During the assessment session, Lisa showed strength in and good scores in the MLPP Phonemics Awareness Assessment. She is good in decoding with right expression on the punctuations. I noticed this in her reading to the story “No Snacks, Jack!” She’s eager to be a better reader and to improve her reading level. She comes too my classroom with a nice smile on her face.…
Data and Instructional Goals for Shenandoah Fosdyke-Jackson Observation Survey of Early Literacy Achievement Letter ID For the letter ID task, the student is asked to identify all twenty-six letters uppercase and lowercase letters. If the student cannot name the letter name, then the student is asked to give a word that starts with the letter or the sound that the letter produces. Shenandoah correctly identified all twenty-six uppercase letters and all but one lowercase letter for a total score of 53/54. She confused ‘q’ for ‘p.’…
During the assessment when my student came across a word he didn’t know, he’d often times skip it or mumble passed it. I felt like if gaining his confidence and teaching him strategies he would become a more confident oral fluent reader. I also did several informal assessments while observing him in the classroom through the read next to assignment, listening to him read aloud in class, and looking at his coursework. In finding this out I felt there were two main areas I wanted to work on with my case study student one mainly oral reading fluency, but also support him in understanding constant digraphs. For his oral reading fluency, my case study student and I did activities such as choral reading, repetition sentences, and reading aloud together.…
Shevaun was administered the MASI-R Oral Reading Fluency Measure test to check his oral reading fluency level. The results can be used to extend the academic rigor of instructional strategies or to adjust prior instruction to meet Shevaun’s need. The test consists of three student passages and three teacher passages for the teacher to score. All three readings were administered on the same day, and the median score was calculated. He was given one minute to complete each passage.…
The client was able to distinguish between the vowels with 96% (22/23). Regarding drilling at the word level for the vowel /i/ (level 3 of Complexity of Task Continuum), the client was at level 1; 4% (1/24); level 2 0% (0/24); level 3 13% (3/24); and level 4 83% (18/24). Regarding drilling at the word level for the vowel /I/, the client was at level 1; 3.5% (1/29); level 2 3.5% (1/29); level 3 7%…
This pre-alphabetic stage allows the reader to associate words by symbols with no regards for the alphabetic letters or sounds that make up the word. This stage is followed by the partial alphabetic stage at which the reader will recognize the relationship between letters and sounds and will focus on the easiest segment of the word to identify. Partial alphabetic stage becomes a gateway to letter recognition, sound blending, and pronunciation as students embrace the stage of full alphabetic recognition. As the level of recognition increases through repeated reading, students will soon enter the final stage of consolidated alphabetic recognition. This stage is developed through the use of repeated reading and recognition of patterns, as the information is stored in an instant memory…
Christopher’s independent level for oral reading was at grade 2 which is 3 levels below his current grade placement. His instructional level was estimated at grade 5 and frustration reading level was at grade 6 on the Oral Reading Passages. Compared with his performance of grade 5 for independent reading on the GWL, Christopher’s independent level for the oral reading passages of the Ekwall/Shanker was inconsistent at grade 2. In addition, instructional level of Christopher at grade 5 was a level higher than his instructional level of grade 4 on the San Diego GWL, suggesting that Christopher finds the task of reading words in context easier than when required to read words in isolation. Upon further testing, frustration level for Christopher’s…
Session Description of instruction of automatic sight word recognition During the first session, I assessed Addison’s knowledge of the Dolch Word. She successfully read all words with the exception of away, run, were. She respectively misread the words: any, ran, and where. I reassessed Addison the following day on the missed words and she read all words successfully.…
Carmen is in second-grade student, she is currently having challenges reading and is performing at a kindergarten reading level. When starting the assessment with Carmen, based on previous assessments, I knew her reading level was below second-grade reading level. Her reading over assessment has seen improvement and she is able to apply skills she has learned. Carmen was able to read Walk in the Fall and The First Snow. She demonstrated improvement in her reading based on the reading techniques she implemented while reading.…
Literature Review: The literature reviews the points in the relation of phonological representations and the importance of acquiring the skills of reading and writing and being proficient in those areas. There is also mentioning of many researchers and other assessment protocols to expand on the need for the study Methods: The research study’s methodology involved ten school-age children between the ages of 5;0 and 10;9 (5 male; 5 female). To participate in the study, the children are required to have been diagnosed with a range of speech sound disorders.…
Goal #2: Develop Strategies to Decode Unknown Words Nealy is confident in her ability to read sight words; however, when she comes to an unfamiliar words, her confident fades away. This was mainly demonstrated when she was reading the word list. She first tried sounding the beginning of the word, but then she stopped and gave up. By developing more…
Misunderstood Minds Question 1: Briefly discuss each of the student’s specific learning disability and what you think of the interventions that they received. The first child shown in Misunderstood Minds is named Nathan Vanhoy. Nathan’s teacher became aware of his lack of phonemic awareness.…
This difficulty with multisyllabic words has been noted in the classroom on a recent school wide assessment. AJ will often assign value to the part of the word he knows and can struggle to chunk and then read the whole word. However, with explicit instruction and practice around this skill, AJ will be able to consistently chunk regardless of the…
2-Phonological awareness tests The importance of phonological awareness skills in reading and writing of children is obvious and various studies on dyslexic children increases the importance of this skill, so having a tool for evaluating these skills in children is necessary. In Persian language, we have two tests to assess these skills: visual based test and auditory based test. In this study after examining the strengths and weaknesses of these tests and comparing the result of them in children, we will evaluate the correlation between the results of these tests and phonological memory. 2-1 Visual test…
Introduction The time I spent with my student during our tutoring sessions gave me a first-hand experience of how it is like on a student to teacher level. I learned a lot from my student, Kade, as I hope he also learned from me. During this time, I was able to observe his strengths and his weakness. I had to be flexible to cater my lesson plan to my student, so he could build upon what he learned and advance through more challenging activities.…