Goal #1: Automatic Sight Word Identification Addison needs to develop automaticity in identifying sight words. The data collected indicates several of her miscues were high frequency words. Automatic sight word identification is a necessary skill for Addison to improve her reading accuracy and fluency. Sight word identification is critical in reading development. The sight words represent high-frequency words and are difficult to sound out or to illustrate. Goal #2: Instruction in word-identification strategies 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 …show more content…
Addison continues to make progress in achieving the stars, indicating progress in automatic sight word recognition through the intervention Super Speed 1000. Beginning with no stars, she currently has obtained four stars. Addison was highly motivated when working on the Nifty, Thrifty, Fifty Word List. Addison achieved a lot of success, using the approach to solve multisyllabic words. She often overachieved the requirement of the intervention. She was required to find at least one word within a word and make one new word adding a new beginning or ending. However, she was successful in identifying and making several words. Aimsweb was utilized to determine Addison’s progress for fluency. The median score of the last three data points on Addison’s Aimsweb graph were considered to determine a benchmark score. Prior to the tutoring sessions, Addison was reading a median of 109 words per minute on a third grade probe. Midway through the tutoring sessions she scored 119 and 123 correct words per minutes respectively. Addison read 126 cwpm on her final Aimsweb assessment. In addition, data was charted on a fluency graph to indicate the growth she made on each six minute fluency passage. On the first passage, Rosa Parks: Mother of the Civil Rights Movement, Addison increased her words per minute from 109 correct words per minute to 160 correct words per minute. The second passage: Mars-the Red Planet, she increased her cwpm from 90 to 113 correct words per minute. Addison’s final 6 minute fluency passage (Garter Snake) she improved from 93 cwpm to 143 correct words per
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
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.
Phonemic Awareness and Alphabetic Principle in addition to Phonics and Decoding Skills provide students with early skills of understanding letters and words in order to build their reading and writing skills. Students will need to recognize how letters make a sound in order to form a word. While each word has a different meaning to be to format sentences. While reading strategies for Reading Assessment and Instruction, I was able to find three strategies for Phonemic Awareness and three strategies for Alphabetic Principles which will provide advantage for the student in my research and classroom settings.
After, reviewing the vast amount of reading inventories that can be utilized to obtain a reading competency level for a student. I decided to utilize the Jennings Informal Reading Assessment, this assessment had all of the essential elements needed to analyze and evaluate the reading styles and comprehension level of a student. The unique qualities that assist me in selecting this strategy were that of the preprimary word list. The word list offers the student a chance to learn and observe terms that he/she may not have known prior to the assessment. This also provided me with a better understanding of the student usage of visual cues and ability to utilize prior knowledge to understand and recognize information. This is a cognitive ability
Brianna is a 8 year old third grade student at Thompson School in Bridgeport, CT who was referred for evaluation by Horizons, an outreach program under the auspices of Sacred Heart University that Brianna has attended for the past two years. At the time of testing, her DRA level of 24 was two levels below the district benchmark of 34 for this time of year. Her parents were very concerned about her oral reading, and the overall impact that her “choppy” disfluent reading will have on her overall reading performance in school.
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
The FLaRE (Florida Literacy and Reading Excellence) Center has published a professional paper entitled “Phonemic Awareness” of which I will be presenting a critical review. Phonemic awareness is one of the five essential components of reading identified by the National reading Panel (Learning Point Associates, 2004). Phonemic awareness can be defined as a person’s understanding that each word we speak is comprised of individual sounds called phonemes and that these sounds can be blended to form different words (Learning Point Associates, 2004). The article was intended to give a synopsis of phonemic awareness and the vital role it plays in a literacy program. I found the article to be very clear and concise presenting valuable tactics that can be applied in the classroom.
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...
Preventing reading difficulties needs to be caught and identified in the earliest stages of a child’s development. ‘Research over the last two decades has demonstrated that most reading difficulties can be corrected,” (Kilpatrick 2011) According to the research it seems that reading difficulties can be diagnosed and a plan of intervention established early in a child’s education. The teaching establishment just needs to realize this and come to grips with a plan and practice to implement. According to a study by Vellutino, (1996) he conducted a study in which first grade students had an intensive intervention program and the results turned out to be very good about 68% benefited from the intervention and continued to do so a year after. One of the inventions focuses on site recognition where students can recognize a pool of words instantly. This was further explained in an article by Linnea Ehri (Learning to read words: Theory, Findings, and Issues). Here there was research done because educators where looking for evidence to make decisions on reading instructions for their students. Ehri conducted studie...
Since the student is a transitional reader, but also an adult who did fairly well on the sight word assessment, I selected a text from a children’s (ages 3 to 12) magazine. In preparation for the story sequence, I reviewed the text for possible unknown vocabulary or visually difficult words. I selected the words “record” (Spanish-grabar) and “headache” (Spanish-dolor de la cabeza). I chose the word “record” because the technology of recording to cassette tapes is out of date and might be unfamiliar to her. Additionally, “record” can be a noun or verb and each is pronounced differently. Then I selected the word “headache” due to the unusual spelling.
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.
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
Wang, C., Algozzine, B., Ma, W., & Porfeli, E. (2011). Oral reading rates of second-grade
Torgesen. J, Wagner.R, Rashotte. C, Burgess. S & Hecht. S . (1997). Contributions of Phonological Awareness and Rapid Automatic Naming Ability to the Growth of Word-Reading Skills in Second-to Fifth-Grade Children. Scientific Studies of Reading. 1 (2), 161-185.
In the K class that I will be using Interactive Read Aloud, I will be specifically instructing those children (6 children - 2 boys, 4 girls - ages 5-7) with literacy skills in letter identification, alphabetic principle and sight word recognition and production. Given their needs (as a group), my instructional goals in reading instruction will include identifying letter names, identifying consonant and short vowel sounds, and in...