Sal Phonemic Awareness Case Study Essay

In the United States today, 38% of children in the fourth grade have been recognized as reading way below the level of their peers. Many of these children are identified with a learning disability and receive remedial instruction in the resource rooms. (Aaron, P. G., Joshi, R., Gooden, R., & Rentum, K. E.)

Three preschoolers who had various degrees of hearing loss were scanned. The philosophy of education was Total Communication. The 40-weeks of intervention (50-week in one case) approximately an hour a week was delivered. During the interventions, the Reading Mastery I (2008) curriculum supplemented with Visual Phonics and smart board technology was used. Researchers found that all the students demonstrated significant improvements. “The results showed that all participants demonstrated at least some use of phonemic awareness and phonics skills when they were explicitly trained, and that these skills were sustained in early elementary school. Furthermore, all participants exhibited overall reading levels at or above age level when measured in early elementary school” (p. 107). Because of the limitations with generalization, the researchers recommended further research to confirm outstanding results of this

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

On January 30, 2018, at 2:00p.m., my newsletter presentation was given to four teachers in the exceptional children’s department at Douglas Byrd High School. It was important for me to review the newsletter with my coworkers because our work team is currently in the process of gathering new information for the start of the new semester which began on January 26, 2018. The age range of the students in our department range from 15-19 years of age; however, because of their varied learning disabilities and function levels, we use a lot of beginning reader teaching methods in an effort to work more effectively with all of our students.

In the intervention after helping him with his vocabulary and introducing the interventive technique I will record how many words he gets wrong with the tally marks on the form same as I did for baseline. Ja’Von will hopefully be reading with 80% fluency after the end of the intervention.

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

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.

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

Ja'mari is a 3rd grade student attending Lake Forest Elementary Schools of the Art and Sciences. He participates with non-disabled peers in an inclusion classroom for the majority of the day. He is a very sweet and kind student who is willing to work on any task that is given to him. Although Ja'mari is willing to work on any task,he struggles to be confident and social with his peers and adults. He requires prompting, verbal encouragement, one on one support, task adaptations to complete assigned task. According to his recent I-ready results, Ja'mari overall scale scores increased from 404 to 449. He made a 44 point gain. He is making tremendous progress. His strength is in Phonological Awareness. He tested out. Ja'mari has demonstrated the

Bobrow discusses the importance of phonemic awareness. Bobrow states that phonemic awareness is important for reading achievement and learning how to read. According to Bobrow, students need to be able to “grasp printed words”(para.3) and know how words “work together”

***These three improvement ideas on building Andy’s phonemic awareness skills are going to allow him to hear how each letter and word is pronounced. These three techniques also allow Andy to hear how others pronounce letters and words. The more he hears, the better he will he hear and speak.

However, rather than evaluating a child’s language with stationary measures, dynamic assessments could play a critical role. Additionally, Justice suggests that only the most critical components of literacy including those skills directly influencing word recognition are of concern. But if the goal is to deliver the ability to read and academic achievement, other characteristics of language are certainly pertinent. SLPs have transformed over time to become more

Michael is an eleven-year-old seventh grader at Multicultural Magnet School in Bridgeport, Connecticut. Michael is being evaluated based on last year’s and this year’s academic performance, teacher feedback, and diagnostic test results. At the end of sixth grade, Michael was reading at a fourth grade level according to the district-mandated iReady diagnostic testing. His understanding of high frequency words and phonological awareness has been mastered, however testing results still indicate that he struggles with phonics. In sixth grade, Michael worked with a reading interventionist (SRBI) for thirty minutes four times per week. SRBI services will continue to be provided for Michael this year.

How did you learn to read? Most of us do not put much thought into this question, but learning to read is a difficult task. According to Cervetti and Hiebert, the National Reading Panel identified five essential components that a teacher should use during reading instruction, which gives the student the highest chance of being an effective reader (2015, p. 548). These five essential components are also called five pillars of reading instruction. They are Phonics, phonemic awareness, vocabulary, fluency and comprehension. This paper will describe each of the five pillars, how they are related, the benefits, as well as give some effective methods of teaching phonics and phonemic awareness. It will continue by addressing the relationship between reading assessment and instruction and end by identifying ways to address the needs and different learning styles of a student. This paper will start by looking at a definition of phonics and phonemic awareness, then move onto the role that each play in learning to read, how they are related, the benefits and effective methods of teaching both.

Learning to read is one of the most foundational skills needed for educational success. As children learn to read they develop the ability to decode, interpret, and store information from what they are reading. Reading comprehension allows a child to gain meaning from text and decoding allows a child to process sounds into words. Reading is vital to educational success because it allows a student to learn new information and build upon their prior knowledge. Students who attain reading skills are more likely to achieve academic success while students who have reading difficulties are likely to struggle academically and fall behind their peers. Reading difficulties have been prominent within the US for years. For example, the most recent National Assessment of Educational Progress statistics shows that only about 33% of fourth graders are at or above proficient at reading (National Center for Educational Statistics, 2011). Studies show that the cause of reading difficulties is based primarily on genes, environment, and instructional experience (Vellutino, Fletcher, Snowling, Scanlon, 2004). Students with a language learning disorder have difficulty comprehending spoken and written language thus making it difficult to learn new information. Children with reading disabilities are more likely to struggle during elementary school years as students are asked to think about what they read more critically. Speech language pathologists and teachers can help