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Review of related literature and studies about reading comprehension skills
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The Fry sight-Word Inventory provides a 1000 word list in order of difficulty. During the assessment the student performed at a lower level. She said many of the words in the second and third grade set of 100 words incorrect. There were quite a number of hesitation and fixes, which was an indicator that these were not sight words for her. Decoding and analysis strategies were applied, which made her hesitate on words. I noticed as she read that she was confused with words that had “ro”, like “from” and would switch the letters around when she pronounced it. So indtead of “from” she would say “form”.
Torgesen (1998) claims that the top reasons students have difficulties with reading is because they have issues correlating letters and sounds in words, or phonological awareness. Many students also have trouble memorizing sight words and many also have an
Our abilities are often what we use to define our worth. Whether we fail or succeed our future lifestyle is open to our discretion; however, we fail to realize outside influences have the ability to cripple us. One way in which this is true is through the education system. If we fail to meet the average or typical standards of others we often mark ourselves as useless. Children, and adults, facing adversity in literacy see this as a daily struggle no matter what their individual disability is. In “Dyslexia” by Eileen Simpson, and “The Library Card”, by Richard Wright, details are what define their disabilities to their audiences. Through the descriptions presented in “Dyslexia”, we have the ability to place ourselves into Simpson’s point of view; meanwhile, in “The Library Card” it is easy to draw a connection between this story and the struggle of those in slave narratives such as the one written by Frederick Douglass.
Lila is a second grade student who participated in a Primary Spelling Inventory and the reflection of her results are as follows. After her spelling inventory was finalized I noted that the student spelled ten of the twenty-six words correctly giving her a power score of 10/26. Most of the words that she mastered was in the Late emergent and early of Letter Name Alphabetic stage. I also noted that Lila accomplished 36 features out of 56 total features during her spelling inventory. Based on the results of the Primary Spelling Inventory the orthographic features that Lila recognizes are the consonants, short vowel, blends, and is familiar with diagraphs. Although she mastered blends which falls in the late Letter Name-Alphabetic stage she failed to master diagraphs which is the middle stage.
While reading "Neuromancer", one may become extremely baffled if he or she cannot interpret the terminology used or the framework in which the book is written. Hence, the use of the formalistic approach is necessary in order for the reader to actually understand the concepts trying to be declared by Gibson. Through the formalistic approach one can begin to see that Gibson uses repetition, and specific word choice to set the tone for the novel, and imagery to relate the content of the book to the lives of his readers.
The Words Their Way inventory assessment provides a series of spelling lists at different levels. It begins with a primary spelling inventory assessment followed by an elementary spelling list and ends with an upper-level spelling inventory. I commenced the test with the primary spelling list since the list is designed to recognize the difficulties with letter naming and word patterns. After correcting this part of the assessment, I noticed that sixty percent of my students obtained a score of 84% or more and the the rest scored at various levels of the primary list. The students that scored less than proficient on the primary list are struggling with word patterns and primary inflectional endings.
As students read, the teacher makes notes focusing on the words they struggle with. The teacher indicates which words the student has substituted, repeated, mispronounced, or doesn’t know. These words are called miscues. After the miscues are marked they are classified. “Only the words that students mispronounce or substitute can be analyzed; repetitions and omissions aren’t calculated’ (Tompkins p.85). Once the miscues have been evaluated, the miscue analysis will indicate which cues the reader over relies on and which they need to further develop. Running Records also helps calculate the percentage of miscues to determine whether or not the book is at the students reading level. The goal is to give students appropriate books for their reading levels. After the running record and miscue analysis, the teacher can analyze this information to introduce personalized strategies and lessons to develop a more fluent
Words their way: Word Study for Phonics, Vocabulary, and Spelling instruction defines spelling inventories as “a list of words specially chosen to represent a variety of spelling features at increasing levels of difficulty” (WTW, 2012). Spelling inventories are designed to help assess a student’s stage and what they know about words (WTW, 2012). There are many different types of spelling inventories. Some of these inventories are The Primary Spelling Inventory, The Elementary Spelling Inventory, and The Upper Level Spelling Inventory. The Primary Spelling Inventory (PSI) consists of a list of 26 words that begin with simple words, and ends with inflectional ending words (WTW, 2012). For example, the Primary Spelling Inventory in Words their
Students have the ability to read grade level text but continue to demonstrate difficulty with comprehension of information because they are unfamiliar with the vocabulary of learning. This problem appears to occur more frequently in English learners (EL) and Students with Disabilities (SWDs). Students benefit from specific and explicit vocabulary instruction (Hattie 2000).... ... middle of paper ...
