Basic Sight Word Words

In this case study, Miguel clearly shows difficulties in reading. The difficulties stated include: recognizing alphabet letters (alphabetic awareness), matching sounds to letters (letter-sound correspondence), telling sounds apart (sounding out), starting/ending sounds (sounding out), and remembering words quickly (sight word reading) (Meet Miguel, n.d.). In order to address these difficulties, the authors would approach this problem in a two pronged manner: 1) immediate bridge methods for learning, and 2) RTI approach.

I have been working with Colin for the past year to assist him with auditory processing and phoneme awareness skills. Following completion of The

Addison needs to develop automaticity in identifying sight words. The data collected indicates several of her

There are many components to building a student’s reading skill set. One skill that is introduced in preschool and developed through the primary grades is phonemic awareness. The term phonemic awareness is defined as the ability to hear, identify, and manipulate phonemes – individual sounds. The child becomes aware of how sounds are connected to words prior to reading. This awareness creates the understanding of how phonemes explains how the smallest part of sound creates a difference in sound to the meaning of a word. Therefore, the ability to dismantle words, and reassemble them, and then to alter the word into something different explains the concept behind phonemic awareness. It is the primary foundation in which other reading skill sets are according based.

I found the studies that were mentioned in this article were very interesting to read about. I found it amazing how, “After two practice trials, both the trained words and their homophones were read (by the second graders) significantly faster than the unrelated controls” (Adams, 1990), and “After 200 practice trials, the adults were still having trouble recognizing pseudowords that their instructor created” (Adams, 1990).

The student read aloud will serve as a formative assessment on fluency and word recognition.

For weeks 1-3, George was given 18 third-grade spelling words. His average score for weeks 1 to 3 was a 70%. At this time, George’s teacher altered his the instructional design and lowered the number of spelling words per week.

The history of the use of phonics dates back to the 1700’s. Backs then, children were taught to read through their memorization of the twenty-six-letter alphabet. Since many books hadn’t been written, their primary

Some of these words have irregular spellings, which means that children cannot use phonics rules to sound out the word. Some sight words have regular spellings, therefore, children are able sound out these words using the rules of phonics. Steven is able to decode many irregular high-frequency sight words,

The words ranged from simple words like "a" to more complex words like "number". For this assessment, I printed the sight words onto bigger cards and I laid them out for J.R. Her job was to read the words that were listed. If she read them correctly and without hesitation then she got it correct. However, if she had to spell out the word or if she hesitated for a long period of time then I marked it wrong because she is supposed to recognize them right away. J.R. did fairly well on this assessment. She was able to recognize 88 sight words out of 100. I recognized that the words that she got wrong were the harder sight words. The second assessment that I completed with J.R. was the spelling inventory assessment. For this assessment, I gave J.R. a simple spelling test. I would say the word to her and include the word in a sentence. As I did this, J.R. wrote the words down. This assessment was given to see if J.R. could hear and write the constants (initial and final), the short vowels, digraphs, blends, and common long vowels that appear in the words that were given. This was one of the assessments that J.R. struggled with. She spelled most of the words wrong and she had trouble identifying digraphs and blends in words. The third assessment that I conducted was the phonemic awareness assessment. This assessment tested skills such as rhyming, phoneme isolation, oral blending, oral segmentation, and

Word recognition involves an individual’s ability to identify words independently without requiring related words for contextual help. A widely examined topic in the field of cognitive psychology, it deals with understanding printed letters as a word which has been kept in the lexicon. The word frequency effect is important in the recognition of words. It suggests more common words in printed language are easier, faster and more accurate to distinguish than words that appear less frequently. Outlined in their journal article, Howes and Solomon utilized Thorndike-Lorge’s word count for word frequency and measured the threshold of recognition. They found correlation coefficients of -.68 to -.75 between word frequency and threshold or duration.

Justin is in the alphabetic stage of word identification. In the alphabetic stage, “students begin to associate some of the letters they see with the sound they hear” (Caldwell & Leslie, p. 22). During the QRI-5 word lists, Justin miscues had the correct initial sound but not the rest. For example, water for with and play for place. According to Caldwell & Leslie, “In this stage, readers begin to match letters and sounds, but in an incomplete way. They often focus on the beginnings and ends of words and therefore confuse words” (Caldwell & Leslie, p. 22). During the Fry Sight Word Inventory, he continued to show the “pattern of using the onset of the word to guess the word.” He would say, log for long, fin for find, and thig for thing.

S.T. Orton (same as above) – First person to report about word blindness in the American medical literature

Kurtis’ overall achievement in reading and written expression fell within the average range with slightly low average scores in reading fluency and oral reading when compared to his same aged peers. Kurtis struggled with word attack skills and had difficulty with sounding out of words. Kurtis could identify beginning sounds, but when he was asked to read nonsense words he struggled with short vowel sounds and correct pronunciation. However, Kurtis’ Letter-Word Identification and Passage Comprehension were within the average range. When he read sentences orally he mispronounced words, and did not slow down to correct his errors even when they did not make sense. On the reading fluency subtest, he was required to read a short sentence and

1: (d) An individual’s sight vocabulary includes the words that he/she can recognize and correctly pronounce when reading. Limited sight vocabulary can be due to poor word recognition, a lack of content vocabulary, and/or inadequate background knowledge. Although proper pronunciation may affect the ability to spell a word, the ability to properly spell a word is less likely to affect a student’s ability to properly pronounce that word.