Jane's Phonics: A Case Study

The purpose of this paper is to identify and understand the importance of a supplemental phonics program, such as Fundations by Wilson Language, to ensure that students are making noticeable and trackable changes in reading and understanding. Phonemic awareness is the key skill needed for students to better understand how letters and sounds correlate. Some basal reading programs do not have an

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

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.

Beginning with the second grade form A list, Lauren was able to recite each of the words effortlessly under a second. The fluent behavior allowed for all twenty of the words to be added to her personal list of sight words. Demonstrating a command of high- frequency words, she was able to quickly recognize the dolche words displayed on the list. Indicated by her score of twenty out of twenty, second grade is

Throughout my childhood, the idea of having a college education was greatly stressed. As a result, it was my duty as the next generational child, to excel in my studies and achieve a life of prosperity and success. Learning became the basic foundation of my growth. Therefore, my youth was overtaken by many hours spent reading and writing what was known to be correct "Standard" English. I first found this to be a great shortcoming, but as I grew older, I began to realize the many rewards acquired by having the ability to be literate.

There are a million adults who cannot read, one in six Londoners is functionally illiterate and people who cannot read or write are excluded from opportunities and may eventually become alienated and turn to crime (Johnson 2010, cited by Gross 2010). Gross (2010) expresses her concern and believes it is not where the children live, it is how they were taught to read and how they were properly motivated to learn to read. She endorses the synthetic systematic phonics approach as opposed to that of the whole word approach and believes we must place our focus on reading as it is indispensable.

The analysis determined that difficulties in reading are strongly related to the lack of phonemic awareness. Instruction, when given explicitly and direct one on one focus in one skill area of phonemic awareness were greater than instructions that focused on three or more skill areas. In addition, the NRP continued to state that children taught in small group settings showed larger improvement gains than students taught in large groups or individually. The panel concluded that it could be taught under a variation of conditions, for a diverse range of learners. Furthermore, it stated that instruction of phonemic awareness was more effective through the use of letters, explicitly focused on only one or two areas of awareness, lesson and activities were tailored toward small group development levels, and program ranged from 5 to 18 hours – remaining under 20 hours of instruction based on 25 minute instruction

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.

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

The first lesson during the sight word intervention was focused on teaching sight words that began with the letter W, many were questioning words like “where, what, and who”. The objective of the lesson was to recognize and write the words “what, were, want, who and was”, the passing criteria for both objectives was 4 out 5 or 80 percent. The teacher candidate

When phonics instruction is not embedded within a curriculum it is still possible to incorporate phonics skills into instruction by pulling in and supplementing with other programs and strategies just like Words Their Way. Along with my study, Singleton also showed that this book’s strategies can help improve student’s phonics awareness which in return can help the students spelling and reading (2013). Most of the time curriculum is more of a suggestion and does not include everything that a teacher needs within their instruction, therefore supplementing with additional materials and strategies is necessary. Words Their Way’s picture sorts is one strategy teachers can pull into their curriculum for orthography study, no matter the grade. I

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

The purpose of this study was to determine the advantage integrating Davis Learning strategies into primary education would have on sight word recognition.

Nature is human genetic makeup or biological inheritance, while nurture refers to the social environment, or to the interaction experiences that make up every person's life.

Mathematics is naturally inclined to build upon itself. This being stated, mathematics starts off simple and adds more difficult material as it progresses. Go Phonics follows a similar approach. Therefore, mathematics and Go Phonics share similarities in the way that they are designed to be taught in a classroom.