Sound-Symbol/Decoding Two subtests comprise the Sound-Symbol Composite: Phonological Processing and Nonsense Word Decoding. Catalina’s overall performance fell within the Average range (Sound-Symbol Composite Standard Score of 97; 42nd percentile). Catalina performed within the average range when asked to respond orally to items that require manipulation of the sounds within words (Phonological Processing). Additionally, she was asked to read aloud nonsense terms (Nonsense Word Decoding). She performed in the average range in comparison to her same-age peers. Two subtests comprise the Decoding Composite: Nonsense Word Decoding and Letter and Word Recognition. Her overall performance fell within the Average range (Decoding Composite Standard …show more content…
Score of 90; 25th percentile). As previously stated, when asked to read aloud nonsense terms (Nonsense Word Decoding), she performed within the average range. However, when asked to identify letters and pronounce words (Letter and Word Recognition), she performed within the below average range. This suggests that Catalina’s decoding skills are within age-level expectations, however she struggles with recognizing words. Reading Fluency/Reading Three subtests comprise the Reading Fluency Composite: Decoding Fluency, Word Recognition Fluency, and Silent Reading Fluency.
Catalina’s overall performance fell within the Below Average range (Reading Fluency Composite Standard Score of 88; 21st percentile). First, Catalina was asked to read a list of nonsense words aloud as quickly as possible during two 15 second trials (Decoding Fluency). She performed within the below average range. She also performed within the below average range when she was asked to read a list of words aloud as quickly as possible during two 15 second trials (Word Recognition Fluency). Catalina appears to demonstrate below average word reading and decoding skills. Finally, Catalina was required to silently read simple sentences and mark ‘yes’ or ‘no’ to indicate whether the statement is true or false. For instance, Catalina might read the question ‘Is the ocean orange?’ and then mark ‘no.’ She was asked to complete as many items as possible within a two-minute time limit (Silent Reading Fluency). Catalina performed within the average range. Reading Understanding Two subtests comprise the Reading Composite: Letter and Word Recognition and Reading Comprehension. Catalina’s overall performance fell within the Average range (Reading Composite Standard Score of 95; 37th
percentile). When Catalina was asked to pronounce words (Letter and Word Recognition), she performed within the below average range. In contrast, when she was asked to read passages and answer both literal and inferential comprehension questions (Reading Comprehension), she performed within the average range. This suggests that Catalina’s comprehension skills are within age-level expectations, however she struggles with reading words in isolation. Furthermore, two subtests comprise the Reading Understanding Composite: Reading Vocabulary and Reading Comprehension. Her overall performance fell within the Average range (Reading Understanding Composite Standard Score of 100; 50th percentile). Catalina was required to view a picture and read a target word, and then identify a word with the same meaning to the target word. The task increases in complexity when Catalina is asked to read a sentence and then select a term with similar meaning to the target word (Reading Vocabulary). She performed within the average range. As mentioned previously, she also performed within the average range when asked to read passages and answer both literal and inferential comprehension questions (Reading Comprehension). Mathematics Catalina’s math skills were assessed in three domains: calculation, fluency, and problem solving. Her overall performance fell within the Average range (Mathematics Composite Standard Score of 102; 55th percentile). Catalina performed within the average range when when asked to answer basic computational problems (Math Computation). She was then asked to sole as many addition, subtraction, multiplication, and division problems in one minute (Math Fluency). She demonstrated average math fluency skills, as compared to same-age peers. Similarly, Catalina performed within the average range when he was orally presented with items that required application of math principles to real life situations (Math Concepts and Applications). Throughout this subtest, Catalina hastily provided answers before she thought through each problem. Overall, Catalina’s math skills are within age-level expectations. Written Language Three tasks were administered to assess Catalina’s written language skills. Her overall performance fell within the Average range (Written Language Composite Standard Score of 93; 32nd percentile). First, Catalina was asked to spell words from dictation (Spelling). She performed within the average range. Next, she was asked to write one sentence about a given picture prompt. She was instructed to complete as many items as possible within a five-minute time limit. On this task, scoring criteria is designed to be lenient in regard to grammar and mechanics, focusing instead on the number of words written (Writing Fluency). Catalina performed within the average range. It is interesting to note that Catalina went back and added ending punctuation marks to her sentences after she wrote all of them out. Catalina also performed within the average range when asked to engage in a series of tasks, including writing sentences from dictation, adding capitalization and punctuation to text, completing or combining sentences, and writing an essay (Written Expression). During this task, she often erased and re-wrote sentences. She appeared detailed-oriented, as she frequently asked the examiner questions pertaining to the task. Moreover, Catalina demonstrated a good understanding of how to structure sentences and add capitalization to texts. She was also able to write a sentence from dictation, a meaningful question, and sentences that included target words. However, she struggled to correctly apply punctuation in texts. In regard to her essay, Catalina frequently looked back in the story to draw facts and details to aid her with writing. She was able to form 10 good sentences that included an introductory sentence. Her essay flowed logically presented a clear subject matter. Although Catalina listed the events in the story in the correct sequence, it appeared that she did not plan her essay before she began. Catalina’s overall academic achievement was found to be within the Average range (Academic Skills Battery Composite of 96; 39th percentile). This indicates that Catalina performed as well as or better than 39 percent of the individuals of her age. There is a 95 percent chance that her true abilities fall within the Average range (Standard Scores (SS) of 92 to 100).
