The Test 3 Phonics assessment determines a child’s ability to apply phonics skills in context, while the sub-tests measure the discrete phonics skills of initial consonants, initial blends and digraphs, vowels, phonograms, blending, and vowel pronunciation. John demonstrated mastery of initial consonants, initial blends and digraphs, ending sounds, vowels, and substitutions. Areas of intervention will include blending, substitutions, and vowel pronunciation. Analysis of John’s performance on additional assessments, including the SORT (33 %ile) and the San Diego Grade Word List (primer independent), confirmed the need for sight word recognition and foundational skills (phonics), specifically in the areas of phonograms and long vowel patterns.
Building a strong foundation of these skills will provide John with strategies, as well as aid in the decoding of unfamiliar mono and multisyllabic words both in context and isolation. John’s difficulty with sight word recognition and decoding will be addressed during whole group shared reading and the reading of songs and poems, which will address the need for sight word recognition, phonograms, and long vowel patterns. Further, John will benefit from repeated opportunities to sort and build words using different phonograms and long vowel patterns. Additionally, John will have opportunities to read leveled decodable texts to reinforce reading certain phonic patterns in context. Repeated reading of these texts will also aid in John’s blending automaticity and fluency.
To improve Jarrod’s fluency scores a variety of instructional strategies will be employed. First, Jarrod will receive one on one fluency intervention at his instructional level. Jarrod will be given explicit instruction
This article provides the rationale for introducing a phonics screening check in Australian schools, detailed explanations of its development, implementation, and result in English schools, and also recommendations for a phonic screening in Australia. Furthermore, the author has attempted to research and document a method that is believed can improve Australian children literacy level and their reading ability not only nationally but also internationally. By implementing the Year 1 Phonics Screening Check and demonstrate how systematic phonics is being taught across the country and in individual schools, it is believed that it can improve teaching methods. The article makes an exceptional initiation to implement new education policy scheme in Australia. Despite there was a lot of research in this teaching method, seeing the result and evaluation in the implantation in Australia will add new knowledge on this
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
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.
Practicing Systematic Synthetic Phonics helps to develop early reading in a number of different ways; Ehri (1988) suggested that there were four main ways in which a reader might recognise an unknown w...
Both groups placed in the early stage level of the groups. These students demonstrated difficulty with long vowel patters and ed ending words. I decided to administer the elementary
Everyone seems to be in agreement that phonics is an important element in teaching a student to read. In the article, What We Know About How to Teach Phonics by Patricia M. Cunningham and James W. Cunningham, they discuss what is known about teaching phonics. Then, the authors give some suggestions that would benefit both teacher and student in regards to phonics as well. In response to what we already know, students need cognitive clarity with anything they are learning. Basically, they need to know the end goal and what they are going to do to get there. Next, students should always be engaged in the material that is presented to them. This way they are fully interested in learning. Third, material needs to be multi-level to meet the needs
Phonological awareness is the ability to be aware of the sounds certain letters in words make. Sue Bredekamp and Carrol Copple explain, “Another strong predicator of phonological awareness; that is, noticing the sounds of spoken language- beginning speech sounds and rhythms, rhyme and other sound similarities, and, at the highest level, syllables and phonemes (the smallest units of speech that make a difference in communication)” (Bredekamp & Copple, 2009, p. 147). An example of something I can use in the classroom will follow standard LAFS.K.RF.2.2 Demonstrate understanding of spoken words, syllables, and sounds (phonemes). a. Recognize and produce rhyming words. By teaching children to listen to the ending sounds of a word, I can use a felt board to hang up pictures of a cat, bat, rat, hat, mat, and images showing pat, sat, and splat. I will ask the class to listen for ending sounds and find the similarities. I can assess them by adding pictures of a dog, chair, fan, and pen on the mat and see if they can match the rhyming words and omit the non-rhyming
Phonological awareness (PA) involves a broad range of skills; This includes being able to identify and manipulate units of language, breaking (separating) words down into syllables and phonemes and being aware of rhymes and onset and rime units. An individual with knowledge of the phonological structure of words is considered phonologically aware. A relationship has been formed between Phonological awareness and literacy which has subsequently resulted in Phonological awareness tasks and interventions.This relationship in particular is seen to develop during early childhood and onwards (Lundberg, Olofsson & Wall 1980). The link between PA and reading is seen to be stronger during these years also (Engen & Holen 2002). As a result Phonological awareness assessments are currently viewed as both a weighted and trusted predictor of a child's reading and spelling and ability.
I am Laura Waters. As producer of Summer Heights High, I am well placed to give some advice on this matter. I am writing to reply to your request for advice which you had put onto the ABC blog. Before you decide whether or not you believe your child should watch this show, I will outline the key things to consider. One of the main concerns is the offensive language used throughout the show. More important features to recognise is the behaviours and values shown throughout.
My assessment on this student were intended to focus on is age appropriate base on the Pre- School Common Core Phonemic Awareness as an emergent reading. In my assessment, the child will use prior knowledge on identify letters sounds, with recognizes and name at least all or some the letters. He could use his prior knowledge letters of his name and demonstrate his understanding how print is used and how print works. He can demonstrate his understanding informational from the text. This assessment will show if he could identify book, such as front, back, and story sequences. I could also recognize if he could understand how the events of the story relate with the character in the story. I will have used my assessment sheet with rhyming words to obverses his prior knowledge on rhyming words.
Valeri worked with N.B., a kindergarten student, that has childhood apraxia. The twenty-minute session took place in the speech room because N.B. is easily distracted when the sessions are in her classroom. During their session, Valeri used the Nancy Kaufman Approach (K-SLP) program cards and Connect Four game to work on producing each sound together. N.B. can say most of those sounds in isolation, but has difficulty when putting the sounds together. The focus was working on consonant-vowel sounds together. The vowel sound /ē/ with a different consonant at the beginning. Valeri would prompt N.B. using different visual cues like making a puff motion nearing the mouth when working on /p/, or pulling down a sign language b for the /b/ sound. N.B.
After assessing John’s language proficiency by observing, interacting and analysing his oral and written language we can conclude that he is a phase three student who generally functions fluently and competently in English, but who occasionally needs assistance to improve even more.
When I performed the Emergent Literacy Profile on her, she was able to easily blend and segment onsets and rimes. She was also able to easily blend and segment phonemes. Student A was also able to come up with rhyming words. Student A is also strong in spelling the initial and final consonant phonemes correctly on spelling tests and on the QSI. She is good with blends and can spell most blends correctly and is able to identify the short vowel sounds when spelling. The QSI assessment placed Student A in the early to middle letter name-alphabetic spelling stage. Student A struggles with digraphs and does not recognize word patterns when
Addison needs to develop word identification strategies to improve her reading. The data collected indicated that Addison’s word analysis skills were not effective. Addison consistently had difficulties with the vowels and the