Early Literacy Strategies

In the intervention after helping him with his vocabulary and introducing the interventive technique I will record how many words he gets wrong with the tally marks on the form same as I did for baseline. Ja’Von will hopefully be reading with 80% fluency after the end of the intervention.

▪ phonemic awareness /oral language: The student is scoring very well in phonemic awareness/oral language. He was able to get 10 out of 10 in sounding out words. He was also able to identify and say almost the entire alphabet.

As you can see, Student 1 increased their score four out of the six times on their weekly comprehension skills check from their basal reading series. However, that student did not reach proficiency during the 6-week intervention period. This student did not reach the benchmark goal for the DIBELS Daze assessment, but did increase their score from January to May by six points.

This is a very important component in education to be aware of and when you are a teacher. I interviewed a first-grade teacher at my local elementary school to gain more information about the processes that our local schools go through for professional training, interventions, and in the classroom to ensure that students are developing their abilities in reading. My main focus was on what our school’s process was, how support is given, professional training offered, and what more is needed to be done to increase success for students.

Some strengths of this achievement assessment include that not every subtest will be administered depending on the age of the student and the variety of areas that this assessment measures. This assessment measures oral expression and listening comprehension that could help a child qualify for special education services. The math subtests provide valuable data that can be used for objectives for the child’s Individualized Education Program (IEP). Also, the results from this achievement test can be used to determine if a child has a Specific Learning Disability and in which areas he or she would qualify in for services. A weakness of this test is that the administrator must know the scoring procedures for each subtest. With the Pseudoword decoding subtest, the child is timed and the administrator will record the student’s responses exactly using correct punctuation or phonetic symbols and this can lead to inaccuracies in scoring. The WIAT-III has multiple areas to be tested to give us an accurate reading of the child’s

According to Jayla's I-ready test results, her overall reading performance is at a Level K. Her strength is in-high frequency words and comprehension

King and/or Mr. Baker could implement to further assist Andy’s phonemic awareness throughout the school day could be too:

I also went through what I had written about each child, were they happy, did they agree with what I had written? Any words they struggled to pronounce were asked again to see if they could do it this time round.

His goal to have DRA of 28 this time next year, while he’ll still be behind he’ll have caught some bit. This time next he’s supposed to have a DRA score of 34, he’ll be 6 levels behind instead of 10. This goal is measurable, because my student will be able to take DRA assessments every so often and they’ll be able monitor where he is. Since, my student is struggling in fluency he is also struggling in reading comprehension. My student is struggling with answering comprehension questions, so having a goal in this area is definitely a good. Therefore, it’s impacting him academically that he is unable to answer comprehension questions at a high success rate especially when they on his level. This goal is measurable because my student will be taking regular comprehension assessment to see how he’s doing and if he’s staying on pace to achieve this goal. My third and final goal is writing based, and has to do with his fluency goal. My student has no problem coming up with content (main ideas, supporting ideas), but has issues with conventions which ultimately brings down his

“Literacy learning has a profound and lasting effect on the social and academic lives of children. Their future educational opportunities and career choices are directly related to literacy ability. Since early childhood is the period when language develops most rapidly, it is imperative that young children are provided with a variety of developmentally appropriate literacy experiences throughout each day, and that the classroom environment is rich with language, both spoken and printed. Early childhood teachers are responsible for both understanding the developmental continuum of language and literacy and for supporting each child’s literacy development.

My response from my checklist for an effective literacy program revealed that I am a very animated teacher. I encourage my students to laugh with me building a positive relationship. I found that my students enjoy my lessons when I bring in prior experiences. Modeling the lesson with humor capture the student’s attention and they are eager to participate and collaborate with the peers and teachers. My strength demonstrates that I model all my lessons and make them student friendly. I plan and model my lessons by incorporated and adapted the skills to students’ individual needs. I also teach cross curriculum allowing students to build from each core subject.

The objective was achieved because the students identified the letters of the alphabet, sounds, and putting them in the general order of the alphabet while play the Alphabet Soup Game. IN the assessment the only student to miss identifying a letter just had trouble with the letter X because the students has just previously learned the letter in the past week. The class does letter of the week but I do not think this makes a clear connection as to the order of the letters or what the real meaning of each letter is other than just being a

Reading is a skill often taken for granted but it is essential in order to progress in life. For a child being able to read well helps them learn new things, give ideas and enables use of imagination. National literacy trust (2015) suggests that children’s early language skills can have a major impact on a child’s development of literacy skills. Five-year olds with poor language and literacy have a higher risk of underachieving at age seven and beyond. Reading skills encourage more opportunities in life and it can affect a child’s wellbeing if they do not achieve this effectively (Finnegan,2015).

The core composites for Reading (.96), Mathematics (.96), and Written Language (.93) are also highly reliable. However, the Oral Language composite (.87) and Oral Fluency (.85) fall below the desired (.90) standard for reliability. The Sound-Symbol and Decoding composites are adequately reliable at all age levels. Because of the format for the subtests for the Reading Fluency composite, it is not possible to evaluate the internal consistency. The internal consistency coefficients are lower for subtests than composites. Most of the Reading and Mathematics subtests, and the Spelling subtest coefficients are sufficiently reliable. The majority of coefficients for the Oral Language subtests and the Written Expression subtest are less than (.90). The coefficients for Nonsense Word Decoding are acceptable; but the majority of coefficients for the Phonological Awareness, Associational Fluency, and Naming Facility are below (.90).

Literacy consists of a range of ways to understand and decode symbols for communication in a community (Barratt-Pugh & Rohl, 2000, p. 25). Emergent literacy is a term used to describe how young children interact with books, reading and writing (What is Emergent Literacy, 2006, p.1). Emerging literacy is an ongoing process and to ensure this process is successful children need to be stimulated through active engagement with books and writing opportunities.