Test Names : Fry Sight Word Inventory

Students who read on a regular basis are more likely to comprehend the difficult questions on standardized tests such as the SAT and ACT. This is because the more a student reads daily, then they are more likely to recognize the antiquated words and complex passages found in literature. Lana Winter-Herbert suggests in her article “10 Benefits of Reading: Why You Should Read Every Day” that daily readers are exposed to more words that will “inevitably make their way into your everyday vocabulary.” This expansion of vocabulary can transform an

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.

Addison read a narrative and an expository passage at Level P, “Plenty of Pets” a narrative passage and then an expository passage, “Animal Instincts”. Addison read both passages with 96% and 99% accuracy respectively. She scored satisfactory on both passages. When reading Level Q, she read a nonfiction passage, “Not Too Cold for a Polar Bear” with 97% accuracy and excellent comprehension. At Level R, she read with 95% accuracy and satisfactory for comprehension, although it is deliberate and arduous. However, when Addison read a narrative and expository text Level S, “Could Be Worse” and “Amazing Animal Adaptations”, reading both passages below 95% accuracy. When considering a fluency score, Addison primarily reads in three and four word groups, however it is not smooth and lacks expression with a slow rate most of the time. Aimweb progress monitoring data were considered to determine Addison’s correct word per minutes. According to the data, Addison’s word recognition skills significantly impacts her ability to read fluently, thus causing frustration. She is currently being progressed monitored at a third grade level, indicating she falls near the thirty third percentile when compared to third grade students nationally, reading a median of 109 correct words per minute.

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

Subscales on the test include fluency, auditory comprehension, naming, oral reading, repetition, automatic speech, reading comprehension and writing.

The student read aloud will serve as a formative assessment on fluency and word recognition.

Assessments are vital to the educational process. They provide feedback about what the students know and what they may need to learn in order to obtain the content within a given curriculum. It provides teachers with a glimpse into the student’s readiness on a particular topic or subject. One of the six key principles of having an effective differentiated classroom is having a formative assessment that informs teachers on the effectiveness of their teaching. It also provides teachers with the readiness levels of their students and shows them exactly where the students’ readiness, interests, and learning profile needs really are (Tomlinson, 2014).

When children enter school, it is important for teachers to understand that each child brings with them their own set of experiences and background knowledge. Some children are fortunate to bring with them a strong vocabulary, which can translate to these students having between 4,000 and 8,000 more word meanings by the second grade than their peers with weak vocabularies, therefore it is important to intervene in the early grades to help prevent such a vast discrepancy and strengthen the vocabulary of the students who enter school less prepared. This article represents the findings of adding small-group interventions to first grade classroom’s Read Aloud Curriculum with the expectation that it would improve vocabulary for students identified

Sight words hold such importance because they are one way to determine a student’s reading level. These words connect to the idea that, “candidates know how to determine the skill level of students through the use of meaningful indicators of reading and language arts proficiency prior to instruction, how to determine whether students are making adequate progress on skills and concepts, and how to determine the effectiveness of instruction and students' proficiency after instruction.” My understanding of this benchmark comes from the San Diego Quick Assessment we used to assess our scholars at the beginning of the three week program and again at the end. The San Diego Quick is a way to assess a student’s reading ability or level. According to the article “The Graded Word List: Quick Gauge of Reading Ability” written by Margaret La Pray and Ramon Ross, the assessment “is a graded word list, formed by drawing words randomly from basal reading glossaries and from the Thorndike list”. There are thirteen different word lists that determines a scholar’s independent reading level, instructional level, and frustration level. When I assessed the Kindergarteners, I wrote the sight words out on index cards and asked students one by one to come with me to play a game. For Kindergarten, I had to start with the pre-primer level although the directions advise an administrator to start two years below the student’s grade level

SpellRead could be a distinctive science-based descriptive linguistics audile educational program for troubled readers. The program focuses on descriptive linguistics automaticity and reading fluency whereas providing express comprehension and vocabulary instruction. Aligned with current reading analysis and backed by freelance analysis, SpellRead provides associate integrated, multi-sensory approach that builds a student’s system so bridges it with students’ oral language. Students hear, manipulate, and method sounds, so master the relationships between sounds and letters. By performing on mastering the sounds of the English language, starting with those best to listen to and manipulate to the foremost troublesome, and by combining rigorous

The ability to recognize words is imperative children’s reading fluency. As children progress through school, if there word recognition does not increase they are at risk. Sight words are important for words that are not easily decodable, because they provide contexts and allow for the child’s comprehension (Sullivan, Konrad, Joseph, & Luu, 2013). How children go about learning sight words is a common question amongst researchers. Children acquire early knowledge of sight words in the home whether it be conversation or practice, as well as at school. The following research provides evidence assessing these relationships.

Word recognition involves an individual’s ability to identify words independently without requiring related words for contextual help. A widely examined topic in the field of cognitive psychology, it deals with understanding printed letters as a word which has been kept in the lexicon. The word frequency effect is important in the recognition of words. It suggests more common words in printed language are easier, faster and more accurate to distinguish than words that appear less frequently. Outlined in their journal article, Howes and Solomon utilized Thorndike-Lorge’s word count for word frequency and measured the threshold of recognition. They found correlation coefficients of -.68 to -.75 between word frequency and threshold or duration.

So, for the study researchers examined the effect of imagery level on word reading. The researchers would present the ELL with 40 words at a time whether they knew them or not. The cards containing the words were presented one at a time to each child in a clustered random order (CITATION). If the child could not correctly identify at least eight of the words, then words taken from the first list of words. If the child correctly identified all 40 words selected, then the words selected from the third list of words were used. The presentation order of words taken from each of the three word lists was randomly determined. Words were identified as “known” if the student orally read the word correctly within 2 seconds. Any word not read correctly or requiring more than 2 seconds to read was considered “unknown”. After completing the research, the results show there is a significant relationship between the level of English proficiency and the rate of acquisition of English sight-words (CITATION). Researchers also found that the imagery level of the word did not affect how well the word was orally read, which

Word frequency is often associated with Balota and Chumbley (1984) as their research, comprising of three experiments using 20 participants, demonstrates that the time taken to respond to a high frequency, commonly occurring words was shorter than that of a low frequency when recognising words. Contrasting this, Mosell, Doyle and Haggard (1989) observed this effect on a lexical decision and then a semantic categorisation task. Their findings demonstrate that word frequency and response time are equally related in all tasks involving word identification. Balota and Chumbley (1990) responded to the criticism as they remain confident in their own findings supporting the view that word frequency demonstrates that words we encounter on a daily basis require a shorter response time.

The target population of this experiment was the International Baccalaureate students of D Y Patil International School, Pune. IB students were ideal for this experiment to ensure a similarity between the participants level of English language ability. All ten participants (N=10) were over the age of 16 and were able to consent their participant legally. However it was important that participants were not suffering from dyslexia of colour blindness because it would have effect the results. The sample (N=10) was chosen through opportunity sampling because opportunity sampling was the easiest way.