On the GORT-5, Jarrod’s average rate was one minute and 71 seconds or 131 seconds. Jarrod reads very slow and is focused too much and pronouncing the words correctly that he is not able to make meaning from the text. Although reading comprehension was his strongest skill area in the GORT-5, research on reading fluency, has shown that when students are able to read fluently, students are able to improve their comprehension. Jarrod will benefit from explicit instruction in reading rate, prosody and building confidence reading aloud.
Specific prompts, sample and teaching items individualize the administration and ensure low scores are not due to the subject’s failure to understand the standardized instructions. The KTEA-3 continues to use item blocks, based on educational level, for the Reading Comprehension, Listening Comprehension, Written Expression, and Oral Expression subtests with instructions for establishing a basal. The KTEA-3 utilizes only a suggested order of subtest administration; only two of the subtests (i.e., Letter & Word Recognition before Word Recognition Fluency and Nonsense Word Decoding before Decoding Fluency) have a designated order as a minimum level of performance on the former ensures the examinee has the requisite skills to complete the latter. See Table 1 for a summary of the KTEA-3 test and composite
The Wilson Reading System (WRS) is the chief program of Wilson Language Training and the foundation of all other Wilson Programs. WRS is an intensive Tier 3 program for students in grades 2-12 and adults with word-level deficits who are not making adequate progress in their current intervention; have been unable to learn with other teaching strategies and require multisensory language instruction; or who require more intensive structured literacy instruction due to a language-based learning disability like dyslexia. As WRS is a structured literacy program founded on phonological-coding research and Orton-Gillingham principles, it directly and systematically teaches the structure of the English
The Wilson Language program has a precise structure to function as an intervention and is able to assist second through twelfth grade struggling readers to learn the construction of words by directly instructing students to decode and encode confidently. Natalie Hill, a Wilson Language Program assessor, said, ‘“There is a frequent change of pace, students will see as well as hear, multiple opportunities for students to be engaged and participate in activities, extensive controlled text methods and materials to “see” critical word components, like vowels, digraphs, etc., stop “guessing habit”, reading and spelling taught simultaneously, hands on, multisensory methods, no glossy pictures”’ (Hi...
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.
It showed that she scored a thirteen on information, a fourteen on vocabulary, a thirteen on similarities, and a fifteen on comprehension. All of these scores were above the standard deviation for most children at eight years of age. Delilah has shown a great interest in reading which I encourage by discussing them with her and trying to find other books I think she would be interested in. Encouraging Delilah’s use and interpretation of language has shown to be one of my most important successes. Language is defined as a form of communication, whether spoken, written, or signed, that is based on a system of symbols (Santrock, 2016). A lot of language development comes from children reading and increasing their reading levels as they get older. Delilah can sound out almost any word and only occasionally gets stuck when she is reading out loud. She has accomplished this through my encouragement and involvement. Reading especially helps with building a bigger vocabulary and comprehension which are two categories that Delilah scored the highest. My involvement in her reading reflects in her high scores so I think I am doing very well in this area with
Labov, W. "Can Reading Failure Be Reversed? A Linguistic Approach to the Question." [http://www.ling.upenn.edu/phono_atlas/RFR.html]. (4/9/97).
