Basic Sight Word Words

The Fry Sight-Word Inventory is an informal, criterion-referenced screener which measures high-frequency word achievement. Fry 's Instant Words have been determined as the most common words used in English ranked in order of frequency. Specifically, Fry found that twenty-five words make up approximately a third of all items published, one-hundred words comprise almost half of all of the words found in publications, and three-hundred words make up approximately sixty-five percent of all written material. The first three-hundred words on Fry’s list should be mastered by the end of corresponding grade levels, and lists four through ten should be mastered between fourth and fifth grades. Each hundred words are broken down even further into twenty-five words per list, according to difficulty and frequency, and should be assessed sequentially. The goal of progress monitoring high-frequency word mastery is to increase fluency on high-frequency words in order to further automaticity within our students’ reading, which ultimately impacts overall comprehension.

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

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

Farrah has able to identify 186/220, or 85%, of basic sight words and 103/143, or 72%, of basic sight word phrases. Continually, Farrah attended to initial consonants making visually similar miscues, such as “one” for “on,” “gave” for “give,” and “these” for “those.” In addition, Farrah consistently substituted short vowel sounds for long vowel sounds, such as “cam” for “came,” “want” for “wait,” and “bring” for “bright.” . Farrah made similar miscues during the basic sight word phrase assessment, such as “can” for “came,” “use” for “us” and “cute” for “cut.” Both the reliance on initial consonants and the inconsistency of middle vowel sounds suggest that Farrah is unfamiliar with long vowel patterns

Automaticity: Fluent readers recognize familiar words automatically without conscious thought, and they identify unfamiliar words almost as quickly.

To take baseline data, I used the Dolch sight words list for first and second grade. The words are on a piece of paper and the words are in the same order every time the student reads the list. Jacob reads the words left to right and I mark on a data sheet the words that they get right. The baseline data was taken over three days before the intervention began.

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.

Initial assessments revealed that Cormac has strong listening comprehension and with support and explicit instruction in decoding (print skills) and sight word recognition, Cormac has the ability to read at a higher level. His strengths in certain phonics include many of the early emergent literacy skills such as letter identification and letter sound correspondence as well as initial sound identification and phoneme segmentation. He demonstrates weaknesses in sight word automaticity, effective use of the three cueing systems, and decoding unfamiliar CVC words with short vowels as well as phonograms, phoneme blending and phoneme substitution.

Ehri’s Phases of Word Reading and Spelling Development has four different phases that are used to describe the progressive stages of a reader. The first phase is the Pre-alphabetic phase, in this phase there is no letter to sound consciousness only visual features of a word which the students use as a reminder of how to read the words. Phase two is the Partial Alphabetic. When readers are in this phase they use some of the letters in the word (mainly the first and the last letters) to attempt to pronounce the word. Phase three is the Full Alphabetic Phase. In this phase the readers are now able to use and understand the alphabetic connections in words. The readers are now able to map graphemes to phonemes of words that have been read to them

Sight words hold such importance because they are one way to determine a student’s reading level. These words connect to the idea that, “candidates know how to determine the skill level of students through the use of meaningful indicators of reading and language arts proficiency prior to instruction, how to determine whether students are making adequate progress on skills and concepts, and how to determine the effectiveness of instruction and students' proficiency after instruction.” My understanding of this benchmark comes from the San Diego Quick Assessment we used to assess our scholars at the beginning of the three week program and again at the end. The San Diego Quick is a way to assess a student’s reading ability or level. According to the article “The Graded Word List: Quick Gauge of Reading Ability” written by Margaret La Pray and Ramon Ross, the assessment “is a graded word list, formed by drawing words randomly from basal reading glossaries and from the Thorndike list”. There are thirteen different word lists that determines a scholar’s independent reading level, instructional level, and frustration level. When I assessed the Kindergarteners, I wrote the sight words out on index cards and asked students one by one to come with me to play a game. For Kindergarten, I had to start with the pre-primer level although the directions advise an administrator to start two years below the student’s grade level

During my observation, I was able to observe two students at different grade levels. For my first student, my assessment was based on the criteria of Letter and Sound, Alphabet Knowledge, Site Words and Interest inventory assessments. However, my second assessment was based on the criteria of Running Record, Site Words, and the Interest inventory. Thus within this paper, I will present the data I collected from the assessments of each student.

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

The assessment is used to identify the various skill levels of learners. There are four levels of expected growth chosen to meet the objectives. Each level has a set of criteria and standards linked to learning objectives and a scoring system to align it. In the above table, being able to identify two rhyming words in 3 out of 5 sentences assesses the success of rhyming in a sentence and gives the learner the highest score of 4. For a learner who is able to identify 6 rhyming pairs, produce 6 ending sounds gets a score of 3. A learner who is able to recognize 6 rhyming pairs is given a

Morphological awareness supports a variety of literacy skills, including word identification, reading fluency, reading comprehension, and spelling. “Increased morphological awareness enables children to analyze the internal structure of words and decode them more quickly and accurately ("Morphological awareness: Implications," 2013).” Aaron exhibited problems with his morphological awareness in various spots throughout the language sample. For example Aaron said “And she felled in the thing”, “And the lady sawed her”. In these two utterances Aaron has shown a failure to meet and use the correct past tense morphology. Through intervention the SLP can influence the use of and knowledge of phonology and morphology on word recognition and spelling, ultimately increasing one’s morphological awareness.