Spelling/Phonics
Goal: When given direct instruction in phonics, syllabication, and sound-blending skills, Janina will improve decoding 2 out of 3 syllable words in isolation and in text with 90% accuracy, for 3 of 4 trials as measured by daily work and/or teacher made tests.
1. When given direct instruction in phonics, syllabication, and sound-blending skills, Janina will independently decode 2 out of 3 syllable words in isolation and in text with 70% accuracy, for 3 of 4 trials as measured by daily work and/or teacher made tests.
2. When given direct instruction in phonics, syllabication, and sound-blending skills, Janina will independently decode 2 out of 3 syllable words in isolation and in text with 80% accuracy, for 3 of 4 trials as measured by daily work
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When given a reading passage at second grade level, Janina will read the passage at a rate of 80 words per minute with 90% accuracy on bi-weekly reading probes.
2. When given a reading passage at second grade level, Janina will read the passage at a rate of 85 words per minute with 90% accuracy on bi-weekly reading probes
3. When given a reading passage at second grade level, Janina will read the passage at a rate of 90 words per minute with 90% accuracy on bi-weekly reading probes
GOAL: When given who, what, when, where and how questions from an instructional level selection read aloud, Janina will increase in reading comprehension skills from less than 50% accuracy to 80% accuracy in 4 of 5 trials as measured by charting and/or daily work.
1. When presented with a reading selection at the student's instructional level, Janina will correctly answer who and what questions with 80% accuracy in 4 of 5 trials as measured by charting and/or daily
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.
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.
Six principles for early reading instruction by Bonnie Grossen will be strongly enforced. It includes Phonemic awareness, each letter-Phonemic relationship explicitly, high regular letter-sound relationship systematically, showing exactly how to sound out words, connected decodable text to practice the letter phonemic relationships and using interesting stories to develop language comprehension. Double deficit hypothesis which focuses on phonological awareness and rapid naming speed.
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...
The program was doing well to improve student literacy, until there became a problem with the fluency monitoring. The teachers would administer the prompts to the children in three different levels. They would collect their data on the students by recording the number of words read correctly per minute. The scores seemed to improve at all levels in the first through fourth grade and at the first and second level of fifth grade during the first year. But, at the third level of the fifth graders the scores took a huge drop. The scores continued to drop the following year at the same level as well. The teachers reported their problem and the passage at the fifth grade level was more difficult than the passage of the sixth grade level. When the passage was later analyzed, it was placed at the 9th and 10th grade level. The committee examined all the prompts and assessed the readability levels of all the passages. They chose two prompts for each grade level and devised a protocol whereby the teachers will use the same prompts at each of three points during the year. The teachers will give the difficult prompt first and if the student scores in the 50th percentile, the student will not require any further testing. The student’s success with a reading will depend on the difficulty of the text and the students background knowledge and own interests.
In the partial alphabetic phase individuals pay attention to different letters in a word in order to attempt its pronunciation, usually the first and final letters of a word are focused on, Ehri referred to this as ‘phonetic cue reading’. This is a skill which along with others which shows phonological awareness.
To understand what Aaron knows and in what areas he may need help, pre-assessments are conducted to determine his instructional need. The areas of literacy are composed of concepts about print, language or vocabulary, word knowledge, reading fluency, reading comprehension, and writing. In addition, a motivation and interest assessment can help determine a child's impel for learning. The pre-assessments conducted to understand Aaron's literacy level in each aspect of literacy are: Ekwall / Shanker, Benchmark, PASS, Learning Progressions rubric, and a reading interest survey. Each pre-assessment helps gather information of Aaron's literacy knowledge.
Margo’s teacher was using the whole language approach to teaching reading. “What the hell was the whole language approach?” I thought quietly to myself, “shouldn’t I know this by now?” I did not understand there were different ways to teach reading. Imagine my surprise, after reading Frank Smith’s comment in “Phonics” “The system of phonics is both cumbersome and unreliable, rarely producing an accurate pronunciation of the words not recognized on sight.” How could I have this so wrong? I had a lot to learn. Fortunately, over the past year, I have been able to witness the effectiveness of the whole language approach personally and professionally. I have gained insight and understanding of what the ...
According to Bursuck & Damer (2011) phonemes are “the smallest individual sounds in words spoken.” Phonemic awareness is the “ability to hear the phonemes and manipulate the sounds” (p. 41). Phonemic awareness is essential because without the ability students are not able to manipulate the sounds. According to the National Institute for Literacy (2007), “students with poor phonics skills prevent themselves from reading grade-level text and are unable to build their vocabulary” (p.5) Agreeing with the importance of phonemic awareness, Shapiro and Solity attempted to use whole class instruction to improve students’ phonological awareness. The intervention showed that whole class instruction assisted not only the students with poor phonemic awareness, but also on-level developing readers.
Reading and writing is a key part of everyone’s life. There has been some encouraging levels of reading development in primary school assessments. According to the National Assessment Program Literacy and Numeracy report (2015), 95.5% of students achieve at or above the national minimum standard of reading. It is important to know effective ways to teach reading so children can become active problem solvers to enable them to read for meaning or for fun. Over the years, there has been a big amount of research into the most effective ways to teach reading skills to students. There are some systematically taught key skills and strategies that help achieve these levels of reading. Some of these skills include phonological awareness, phonemic awareness,
Informal Reading Inventories (IRIs) are a commercial test that teachers use to evaluate students’ reading performance. QRI-5’s are just one type of IRI that are available to teachers. These informal tests are often used as a screening instrument to determine whether or not a student is reading on or below grade level. Some of the other uses of IRIs are seeing where students are struggling in their reading; for example fluency versus comprehension, to help them recognize where students are showing signs of frustration, to help teachers set up reading groups or even help with picking out appropriate reading material for their students. While the information gained in these informal tests are vital sometimes the additional information gained
Advantages of someone in learning are not necessarily the same as what they deem as their strengths. If the assessment of a person is more to visual learner, or in other words information is processed best by seeing, the fact that he may feel that the information read is also beneficial to him should not be denied. One of the main purposes of this assessment is to help students who have difficulties in learning by helping them to determine the ways to select the information and translate it into learning strategies and skills to answer questions.
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
Many students have a hard time when it comes to reading. There are many reading inventions that can help students out. Reading inventions are strategies that help students who are having trouble reading. The interventions are techniques that can be used to assist in one on ones with students or working in small groups to help students become a better reader. Hannah is a student who seems to be struggling with many independent reading assignments. There can be many reasons that Hannah is struggling with the independent reading assignments. One of the reasons that Hannah can be struggling with is reading comprehension while she is reading on her on. Reading comprehension is when students are able to read something, they are able to process it and they are able to understand what the text is saying. According to article Evidence-based early reading practices within a response to intervention system, it was mentioned that research strategies that can use to help reading comprehension can include of activating the student’s background knowledge of the text, the teacher can have questions that the student answer while reading the text, having students draw conclusions from the text, having
Macalister, J. (2010). Speed reading courses and their effect on reading authentic texts: A preliminary investigation. Reading in a Foreign Language, 22(1), 104.