Evaluation Of A Student 's Phonic Skills Essay

▪ Phonics: This is one of the students’ greatest strengths. He is able to say the sounds of words correctly. He is at the same level as an average

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

Give the student this list of words and have her go through the process of labeling and breaking the words into syllables.

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

To begin, I did the phonological awareness assessments with my three students. Having gotten instruction from Professor Schwarzkopf in class, I felt prepared to conduct this assessment. I appreciated that each form within the phonological awareness section had directions and a practice section where I, as the administrator, could easily explain the directions to each student. The phonological awareness assessments in themselves do not take a long time; however, I noticed as I started to reach the seventh, eighth, and ninth assessment each student started to get bored and frustrated. I really liked how the majority of the assessments were given orally. This helped me to know what they understood phonologically rather than just what a letter

To determine Bailey’s reading level, she was given reading assessments including the Bursuck & Damer Advanced Phonics Diagnostic assessment and a Qualitative Reading Inventory (QRI-6) which includes a word identification list. The phonics assessment was given to help analyze her phonic awareness and phonics skills to determine if she had an understanding of letter/sound correlation which will affect decoding ability. The evaluation tested numerous phonics aspects including several vowel combinations, consonant diagraphs and blends, other letter combinations, contractions, inflectional endings, hard and soft ‘C’/’G’, prefixes, and suffixes. These skills help to read words that are not recognized by sight. Word identification list can also help determine the passage level to begin with. The QRI-6 analyzed other components of reading including fluency, background knowledge, skill use, and

This website is incorporated into the all learning styles that are visual, auditory, and kinesthetic expertise that support kids to execute, perceive, review, and analyze their skills individually. For instance, by clicking on any letter, kids will distinguish between speech sounds (Phonemes) and letters forms that support to build their alphabetic intelligence. This process is called “Alphabetic Principle” which is the base of the phonics. Each letter row comprises the sounds or phonemes; children listen, recognize, and manipulate single sounds or phonemes in spoken words (phonemic awareness) and understand that the letters in a word are methodically characterized by sounds (alphabetic

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.

After thorough explanation, Rheya still faced difficulties in understanding what skill was being asked of her. Although, maybe it wasn’t confused and instead it was her genuine comprehension of the assessment. But during the assessment, for several letters, she just pronounced the letter, rather than sounding out the letter as asked. For example, instead of sounding out the letter “d” like /d/, she would just repeat the letter back to me. I paused a few times after her mistakes to try to reiterate what the assessment was, but unfortunately, she was still unable to correctly sound out several of the letters. Additionally, when it came to consonant diagraphs, she was unable to sound out any of the four listed diagraphs. Overall, she did sound out 20 of the 30 letters/consonant diagraphs.

Phonics is described as “understanding letter-sound relationships, as well as larger letter pattern/sound pattern relationships” (Ruddell, 2009). Though in my opinion there is a lot more to phonics than this. There are several aspects to phonics, different types of phonics, negatives to the idea, and several ways to teach it. In this paper I will address all of these based on research I found, the discussion I had with my peers, and my own opinion.

The assessment is going to gauge students spelling on 10 different words. The words will include: moon, rock, snake, banana, bat, rat, spoon, map, milk, and ring. The 10 words will be spelled under pictures of the word. This assessment is focusing on beginning consonant sounds, so the teacher will really look and make sure the beginning consonant sounds is correct.

Whole Language versus Phonics has been a question among many top educational groups for years. Which is the best way to teach kindergarten children the proper way to speak and learn the English Language? There are many valid reasons why experts argue for both phonics and/or whole language. Both seem to be exceptional ways to master the English Language. The purpose of this research paper is to compare phonics versus whole language and to determine how technology can support each approach.

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

Michael's achievement on the Structural Analysis Assessment indicates that he is able to apply phonics skills in context. However, intervention will also focus on instruction in syllabication and morphemic analysis.

There is a battle going on elementary schools across the Globe. This battle is not a malicious battle fought with armies and weapons of mass destruction, but rather a tactical battle where the two opponents are known to us by the simple phrases, phonics and whole language. These two opponents use very different styles, but those who use a certain style swear by it almost religiously. Seriously, though, one might be asking the question which is the best method for teachings young students how to read? Honestly, there is not a simple answer; education specialists have been arguing over the issue of phonics vs whole language for years and a definite answer still has yet to be