A Sound Beginning : An Assessment Of Phonological Awareness

We will assess this skill using The Phonological Awareness Profile by Robertson and Salter, a criterion-referenced assessment (1995). Criterion-referenced assessments are not used to compare students’ performance with each other, but rather to evaluate the student’s mastery in a specified subject. Such tests are designed to provide information for instruction as well. Only the phonological awareness subtest will be administered to Chloe. This subtest has the following tasks: rhyming, segmentation, isolation, deletion, substitution, and blending. The tasks are composed of the following:

1. ELL students need to be familiar with the sounds of English before they can develop phonological awareness. 2. Instruction needs to be explicit, modifications made, and practice needs to be given when needed. 3. Once phonological awareness has developed in any language, then it can be transferred to other languages that are learned.  4. Teachers should frequently model the production of sounds. 5. Beginning readers should get help to learn to identify sounds in short words.

Even though advanced cochlear implant (CI) and hearing aid (HA) technology is making tremendous strides in the DHH community, these hearing devices still cannot completely restore normal hearing or fully represent all aspects of normal speech sounds. Therefore, children within this population are potentially at a higher risk for speech disorders, speech delays, or language difficulties. The acquisition of phonological awareness (PA) and PA abilities is an important developmental step in speech and language. Moreover, PA skills have been shown to significantly affect early literacy abilities in normal hearing children. PA is commonly defined as the conscious ability

To measure children’s phonological awareness, teachers should look at children’s ability with different skills. For example, a child with strong phonological awareness is able to understand and can use, alliteration, the concept of spoken word, rhyme, syllable blending and syllable segmenting. Children start to read by listening others, and then recognizing sound in words, sounding words out for themselves and recognizing familiar words, so it is important for children to learn the phonological awareness because it can help kids to become a successful reader.

The rules we have covered thus far are spelling generalizations. We have gone over the FLOSS rule. This rule states that if a closed syllable word ends in l, f, s, or z then the l, f, s, or z are doubled. We have also extensively worked on the /k/ sound and how to know if it is a c, k, consonant ke, or ck at the beginning or end of a word. Andrew has been given the rules in multisensory lessons and we play games for extra reinforcement. We will continue to review these concepts in future lessons. We will also begin working on the Level 2 scope and sequence next

The tests for pre-test and post-test were similar. There were 16 words for first grade, 12 words for second grade, and 16 words for third grade. The tests were used to see the ability of the students orally say the sound and break the word into phonemes, not letters. The way of analyzing the data was following Yopp-Singer Test (1995). The students who got high scores by segmenting all the items correctly were considered as phonemically aware. The students who correctly segmented some items were considered as displaying emerging phonemic awareness. Students who were not able to segment the items correctly or none at all were included as lacking of phonemic

It is designed to measure the phonological processing skills. It was published in the year of 1999.

After assessing Eduardo in his native language to determine his literacy proficiency in Spanish, strategies that can be used to develop Eduardo’s phonological awareness are rhyme, alliteration, segmentation and blending (Caldwell & Leslie, 2013, pg. 49). Assessment of Eduardo’s phonemic awareness should include sorting tasks, counting tasks, word building and using letters (Caldwell & Leslie, 2013, pg. 57-58). Eduardo’s teacher can use read-a-louds, small group activities, repetition, and ways of incorporating Eduard’s native language into classroom and

Some errors in this experiment that could have affected the results were inconsistencies of the setting on where the experiment was taken. Although it was timed a participant could have taken longer to press the finish button or make a mistake on how to conduct the experiment. To eliminate these variables, the experiment could be completed at the same setting. Also, the timing of the experiment could be improved by having there experimenter sit near the participants and once they are done reading the words aloud the stopwatch could be stopped, providing more consistency.

The student will be given 1-2 Syllable word cards. He will be asked to use the skills learned during our lesson to count the syllables on the card by placing manipulatives (candy pieces) for each syllable.

The phone that was on his left started to ring. This was it thought John. He picked the handset up and said what he had been practising to himself. “Thanks for calling Leyton Technical. How can I help?”. He couldn’t remember how many times he said that phrase that day.

For Part 2 i administered list AA of the graded word list, during this perfomance Naiim correctly indentified 17 correct words only showing issuses with 3 words.

Please indicate the total number of words you have used at the end of your assignment.

*the second error is that they mispronounce /e/sound as it is usually pronounced as /i/sound . For example :

In stage one, there is a tendency of misunderstanding between the pronunciation of phoneme B and A, due to the fact that some outlying realizations of phoneme B appears to be similar as A. This will make phoneme tokens of B less likely to be recognized by language learners.