Assessments should guide instruction and material selection. Any likely manner, assessments should measure student progress, as well as help, identify deficiencies in reading (Afflerback, 2012). One important indicator of reading deficiencies is spelling. Morris (2014), advocated the importance of administering a spelling assessment in order to have a better understanding of a student’s reading abilities. My school uses the Words Their Way spelling inventory to assess students’ reading abilities at the beginning of the year and throughout the reading year.
For starters, I would like to have more information on the student prior to assessing. I would like to know about the student classroom experience with reading. As a future Special Education Teacher, I have a passion for helping students who face more challenges. This student did not demonstrate that he faced reading challenges. In hindsight, I would like to have worked with a student with reading challenges in order to start developing a plan to close the achievement gap. Although, all students have room to grow, so I am glad to have worked with
With Shelia being at a 94% accuracy rate this would but this text at an instructional level for Shelia. Most of Shelia’s errors were a variety of meaning, syntax and visual errors. Shelia also self corrected herself several times throughout her reading as she was a slower reader than most. At some points throughout the passage she was also seen phrasing out unfamiliar words at some points throughout. Shelia is able to monitor her own reading at some points, however her main errors were pronouncing, “Carol” as “Carl.” These errors are common for both the meaning and visual aspect of trying to understand
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.
Four phases of reading development have been established (Ehri 1994, 1995, 1998, 1999) : pre-alphabetic, partial alphabetic, full alphabetic and consolidated alphabetic. These phases has led to the core understanding of children's reading development, apart from the pre-alphabetic phase phonological awareness skills are seen throughout the phases.
Strengths: Tristan is at an Independent level in the 1st grade reading list for the San Diego Quick Assessment. He can accurately read all words in this list, with no errors. Even at the Frustration level, Tristan was still able to pronounce all consonant clusters. The student’s reading level as stated by the San Diego Quick Assessment of Reading Ability is the last grade-level word list in which the student reads eight or more words correctly. As indicated by the results of this assessment, where each word list contains 10 words, Grade 1 was the list in which Tristan read all words correctly.
Auditory processing is the process of taking in sound through the ear and having it travel to the language portion of the brain to be interpreted. In simpler terms, “What the brain does with what the ear hears”(Katz and Wilde, 1994). Problems with auditory processing can affect a student’s ability to develop language skills and communicate effectively. “If the sounds of speech are not delivered to the language system accurately and quickly, then surely the language ability would be compromised” (Miller, 2011). There are many skills involved in auditory processing which are required for basic listening and communication processes. These include, sensation, discrimination, localization, auditory attention, auditory figure-ground, auditory discrimination, auditory closure, auditory synthesis, auditory analysis, auditory association, and auditory memory. (Florida Department of Education, 2001) A person can undergo a variety of problems if there is damage in auditory processing . An auditory decoding deficit is when the language dominant hemisphere does not function properly, which affects speech sound encoding. (ACENTA,2003) Some indicators of a person struggling with an auditory decoding deficit would be weakness in semantics, difficulty with reading and spelling, and frequently mishearing information. Another problem associated with auditory processing is binaural integration/separation deficit. This occurs in the corpus callosum and is a result of poor communication between the two hemispheres of the brain. (ACENTA,2003) A person with this will have difficulty performing tasks that require intersensory and/or multi-sensory communication. They may have trouble with reading, spelling, writi...
These skills are an important core separating normal and disabled readers. According to Hill (2006, p.134), phonemic awareness is a skill that focus’ on the small units of sound that affect meaning in words. For example, the following phoneme has three syllables, /c/, /a/ and /n/. These letters make three different small units of sound that can impact the meaning of words. Seely Flint, Kitson and Lowe (2014, p. 191), note that even the Australian Curriculum recognises the importance of phonemic awareness in the Foundation year, due to the ‘sound and knowledge’ sub-strand. This sub strand recognises syllables, rhymes and sound (phonemes) in spoken language. Rich discussions about topics of interest to children as well as putting attention to the sounds of language can help encourage phonemic awareness as well as improve students vocabulary and comprehension development. It is important to make awareness of phonemes engaging and interesting in preschool and in the early years so children can learn these skills early and become successful