The child’s lexical inventory is well developed. She has no troubles with finding words to express her thoughts. Not many words are repeated and that illustrates that she has a vast vocabulary to where she does not have to borrow words. She does not over or under extend the usage of her words.
The serial position effect has been studied extensively for many years. Researchers have designed a variety of different studies in order to analyze and explain both, the primacy and the recency effect. The primacy effect is the tendency for the first items presented in a series of words to be recalled more easily, or to be more influential than those presented at the end of the list. On the other end, there is also the recency effect. The recency effect is the tendency to recall the items located at the end of the list. Many studies have been designed to analyze how the primacy effect works and its accuracy. For instance, research compared the primacy and the recency effect (Jahnke, 1965). Forty-eight college students read lists of 6, 10, and 15 English words in a counterbalanced order. Twenty-four of the students were given instructions for the immediate serial recall of the list; while the other half of students were not aware that they would need to recall words from a list. Both groups received a total of 12 different lists. The words were read at a rate of one word per sec without any emphasis on specific word. In addition to that, the participants’ responses were recorded in an interval of 30 seconds. Results showed that the recency effect is stronger for free serial recall and for a longer interval than primacy effect (Jahnke, 1965). When instructions were given for a serial recall, primacy effects were stronger and recency effect weaker than when instructions were given for free recall. As the length of lists increased, the recency effect became stronger and more accurate.
The assessment is designed to assess students in kindergarten through second grade, however it may be used with older students who are struggling with phonological awareness. The PASS is composed of ten sections: word discrimination, rhyme recognition, rhyme production, syllable blending, syllable segmentation, syllable deletion, phoneme blending, phoneme segmentation, and phoneme deletion. Allow one to three minutes per section. Each section has a brief instructions and a script of directions on how to perform the assessment. As the assessor do not provide extra help, support, or additional instructions. Make sure to begin the task after the student fully understands the task, rephrasing of directions is allow to aid student understanding of the task. If needed, repeat any items. If the student does not understand or cannot perform the task, do not administer that section. The stopping points for each section is when a student cannot perform any sample items or misses three items in a row. Do not penalize for articulation or sound productions. The scoring requires a one for correct responses and a zero for incorrect responses, write errors next to each item.
Highland Park Elementary School places high emphasis on English Language Arts (ELA). The Kindergarten classes at this school use ELA standards such as CCSS.ELA-LITERACY.RF.K.1, CCSS.ELA-LITERACY.RF.K.2, CCSS.ELA-LITERACY.RL.K.2, and CCSS.ELA-LITERACY.SL.K.1 to drive instruction. The district requires them to use materials such as Fountas and Pinnell leveled books and assessments. They have also created their own list of sight words that students should know in each grade level based on Dolch and Fry sight word lists. The district also places high emphasis
In the last few decades, the notion of language and brain has been highlighted in different scientific fields such as: neurology, cognitive science, linguistics biology, technology and finally education.
Many children also exhibit visual perceptual problems during their early exposure of reading instruction, but most children soon learn the appropriate visual discrimination and the associated letter sound, etc. However, it is the children that continue to experience these problems that are diagnosed as having learning difficulties. The proper identification of a learning problem is only the first step in the redemption process. Before the data obtained from testing and from subjective observations can have...
Early in my youth I struggled with basic literature. When trying to read, words just wouldn’t flow or roll off my tongue. I had a speech impediment that only made matter worse. When sounding out words I would pronounce the letter ‘R’ with a ‘w” sound, or I would pronounce the letter ‘T’ with an ‘F’ sound. Instead of saying strawberry I would say “st-wah-bah-we.” Which caused poor writing skills as I was insufficient at sounding out words. I