Phonological Skills Test

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

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.

The Basic Reading Skills composite measures T’Niq’s ability to read a list of words and correctly pronounce nonsense words. T’Niq’s standard score of 72 falls in the low range at the 3rd percentile, indicating that he performed the same as or above 3 percent of his same-aged peers. Based on T’Niq’s performance on this composite, it appears that he will benefit from explicit instruction on word recognition skills and phonics skills.

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

Whether the task is understanding mathematical word problems, analyzing research articles in science, or summarizing instructions from a shop class manual, it is self-evident that learning cannot occur independently of reading. Furthermore, Trelease cites the 1983 Department of Education report, which reads, “The single most important activity for building the knowledge required for eventual success in reading is reading aloud to children,” (Trelease, The Read-Aloud Handbook, 2013, p. 1). From an evidentiary standpoint, this report draws credibility from a compilation of twenty five years’ worth of research projects and is given its authority because of its connection to the Board of Education. On the same token, Trelease introduces findings from another report, this time from doctors Hart and Risely at the University of Kansas. In short, their findings strongly correlated the volume of words heard at home to student success at school (Trelease, The Read-Aloud Handbook, 2013, p. 2). When the students heard fewer words at home, students were less successful; inversely, when students heard more words at home, students were more successful. In conclusion, Trelease’s ultimate supposition rests on these conclusions: literacy is extremely valuable in general education, while reading aloud is crucial to developing

Fluency in reading and writing involves many steps that can be taught at home or in the classroom; however, when a teacher and/or parent focus is primarily on the preparation of a variety of activities that include practice in one particular area, such as a popular activity called Scoop the Pelican. This activity involves cut-up sentences. Scoop the Pelican is a productive activity for children who are having difficulty learning about letters, sounds, and words. When reading continuous print, children seem to forget what they know. When we test in isolation, most students seem to know letter-sound relationships, phonograms, or high-frequency words; however the reader uses both pauses and intonation to parse sentences into meaningful phrases.

At this stage, students are aware of letter formation, print knowledge, how to alphabetize and phonological and phoenemic awareness as taught in Level K. New skills include segmenting words into syllables and syllables into sounds (up to 5 sounds), short and long vowels when given letters or sounds, identification of the structure of words such as blends, digraphs, base words, suffixes and syllable types including closed and vowel-consonant-e syllables. Students are expected to read and spell closed and vowel-consonant-e syllable type words, name sounds for r-controlled vowels and for vowel digraphs and vowel diphthongs, how to read and spell compound words and other words with two syllables, how to read and spell words with “s”, “es”, “ed”, and “ing” suffixes, and how to read and spell words with unexpected vowel sounds. Students will learn to read and spell words with CVC, CCVC, CVCC, CCVCC, and CVCe. They will read and spell 100 high frequency words including a list of trick words and they will read and spell targeted high-frequency, non-phonetic words. Students will begin to produce sentences using vocabulary words, will read about 60 words per minute with fluency and comprehension,

J.G’s reading fluency has ruled out the possibility that this weakness is an academic deficit. Academic deficit usually occur when there is a lack of exposure to words or possibly even naming speed. However, through observation and parent interview it was stated that J.G has individual reading time with his mother every night, which exposes him to different reading material. Additionally, during observation J.G was able to quickly sweep through his alphabets and name colors with ease. In addition, to the support of observation and parent interview the data collected from J.G supported these findings. During testing J.G pronounced most of the words correctly. However, when he attempted to read words using different verb tenses his

This article examined phonological sensitivity of preschool-age children by using a variety of phonological sensitivity tasks that are said to be within the capabilities of preschool age children. The phonological sensitivity tasks included measures of rhyme oddity detection, alliteration oddity detection, blending, and elision. In addition, the article investigated SES (socioeconomic status) differences in phonological sensitivity during the children’s preschool years.

There have been many debates over which literacy instruction produces the most favorable outcomes in terms of test scores. During the 1960’s, teachers favored the phonics approach in helping students become literate because they believed that it made the most

Sound flash is a phonics activity that is not only entertaining but also allows for children to gain speed and accuracy in recognizing letter-sounds. After teacher introduction, children identify letters and their sounds in a timed activity. First students should place the Letter Cards face down in a stack. Place the YES and N0 cards face up next to each other and the timer at the center. Have students working in pairs, child one sets the timer for one minute and selects the top card and says the sound. (e.g., /h/). Child two names the letter (h). If correct, the first student puts the card in a pile under the YES card. If incorrect, places it in a pile under the NO header card, until the timer goes off and the two switch roles. After

Rationale: this activity will help students practice spelling, vocabulary, grammar and text formation which differ quite a lot from speaking.

The purpose of this assessment is to evaluate a student’s phonic skills, specifically in the letter name stage of phonics. The assessment allows the teacher to evaluate the phonic skills of the student in order to identify which features the student knows and which features the student needs to work on. The assessment evaluates the following phonics features initial and final consonants, initial digraphs and blends, short vowels, affricates, and final consonant blends and digraphs. In order to administer the test, the student is asked to spell a set of twenty-five words. The teacher will then use the results from the assessment to further plan instruction for the features of phonics the student struggled with.

“Phonological disorders in children can result from physical or organic causes or may be functional in nature ("Phonological disorders in," 2013)”. Children with a phonological disorder may experience a higher risk for reading and writing disabilities. “If left unresolved, phonological disorders have long-term consequences that may interfere with an individual's future social, academic, and vocational well-being, largely resulting from persistent, reduced intelligibility of speech ("Phonological disorders in," 2013).”

Experimental studies have been undertaken throughout the years in relation to alphabet letter instruction. The first of these