Index of Reading Awareness11/27/17

The student I chose for the "Index of Reading Awareness" assessment is a 7th Grade female, approximately 12 years old and is in one of my advanced placement language arts classes. I have chosen a different student for each assessment so far because I feel they provide wonderful opportunities to help me get to know my quiet and/or weakest students a little better.  Prior to giving this assessment, I thought about how to pick a student.   I was trying to define my purpose for giving a reading awareness survey to a child.  When I looked at the index for the first time, I immediately thought of Sara because I thought it would guide me in obtaining a better view or understanding of Sara's instructional needs since she has not been performing as well as some of the others in my class, specifically, in reading.  During the assessment, Sara took her time, read each question carefully, and responded with intense concentration.  After the assessment I thanked her for participating and briefly discussed each question with her and reviewed her score.  We both came to the conclusion that she has no significant weakness in any of the areas set forth which did not surprise Sara at all, she felt very content, however, I felt confused and questioned the results.  So, I feel this Index of Reading Awareness assessment would work best if I had administered the test to a low/ mid performing group and that I should have thought out my choice of student a bit more carefully, because I really wanted to find "something wrong"and I felt slighted or disappointed.  Either Sara is just a very good test taker and picks the answers that she thinks will be "the winner" or the right choice when it comes to these types of assessments, or I have completely perceived her all wrong.  I need to take a second look at why she is not performing as well as the others in our reading workshops but I am not sure that this is the way to do it.  However, despite the student's abilities, and after taking a second and third look at the results, the light bulb in my head turned on and I was able to gain some insight on what constitutes Reading Awareness for Sara and why it's important for me to understand each component and how it can be used as an instructional support.  Below are my findings.

Conclusions:
Evaluation:
Sara is a pro at evaluating the text, she gained a full score (10) in this area and this is an area of strength for her and maybe I should consider grouping her with students who are weak in this area. 
Planning: 
I discovered that Sara does not set a purpose for reading, or a motivator for herself when she answered the following question this way:
#9---Before you start to read, what kind of plans do you make to help you read better?
Her answer: a/you don't make any plans, you just start reading ( *best answer: you think about why you are reading)
Regulation
I also discovered that Sara maybe paying to much attention to unnecessary details in the story and may need support in time management, skimming the text for important key facts and finding the main idea when she answered the following question:
#15 What parts of the story do you skip as you read?
Her answer: c/you never skip anything (*best answer: the unimportant parts that don't mean anything)
Conditional Knowledge
I also discovered that Sara may need help summarizing text and in paraphrasing or outlining text when she answered the following question:
#20. Which of these is the best way to remember a story?
Her answer: b/Think about remembering it (*best answer was: write it down in your own words)

Things to think about with Sara: she needs more time on task, she needs a highlighter, she needs to learn to take notes, outline and skim, detect important key words and facts and details, she needs to practice setting a purpose for reading. Overall, I feel I have gotten to know one more student a whole lot better and this makes me feel successful which in turn will help my students feel successful too.