Justin In The Alphabetic Stage

His results in Early Reading Skills, suggests this is an area of weakness. His results show he is in the 6th percentile and his standard score is 77. Analysis of this subtest indicates his strengths which were able to generate some words that rhyme, name letters, and most letter sounds. However, Tom struggled with ending sounds in words and blending sounds together to form a word.

“Justin Bieber is a celebrity who has been arrested recently in South Beach, Florida. He was arrested for DUI early Thursday morning on the 23th of January, 2014” (wiki.org). “Justin had consumed alcohol, been smoking marijuana, consumed some prescription medication, and cursed the cops” (wiki.org).

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

Justin Pecaut was extremely helpful in guiding the class how to succeed during and after graduation. He spoke about several different topics such as salary negotiation, resume building, interviewing skills, and his experience working in compensation.

Josiah can sing his alphabet with an occasional skipping of letters. He can rote count to 7 consistently. Josiah loves learning activities when he gets to use tablets/computers, through music and through interactive learning videos. Josiah does not yet identify letters, colors, shapes, numbers or his name in print. When writing, Josiah is able to grasp his writing utensils with his fingertips, and applies enough pressure to leave marks and scribbles. Josiah attempts to sings songs and recites rhymes and refrains with repeating initial sounds when he participates. Josiah

For example, while we were walking around the classroom there was a book that was tiled, A B C Doctor which Jaelee looked at and said “A B C and D” she did not say the word doctor but said the letter D. she had sang the “now I know my A B C’s song to me. When Jaelee sang the song she would go up the letter J and stop, she would say “I don’t remember what’s next”. Jaelee is also able to recognize letters in words for example, in her classroom there is a sign the says “wash your hands” and she asked me what the sign said after I told her she pointed to some of the letters and said what they are. She was able to recognize the letters A, H, and

While Heather’s oral language is appropriate when she is engaged in a conversation and when she’s listening to a text being read to her, her understanding of what she reads is affected by her inability to analyze words. Hence, this is the reason why she would have difficulties with the component “reading ability for word problems”. For example, if she

At the beginning of the school year, Casandra was given an assessment test to see how many words she could recognize. Casandra’s word recognition was very good when given the first set of word. When she was given more difficult words to read, she could not recognize many words. As the year progressed, so did Cassandra’s word recognition. Casandra was practicing how to blend two letter sounds and was encouraged by other students. Mrs. Perez, has developed methods for student s to work together and give peer reviews. You can see that Cassandra has been practicing her consonants when she is asked about the two letters in the sound of “shsh” in fish, and she mentions the “f”.

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.

Don’t lose hope just keep on trying. Justin was abashed because of his grades. “Justin was ashamed. His grade had really slumped after his injury.” His grades started drooping because he lost his hope after he was injured. A little bit of improvement for Justin was a big success. “That’s not highest score a person could get but it was high enough for Justin.” It wasn’t the highest score but it was enough for Justin because he put a lot of effort in for achieving that score. So, First Justin was really ashamed of his grade but later on when he improved his grade, he was really proud of his accomplishment.

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

Increasing the number of words isn’t enough because the speech recognition system is unable to differentiate words like ‘to’ and ‘two’ or ‘right’ and ‘write’ (6 ,p.98).

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.

The child generally lacks knowledge of the alphabet, lacks left-to-right directionality in writing, and lacks concept of word (one-to-one matching of spoken and written words). Consistent spacing between words and consistent use of letter-sound correspondences are absent.