Amerie's Phonemic Awareness

Amy Batagower is entering the University of Delaware this coming fall. She comes from an Israeli family with two older brothers. Amy is very involved in her school academics, as well as in the jewish community. She recently just graduated with high honor roll with a GPA of 4.0. Amys’ drive and dedication to fulfill the goals she sets are extremely prevalent. Her drive to get things done is exemplary. Her work in Judaic studies was astonishing, she went from not knowing any hebrew to reading and writing it. Amy is very loving and caring young lady. She will literally drop everything she is doing to help a friend in need. Amy’s neshama is truly something special. Her sense of ahavas yisroel is astounding. She's blessed with having a kind characteristic

Reading comprehension is a complex life skill that we need to be efficient in to successfully integrate in society. From an early age most children are exposed to literature, whether that be picture books, street signs or words on certain objects, all children, will in one way or another, encounter text and eventually be required to decipher it for its meaning. Teachers have a critical part to play to help the development of a child’s reading. There are several key elements that are imperative for young learners to be competent readers. These include phonological awareness, phonics and also their home and socioeconomic environment they are exposed to. Phonological awareness enables children to focus on the sounds of speech as opposed to its

She is intelligent, hardworking, witty, charismatic, dedicated, loyal, and is an excellent speaker, reader, and writer. As a student, she read two or three grade levels above her grade level and was well read—reading most of the classics at a young age. I was quite impressed, but not surprised when she graduated at the top 10 percent of her high school class and graduated from The University of Texas in

She was unapologetic about treating her students, especially her honors ones, like adults. She was strict about plagiarism and demanded our full efforts. Within our social studies curriculum, she found ways to infuse valuable life lessons and talk

She is the student who makes a point to acknowledge everyone, and to check their well-being. In the halls she is always smiling and does her

In High school, she continued to excel where others fell short by focusing and exceeding in her academics, setting an example for others to follow and instilling confidence into others rather than letting them fall into peer pressure. With the help of her

Alana Bradley has been an exceptional student at Rocky River High School for the past four years. She has maintained a 3.75 grade average during this time. In addition to being on the Dean’s list, Alana is also a member of Rho Kappa Honor Society and the National Honor Society. This high level of academic performance also includes being accepted into the National Technical Honor Society and the Nation Society of High School Scholars. Alana is a very hard worker, and she possesses a unique ability to work well with others.

Beginning with the first day of class, Amy has impressed me as being exceptional in every sense of the word. Amy excels in all areas, particularly the domains of scholarship, character, citizenship, and leadership.

The atmosphere she created in her classroom was unlike any teacher I’d ever had. If there’s one thing I could say, her class was never boring. Whether she was wearing a witch hat waving around a plastic sword – in correlation to Macbeth, or jamming out with an air guitar to Iron Maiden - pertaining to Dante’s Inferno. She could include anyone’s interest to make sure learning was fun for everyone. The love and compassion she has for teaching radiates off of

When phonological awareness is worked on skills of attention, perception and visual amplitude are developed that allow to acquire greater fluency for reading.

Surprisingly, I learned so much from Annie that I was becoming a top student at Haines. From the many times I spoke and listen to her, my confidence in speaking English improved. I tried to replicated her diligences toward academics. It was a success. From fifth to eighth grade, I was making A and B’s on my report card. I competed in Citywide Science Fair and Statewide History fair competition. Our school principal even gave me applauding recognition. Weimin was attached to greatness.

This type of intervention will be used because having students simply look up definitions in a dictionary for unknown words doesn’t typically result in a transfer of word knowledge to reading comprehension tasks. First, the clinician will select a list of words from a curricular topic and other words that are new but don’t fit with the topic, and present the words to Chloe in oral and written form. Chloe will be encouraged to engage in “exclusive brainstorming” in which she discusses the words and decides which words go with their topic for the day and which don’t. A chart can be used for Chloe to mark, “can define,” “have seen/heard,” or “beats me!” about each individual word. The clinician will then provide a description, explanation, or example of the new terms to relate the word to curricular topics. Chloe will then be asked to restate the description, explanation, or example of each term in her own words, by connecting it to her experiences or knowledge. Chloe will be instructed to create a picture, pictograph, or symbolic representation of the term as well as, including the word, definition, and picture. She will keep each term in a vocabulary notebook for future reference and be encouraged to use the new words in verbal story-telling and writing (Blachowicz, 1986) (Marzano,

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

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.

1. Nathan V. was able to mask his learning difficulty by memorizing. When asked to read something something familiar or complete a familiar learning task, Nathan was successful. However, when Nathan had to complete an unfamiliar activity or read unfamiliar text, he struggled. For example, when reading to his mother, Nathan's mother noticed that while reading, Nathan never looked at the book, he stared into another room. He had memorized just the words on the page to "mask" his learning difficulty. As we know however, simply memorizing words on a page does not facilitate learning. Nathan knows how to say the words, but he does not know the sounds that make up the words he is reading (phonemic awareness). Nor, does he know the meaning of what he reads (comprehension).