Phoneme Segmentation Fluency

A Sound Beginning is an assessment of phonological awareness at four different levels: Word Level, Syllable Level, Onset-Rime Level, and Phoneme Level. Phonological awareness is the manipulation of sounds in spoken language and is an important building block for reading. The assessment is administered orally that would include the student tapping, deleting, segmenting, and blending different sounds. Felipe’s score for each level is as follows:

However, there are pros of this assessment. These pros are the DIBELS is designed to measure different areas in early literacy which include, but are not limited to phonemic awareness, fluency, vocabulary, and more. All of these areas should guide instructors on ways to teach reading. Students use each of these areas to read, and understand what is being read. Therefore, this test will show teachers what areas students have mastered in early literacy skills, and what areas need to be focused on. This assessment is of no cost, compared to other exams, teachers can sign up for free accounts and download passages without having to come out of pocket. The DIBELS assessment test are administered individually, which allows for teachers to see if students are struggling in a certain area of reading. (Coulter, Shavin, &, Gichuru, 2009) For example, student Jane Doe needs assistance with comprehension, and Bob Doe needs more help in phonics.

With exceptional children, often many of them have auditory processing problems which means that something is preventing them from hearing the information they are receiving. Phonological processing is having the ability to detect the different phonemes or speech sounds as stated by Chard, D.J. & Dickson, S.V. (2018). This is a problem that many of the children in the exceptional children’s department have which makes teaching reading all the more

Phonological awareness involves the detection and manipulation of sounds at three levels of sound structure: (1) syllables, (2) onsets and rimes, and (3) phonemes.

The type of assessment tool that would be used to measure students’ fluency is DIEBELS Oral Reading Fluency (DORF). The target intervention for the four students is improving their reading fluency to a 2nd grade level. DORF is a standardized test that measures student performance of reading word from the grade level by being timed for 1 minute. Students are instructed to read a passage as best as they can while the teacher is monitoring how many WPM they can read accurately in 1 minute. DORF also asks students to describe what they just read to allow a more accurate *** of students level or reading and avoid students reading quickly because they know they are being timed. (**p.32-33). The selecting of DIEBELS DORF was selected based on the

Kara-lynn is a 3 year; 6 month old female presenting with a severe phonological disorder. Her results from testing indicate that her speech intelligibility is significantly reduced due to multiple phoneme collapses into /d/ of the following phonemes and consonant clusters: /p/, /g/, /k/, /s/, /z/, /θ/, /ð/, /tr/,and /gr/. In addition, the use of multiple phonological processes, including: final consonant deletion, initial consonant deletion, cluster reduction, vocalization, and deaffrication also significantly contribute to her reduced intelligibility. Her speech intelligibility in known context was calculated to be 64%, which is low for a child who is 3 years; 6 months(consider adding reference). Reduced intelligibility can impact a child’s ability to communicate wants and needs, making Kara-Lynn’s speech intelligibility an area of need.

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

There are many components to building a student’s reading skill set. One skill that is introduced in preschool and developed through the primary grades is phonemic awareness. The term phonemic awareness is defined as the ability to hear, identify, and manipulate phonemes – individual sounds. The child becomes aware of how sounds are connected to words prior to reading. This awareness creates the understanding of how phonemes explains how the smallest part of sound creates a difference in sound to the meaning of a word. Therefore, the ability to dismantle words, and reassemble them, and then to alter the word into something different explains the concept behind phonemic awareness. It is the primary foundation in which other reading skill sets are according based.

When performing the Yopp-Singer test of phoneme segmentation Carmen was showing confidence when breaking words apart. Carmen is a seven-year-old second grade student that is not performing at a second-grade reading level. Although she is not reading at her grade level, Carmen works hard to raise her reading level. She is constantly reading at home and practicing her reading during class. Currently, Carmen is reading at a first grade level with some minor challenges that she will need to overcome

We chose to assess phonological awareness because it is a crucial component in children’s development of writing, spelling, and reading skills (Paul & Norbury, 2012). Phonological awareness refers to an individual’s awareness of the sound structure or words; it can be characterized by words, syllables, onset/rime, phoneme manipulations, and the ability to rearrange these different levels into various patterns.

The Dynamic Indicators of Basic Early Literacy Skills Next (DIBELS Next) consists of 7 subtests and is used to measure phonological awareness, the alphabetic principle, reading fluency and accuracy, and reading comprehension (University of Oregon Center, n.d.). Per Good & Kaminski, DIBELS is designed to help teachers make decisions about reading instruction to prevent the occurrence of later reading difficulties (2011). The DIBELS can also be used to see if students are at risk when in Kindergarten. The theory behind DIBELS Next is that teachers need an assessment that is quick and valid to keep track of student’s progress throughout the year and as they transition from grade to grade (Good & Kaminski, 2011). The DIBELS assessments are short so the teachers can administer them to all of the students in a short amount of time. The DIBELS Next is set up to be used as a benchmark assessment so the teacher administers the assessments 3 times per year.

The student population chosen comprised of children from low-socioeconomic status. Preschool children were given a 9-week intervention in their last year and assessed on identified measures of PA, n=99. A control group of students n= 114 were assessed the year before on the same measures the year prior. The results suggest that students who received the intervention performed better on the post assessment then their control counterparts on rhyme awareness and nonword spelling. However, the control group out-performed the intervention group on the phoneme segmentation task. Overall, when assessed two years later, the intervention group demonstrated little effect on later literacy

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

Phonemic Awareness refers to the knowledge that spoken words can be broken apart into smaller segments of sound known as phonemes. We learned about two levels of PA, one is auditory-you can do this in the dark and the other is matching sounds to letters. Reading to children at home—especially material that rhymes—often develops the basis of phonemic awareness. Not reading to children will probably lead to the need to teach words that can be broken apart into smaller sounds. Correlational studies have identified phonemic awareness and letter knowledge as the two best school-entry predictors of how well children will learn to read during their first 2 years in school. This evidence suggests the potential instructional importance of teaching PA to

There were two subtest parts of phonological awareness: the beginning and the ending sound same test was scored and averaged out. There were four groups of the paired associate with nonsense words spoken out loud. The four groups includes concrete regular and irregular and regular and irregular abstract word. A screen session was done beforehand. There were a total of 40 words that were used and associated with pictures and they were worth 1 point each. Ten words with cues were shown for a maximum of 5 second. If the score is above 500, than it is said to be a concrete word if it is below 450 than it is said to be an abstract word. The mean of the concrete word was 585, the abstract work mean was 335 and it was concluded that there was a significant difference. 19 first graders and 27 kindergartens totaling about 46 participants from Novia Scotia (Canada) that made up this study. 24 of the participants were girls, while 22 of the participants were boys. The analysis of variance was used to analyze the data. It was found that concrete words were easier to recall than abstract words and that perhaps semantic imagery plays an important role on our learning process. The limits were that older kids and adults were not included in the study and the demographic of the participants within the study was limited to the rural of Novia