Slosson Oral Reading Test Paper

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.

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 Bankson Bernthal Test of Phonology (BBTOP) was administered to evaluate articulation and speech production skills. Alexis presented errors in phonological processes which include final consonant errors, the inclusion of additional sounds, Stopping, the substitution of sounds. Final consonant errors were made for instance, with the word “elephant” /ɛləfənt/ being pronounced “elephan” /ɛləfən/ and “bridge” / brɪʒ/ pronounced as “brich” /brɪʧ/. The addition of the /ɛ/ sound were noted in some words beginning with “s” /s/ such as “sled” /slɛd/ pronounced as “esled” /ɛslɛd/.

Phonemic awareness is a vital role in literacy instruction. Many schools and districts adopt a commercially published basal reading program and it becomes the cornerstone of their instruction ( (David Chard, n.d.). We also know that through investigation and research it has shown us that word-recognition instruction and instruction in oral language skills related to word recognition were inadequately represented. (David Chard, n.d.) The same researchers have found that the reading passages that students are reading didn’t relate to the words they were learning. In order for students to read at grade level or above a supplemental program should be implemented. I have found that at my school we are lacking a phonics program that will reach different students abilities and make them successful in reading. My goal for this paper is to show my district that using a supplemental phonics program aside from our basal phonics program will prove beneficial to strategic readers who fall below grade level.

Jennifer has a history of difficulty with early reading skill milestones. She had difficulty learning the letters of the alphabet in kindergarten as well as trouble with initial sounds, sight vocabulary and rhyming. Her overall language development was

ASL is more than a language; it is a miracle. I find myself often perplexed by the difficulty that must have come with making a language solely from hands. It is amazing that there was a nationwide speaking of the hands for the deaf community and anyone who is interested to learn can join in easily, but only if they can hoop over some of the languages major challenges. In the article “Why is Learning American Sign Language a Challenge?” by Professor Mike Kent, he discusses the top 5 ASL challenges he has come across.

Although Addison’s data indicated she struggled with word identification and correct words read per minutes, the QRI-4 also considered self-corrected errors in total words accurate, indicating her ability to use context clues to correct miscues. The QRI-4 provided the examiner some insight on the types of miscues Addison read, whether the miscues were substitutions or mispronunciations. The QRI-4 provided the examiner to determine the rates at which Addison read and compare the rates to her ability to answer explicit and implicit questions. Although her correct words per minute were low, she was able to answer the comprehension questions. The QRI-4 addresses the significance of prior background knowledge and how a familiar or unfamiliar passage can impact a reader’s accuracy and comprehension.

The Wilson Reading System (WRS) is marketed for students from grades 2 to 12 who are not making sufficient progress with their current Tier 2 intervention and need a more intensive intervention at Tier 3. It is used most often with students in upper elementary to high school. The program can also be used with adults who need remedial reading services. Specifically, the program is based on the Orton-Gillingham approach to reading instruction. This approach relies on direct instruction, incorporates ideas of “how” and “why” individuals learn to read, and explores multi-sensory methods (auditory, visual, and kinesthetic). It is intended for individuals who have problems with phonological awareness or orthographic processing.

Reading is associated with new vibrancy in the left-hemisphere of the brain (Turkeltaub, Gareau, Flowers, Zeffiro, & Eden, 2003). When this part of the brain records a rise in activity and the right inferotemporal records a reduction in doings, then a person increases his phonological skills (Turkeltaub, et al., 2003; Raschlea, Zuk, & Gaab, 2012). This enhances the learning capability of a person and this can be taken to mean that with a reduction in the development of the phonological skills, then a person is likely to develop learning difficulties (Ivry & Justus, 2001). As such, the authors are in support of the phonological theory with regard to dyslexia. In addition, the study has shown that reduced ability to differentiate between phonetics can lead to learning difficulties.

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.

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

The work mat provided pockets for storing the flash cards and reinforcement charts to help keep the students organized. The tutor worked with the students using the flashcards with a “fold in” method. The fold in method uses ten words at a time, seven words the students can correctly identify, and three words that they cannot. Over time they would remove the words they knew, adding new words to the pile until the last “new words” were mastered. This exposed them repeatedly to the words when they were recognized and not recognized. The sessions with the students would last for fifteen minutes daily. The tutor would give oral praise when a student said the correct words. Conversely, the tutor would say “no” and say correct word if the student was incorrect, asking the student to repeat the word. In addition, the tutor would mark whether the student was correct or incorrect on his/her recording form. The students and tutor would collaborate on rewards that would be used with the reinforcement chart. When a student would correctly read a previously unknown word, they would mark off a spot off on their chart. When twelve spots were marked off, they would receive a reward of their choosing. The results indicated that cumulative words acquired had a higher acquisition rate than students without tutoring. Additionally, fluency was significantly increased. In short, this Fasko & Fasko (2010) determined that if sight word autonomy is improved, oral reading fluency would

After the completion of these assessments, Lucy’s reading skills continuously improve by practicing reading strategies for word study that begin at the transitional long vowel patterns within word patterns stage. Word Study strategies should start as a teacher-directed two-step sort that examines the CVC,

Four kinds of lists were used in the study (appendix a). Each list contained 28 words, half of which were to-be-generated and half read. For each condition (low frequency and high frequency words) there were two sets of lists. The 14 words of which the first two letters were reversed in one list were used as read words in the other, and vise versa. In each reversed letter word, the two first letters were underlined (e.g., ‘ILFE’). All words were written in capital letters.

Although, the text shows different theories that can relate to this study and how to better understand the complexity, it is important to see that the increase in accuracy during reading from participants increased with the assistance of AVG. During the study word reading was recorded, the time it took the participants to pronounce the word correctly,