Slp Essay

I have been working with Colin for the past year to assist him with auditory processing and phoneme awareness skills. Following completion of The

A child must learn the rules of phonology before they can begin to learn to read. Phonology is the study of the unconscious rules governing speech-sound production (Adams, Foorman, Lundberg, and Beeler, 1998). This is one of the first topics that teachers begin instructing upon in preschool. Children begin to learn the alphabet and start to associate the sounds with their corresponding letter. This instruction from teacher begins the development of each individual child’s phonological awareness. Phonological awareness has been shown to be one of the most reliable predictors and associates of reading ability (Mann, Foy, 2003).

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.

On December 1st, 2017 the Senate passed the most sweeping tax rewrite in decades. Republicans were lining up to approve the bill that will cover almost every corner of the United States economy, affecting families, small business owners and multinational corporations, with the biggest benefits flowing to the highest-earning Americans. Parts of these bills include the Child Tax Credit, the 529 Plan, Blocking Arctic Drilling, and Remove Endowment Tax Exemption.

Next, I observed the standards, differentiated instruction, and the phonemic and phonics lessons in the class. The essential questions and standards are listed in the front of the classroom but are never referred to. I think that differentiation is a big part of this class, especially because of the number of students with individualized education plans. During lessons, the entire class will meet around the rug for instructions and introductions. After the class is given instructions, most students will work independently and there will be one or two groups that work with Ms. Dunlap or her teacher’s aide for guided practice. The majority of the lessons include hands-on activities, such as cutting examples of noun and verbs out of a magazine, using blocks to measure student’s heights, and songs that emphasize parts of speech. While I observed I also saw some phonemic awareness lessons. These are lessons that focus on individual sounds of letters and the structure of the words and letters. I think that this class had a wide variety of reading levels. Some students did very well, but others could not write their names yet. The class met on the rug for phonemic lessons, and Ms. Dunlap would use a book that had tons of activities. The book includes different activities that make students find the sounds in words, substitute sounds to make new words, blend sounds to form words, and to take apart words to find the sounds. Ms. Dunlap

When the students give a word, ask them to find the word ending on the chart. The students will then tell the class the beginning letter(s) to the word. The teacher (or student) will then write the child ^Os word under the correct phonogram. The class will recall as many words as

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.

Jane was able to identify 117/220 or 53% of the basic sight words. She exhibited a need for short and long vowels, medial sounds, and phonograms. For example she substituted “it” for “at” and “feve” for “five” demonstrating the need for support with vowel sounds. She also substituted “want” for “went,” and “pretty” for “party” further demonstrating the need for instruction on medial sounds and phonograms. Intervention will include activities with word family sorts and cvc instruction of long and short vowel patterns. High frequency words will also be addressed using a phonics approach to provide repeated practice until words are automatic in and out of

The workbooks that you use for the letter and sounds shows the phonemic awareness. Phonemic awareness means the workbook should help your child in the learning and being able to understand the sound of the letters that help to form words and segment the letters in the words. Phonological awareness helps in the decoding and the child’s spelling abilities which will help in later reading and spelling. (Diane M Barone/Marla H. Mallette, 2013). An example is a child that has phonemic awareness will identify rhyming words in the workbook. Children can build phonemic awareness by practicing the sounds. I like to sing an ABC rap it does the letter, sound, and a word that starts with that sound. Making sure to have the right workbook the child can

A systematic, explicit, phonics-emphasis program is one in which the teacher organizes his or her instruction based on a sequence of phonics and word-recognition skills, from easier to more difficult; this program also emphasizes students reading print without relying on pictures or memorization. The whole language approach, however, encourages students to guess unknown words from pictures, context, and a few letters, or to memorize whole words and repetitious language patterns. The phonics-emphasis program focuses on decoding words and on phoneme/grapheme correspondence that are taught cumulatively throughout instruction whereas the whole language approach does not focus on phonics or phonics is implicitly or haphazardly taught.

The alphabetic principle strategy uses lesson plans that teach letter-sound relationships clearly and in seclusion, repetitive review of previously taught relationships as well as new sound-letter relationships, and an opportunity to expanding knowledge of sound-letter relationships to the reading of phonetically spelled words that are

Comprehension is also an important factor when speaking of literacy. Students should be taught the many strategies that will help them with comprehension and word recognition. In my experience in a first grade classroom I used many of these strategies. Within my lessons I included the activation of prior knowledge to construct meaning, the use of context clues in a sentence, pictures clues, predicting, and drawing inferences about ideas or characters in the text. I always made sure that I modeled the strategy for the student before they set of to do it.

The first step is to teach phonological awareness. Phonological awareness is the ability to hear, recognize, and play with sounds. There are no letters involved. When students develop phonemic awareness, they can hear phonemes and individual sounds in words. A phoneme is a unit of sound that differentiates one word from another. Fun ways to teach phonological awareness is to incorporate games. Elkonin boxes can be mixed up to make learning fun. Teachers can use candy as “chips” for the Elkonin boxes. Teaching phonological awareness is crucial before students move onto working with letters.

I wish to apply for the position of “Senior Lecturer – Advanced Manufacturing Systems” advertised on RMIT University career web page. I believe my proven experience in academia and industry in multidisciplinary technical fields as well as my highly developed and systematic communication and leadership skills make me an excellent candidate for the advertised position. The following are highlights of my relevant professional achievement in academia and industry:

I am writing to apply for the position of PhD fellowship in Discovery of novel natural antimicrobials. I am from Brazil and I have just obtained a Master's Degree in Microbiology by the Federal University of Viçosa (UFV), here in my country. Currently I am revising some data to submit a paper from my dissertation. This PhD project has undeniable prestige abroad and valuable university and partner where I could work with genetics, physiology and bioinformatics in one topic that I can see different applications, for instance industrial and environmental sectors. Besides, I am looking forward to joining international programs because this is what would really satisfy me, and this project is included an large programme in Europe where I can