MD4Assgn_Garner_A (1)

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Walden University *

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EDUC 6733

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Arts Humanities

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Dec 6, 2023

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docx

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Uploaded by GeneralCrownMouse26

1 Student and Languge Background Ashley Garner Masters in Education Walden University October 1, 2023 To complete this assignment, I chose to work with a student in 2nd grade. This student has an Autism Spectrum disorder. Assessments are vital in academic careers (Abedi & Levine,

2 2013). The student was asked to participate in two assessments. The first assessment was a spelling assessment. I used spelling words that correlate with our Sonday Phonics program, which is practiced daily. The following assessment was a written assessment where the student was asked to describe a picture shown using complete sentences. The data collected about these students shows they have difficulty spelling words with spelling patterns other than CVC. The student's proficiency in spelling CVC words indicated a foundation of phonemic awareness. However, the student could not do so when asked to spell words with different spelling patterns, such as vowel teams and blends. This also suggests that the student may have a limited vocabulary. The writing assessment shed light on students' ability to describe their thoughts or ideas using verbal or written responses. The student was unable to write their answers, so I typed exactly what the student orally described. When assessing the students, it was evident they needed to use complete sentences and struggled with using the correct pronouns. The student's inability to form complete sentences suggests a need for instruction with sentence structure, including subject-verb agreement and sentence organization. To work more effectively with the student, I would like to implement targeted literacy practices that address the specific needs and challenges. Techniques such as phonemic awareness activities, sentence building, and read-aloud would be beneficial. Phonemic awareness activities will continue building on their existing phonemic awareness skills and help explore the spelling patterns that have not yet been mastered. Using rhyming words and identifying beginning and ending sounds would be helpful. Read aloud is the foundation for literacy development (Bredekamp et al., 2000). Using read-alouds that contain pronouns and showing fluency will help the student learn to use them in their proper context. I can help these students develop their language and writing skills by implementing these literacy practices and providing

3 a supportive learning environment. This student does not currently speak two languages. However, second Languge acquisition for students with ASD can vary. For this particular student, I have seen communication challenges. This student struggles with expressive language. I have observed how the student communicates with others, and he often uses gestures instead of words or points when he does not know the correct term for something. He needs visual supports such as a schedule, a social story, or visual cues to understand or use language. Observing the behaviors of these students has given me insights into their language use and literacy development. Often, this student repeats words or phrases spoken by others. This can indicate a form of memorization rather than comprehension. It was also observed that he relies heavily on visual supports. Students with ASD may rely upon visual supports to express and understand instructions. This shows that he demonstrated a language processing disorder. Conducting these observations can help inform interventions that can be used to meet this learner's needs. Based on the assessments, the data reflects the student struggles with using spelling patterns and has difficulty with sentence structure. This suggests that the student may be at an early spelling and writing development stage. This student is in the Semiphonectic Stage, where they understand the relationship between letters and sounds but cannot match all the sounds with the notes (Rubin & Carlan, 2005). The student has difficulty with spelling patterns, indicating a potential struggle with phonemic awareness. When writing, it was evident that the student could not elaborate or express details from the photo. This could be due to a lack of vocabulary or grammatical knowledge. Based on these assessments indicating difficulty with both spelling and writing, the students are likely at an early development stage. They may need targeted instruction

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