percentile Percentile Percentile Results Suggested Curriculum Suggested Strategies
Word
RC Maze Analysis Box
Grade Level Student Name Percentile Percentile Percentile Results Suggested Curriculum Suggested Strategies
Word
RC Maze Analysis Box
Grade Level Student Name Percentile Percentile Percentile Results Suggested Curriculum Suggested Strategies
Word
RC Maze Analysis Box
Grade Level Student Name Percentile Percentile Percentile Results Suggested Curriculum Suggested Strategies
Word
RC Maze Analysis Box
Grade Level Student Name Percentile Percentile Percentile Results Suggested Curriculum Suggested Strategies
Word
RC Maze Analysis Box
Grade Level Student Name Percentile Percentile Percentile Results Suggested Curriculum Suggested Strategies
Word
RC Maze Analysis Box
Grade Level Student Name Percentile Percentile Percentile Results Suggested Curriculum Suggested Strategies
Word
RC Maze Analysis Box
Grade Level Student Name Percentile Percentile Percentile Results Suggested Curriculum Suggested Strategies
Box Results
Box 1
Box 2 + 4
Box 2 + 5
Box 3 + 4
Box 3 + 5
Curriculum Recommendation
If a student scores in box 1 then provide current levels of instruction in the high-level reasoning skills, vocabulary, and reading comprehens
If a student scores in box 2 + 4 then provide enhanced instruction in the high-level reasoning skills, vocabulary, and reading comprehension
If a student scores in box 2 + 5 then the student might have specific weaknesses in spelling that does not impact reading; provide instruction
If a student scores in box 3 + 4 then work on text reading efficiency (comprehension and fluency) automaticity at the phrase, sentence and pa
If a student scores in box 3 + 5 then provide intensive instruction in word study/recognition, work on applying decoding strategies to connect
, and reading comprehension strategies required to meet grade-level standards.
nd reading comprehension strategies required to meet grade-level standards.
ading; provide instruction in basic orthographic patterns, and affixes/roots.
he phrase, sentence and paragraph level; practice with repeated readings teach with comprehension focus.
oding strategies to connected text to reinforce purpose of strategies, build fluency as accuracy increases and focus on comprehension strategies.
comprehension strategies.
Strategies Recommendation
Box Results Column A Column B
• Two column note taking • Metacognitive strategies
• Activating background knowledge o Rereading to fix areas of confusion
• KWL charts and other graphic organizers o Clarifying unfamiliar vocabulary words
• Think-Paid-Share o Selecting the appropriate reading strategy for the text
• Text features
Box 1
• Two column note taking • Direct and explicit comprehension strategy instruction.
• Activating background knowledge • Opportunities for extended discussion of text meaning and
• KWL charts and other graphic organizers interpretation.
• Think-Pair-Share • Increase student motivation and engagement in literacy
• Metacognitive strategies learning.
o Rereading to fix areas of confusion • Text features
o Clarifying unfamiliar vocabulary words
Box 2 + 4
• Letter-sound correspondence • Affixes/roots to help with reading for meaning
• Spelling generalizations or patterns (vocabulary) and accuracy in writing
o E.g., 'I before e except after c and in words like neighbor o E.g., using graphic organizers or shades of meaning
and weigh’ continuums
Box 2 + 5
• Affixes/roots to help with reading for meaning (vocabulary) • Text features
and accuracy in writing • Repeated readings with variety of genres
o E.g., using graphic organizers or shades of meaning • Reciprocal Teaching Strategies
continuums • SQ3R-Survey, Question, Read, Recite, and Review
• Sentence or paragraph level comprehension instruction
Box 3 + 4
• Syllable types for pronunciation of multisyllabic words • Building a repertoire of word knowledge to assist students
• Affixes/roots to help with reading for meaning (vocabulary) when encountering unfamiliar words
and accuracy in reading and writing • Increase student motivation and engagement in literacy
learning
Box 3 + 5