LEARNING MEDIA ASSESSMENT

Background Information:
Student: N. Ross
Date of Birth: 10/28/2003
Age: 12
Evaluation Date: 02/22/2016
Report Date: 02/24/2016
Grade: 6
Parents name: D. Ross
Parents name: K. Ross
Parents Telephone Number: Did not obtain
Parents E-Mail Address: Did not obtain
Purpose of Learning Media Assessment:
The Learning Media Assessment identifies the best reading format for a student: print,
braille, audio, objects, or some combination. It offers teachers and educational teams a
framework or decision-making process for the selection of literacy media. It provides a
decision and monitoring tool for both conventional and functional literacy for students
with visual impairments. It involves a team process and the collection of medical,
educational, family and student-supplied data to make informed decisions.
The following assessment forms were used during this Process:
General Student Information (Form 1)
Use of Sensory Channels (Form 2)
General Learning Media Assessment Checklist (Form 3)
Indicators of Readiness for a Conventional/Functional Literacy Program (Form 4)
Initial Selection of Literacy Medium (Form 5)
Continuing Assessment of Functional/Conventional Literacy Media (Form 6)
Literacy Tools Inventory (Form 7)
Assessment Results
Use of Sensory Channels:
The student was observed during four different activities throughout the school day. He
was observed in his English Language Arts Class (ELA), Math Class, Physical Education
(P.E.) Class and at Lunch. Across all three observations, the student used his vision more
so than his tactile and auditory channels. During his ELA class the student used his vision
ten times to gather information versus five times for his auditory, and four times for his

tactile sense. In his Math Class, he used his vision 8 times, versus 4 times auditorally. At
lunch time, he used his vision more than his tactual sense. During his Physical Education
Class, the student participated more using his tactile sense 6 times more than his vision
sense which was 2 times, as he played a game with his class.
Visual Functioning:
The ophthalmology report from 11/6/2013 indicates that N. Ross has degenerative
myopia and associated macula atrophy. He exhibits improved near vision using his
optical device with both eyes (OU) for near tasks while reading. His distance vision is
poor and N. Ross cannot see text or objects clearly at a distance using both eyes (OU).
His distance acuity with correction is 20/80, and for near acuity he was able to identify
various objects at a distance of 16 inches. This came from the information provided in the
FVE conducted on 2/12/2016. N. Ross was prescribed for Near: 3.5X Powerlux
magnifier with his best acuity at 20/50. Without the device or glasses, his near vision
acuity was noted at 20/400. Looking at the reports over time, there appears to be a
decline in his visual acuity because of the degenerative nature of his eye disease. This
would suggest an impact on his learning and literacy media over time.
Reading Efficiency:
Materials and check-lists from the Learning Media Assessment (Koenig and Holbrook)
and The Jerry Johns Basic Reading Inventory (JJIRI) are used to assess a students
functional vision.
We began the reading assessment with the graded word lists. The student was asked to
read each list of 20 words. He was then given the opportunity to correct any missed
words. This assessment determined where to begin the reading comprehension of the test
to determine his understanding of the material read. Oral reading of the word lists are
started below the actual grade level in order to work up or down to the students actual
word recognition level. In the word recognition assessment the students scores are
divided into three reading levels depending on the number of words read correctly which
are the independent level, instructional level, and frustration level. On the basis of the
students performance on the word lists and graded passages, a teacher can gain insights
into the students independent reading level, which is the level at which the student reads
fluently with excellent comprehension, the instructional reading level, which is the level
at which the student can make maximum progress in reading with teacher guidance, and
the frustration level, the level at which the student is unable to pronounce many of the
words and/or is unable to comprehend the material satisfactorily. Scoring for the oral
reading of the word lists is that the student must independently read 19-20 words
correctly, for the instructional level they must read between 14-18 words correctly, and if
they are unable to read 13 words or less this is considered the frustration level. Scoring
for the reading comprehension is based on the number of questions missed to determine
the independent, instructional and frustration levels. On the independent level they may

not miss more than 1 question, on the instructional level they may not miss more than 2.5
and on the frustration level they cannot miss more than 4.5.
Results of Sight Word Recognition:
Level

Number Correct

Corrections

5th grade
6th grade
7th grade
8th grade
9th grade

20
20
19
17
13

0
0
0
0
0

Word Recognition
Level
Independent
Independent
Independent
Indep/Instructional
Frustration

Results of Reading Comprehension:

Level

Total Miscues

Significant
Miscues

Questions
Missed

Reading
Comprehension
Level

7th grade

Independent

8th grade

Ind./Inst.

9th grade

Frustration

The student is in a Conventional Literacy Program as an academic student without any

The student exhibits poor visual motor skills and was assessed by an Occupational
Therapist. The following recommendations were made, to continue to use a slant board,
especially for long assignments, use notebook paper with bold dark lines, give breaks
after approximately 10 to 15 minutes of writing. (Writing Samples are attached)
Literacy Tools:
The student can use regular print materials, using his optical device. He listens to talking
books, using Bookshare, and Book Port independently. He uses a regular monitor and is
able to utilize the Zoom feature in Microsoft Word to enlarge text (150%).
The student uses bold widely spaced lined paper for writing tasks, and is learning to
touch type using a software program for visually impaired students called Typing Tutor.
He is learning to use a Refreshable Braille Display by pairing it with his IPAD.
Summary or Major Findings:
The student predominantly uses his vision to learn and his other two senses of auditory
and tactual to reinforce his decreasing vision based on his current observations and how
many times he used his vision vs. his auditory and tactile senses. The student will benefit
from using regular size print with his optical device for near activities. A telescope for
viewing or spotting things at a distance of over 5 feet should be explored. The student
independently uses auditory devices to listen to books. He is in a conventional literacy
program and this is confirmed through his reading assessment on the Jerry Johns
Informal Reading Inventory. The student will need materials that are more than 5 feet
away from him copied and given to him. He should continue learning to touch type due
to poor visual-motor skills.
Recommendations:
1. Due to his degenerative eye condition, the student should learn Braille as a second
code.
2. Continue to teach touch typing, use bold line paper for written work.
3. Use his optical device for near activities.
4. Evaluate for a telescope (monocular) and systematically teach how to use and care
for it.
5. Continue to use auditory devices for listening.
6. Distant materials should be copied (can be standard print) and given to him.

Completed by: Justin Schanck