Yopp-Singer Test Of Phoneme Segmentation

At the Word Level, Felipe scored 7 out of 10 problems correctly. The 3 problems he missed involved tapping for the number of words he heard in a sentence. He tapped one more word than the total number of words in the sentence by tapping twice for a two-syllable word instead of one tap. For example, in the sentence, “My mother is calling me,” the total number of taps should be five for the five words. Felipe tapped twice for the word “calling,” resulting in six taps instead of five.

One of the most crucial skills of literacy development is for a child to grasp the concept of spoken word. If a child understands that a word such as pill has three sounds, they may be headed down the right path. This part of phonemic awareness is call segmentation. Most often this skill develops in children who are exposed to a variety of language experiences. These experiences can be though

With exceptional children, often many of them have auditory processing problems which means that something is preventing them from hearing the information they are receiving. Phonological processing is having the ability to detect the different phonemes or speech sounds as stated by Chard, D.J. & Dickson, S.V. (2018). This is a problem that many of the children in the exceptional children’s department have which makes teaching reading all the more

Kara-lynn is a 3 year; 6 month old female presenting with a severe phonological disorder. Her results from testing indicate that her speech intelligibility is significantly reduced due to multiple phoneme collapses into /d/ of the following phonemes and consonant clusters: /p/, /g/, /k/, /s/, /z/, /θ/, /ð/, /tr/,and /gr/. In addition, the use of multiple phonological processes, including: final consonant deletion, initial consonant deletion, cluster reduction, vocalization, and deaffrication also significantly contribute to her reduced intelligibility. Her speech intelligibility in known context was calculated to be 64%, which is low for a child who is 3 years; 6 months(consider adding reference). Reduced intelligibility can impact a child’s ability to communicate wants and needs, making Kara-Lynn’s speech intelligibility an area of need.

Blending speech sounds was also an easy activity for her. You say the word normal and she is to say it slow. This is a build on syllable segmentation. You have demonstrated the slow breaking of the syllables and now she is to break up the word by individual letters and sounds. She is good in the first sounds of phoneme isolation. She knows that sun starts with “s” and red starts with “r”.

We will assess this skill using The Phonological Awareness Profile by Robertson and Salter, a criterion-referenced assessment (1995). Criterion-referenced assessments are not used to compare students’ performance with each other, but rather to evaluate the student’s mastery in a specified subject. Such tests are designed to provide information for instruction as well. Only the phonological awareness subtest will be administered to Chloe. This subtest has the following tasks: rhyming, segmentation, isolation, deletion, substitution, and blending. The tasks are composed of the following:

Stacy is strong reader with excellent decoding skills. She does have some difficulty with longer words. This lesson helps students like Stacy to segment longer words into syllables so that they can use their prior knowledge to read and comprehend words in context. The syllable patterns that will be used for this lesson are CVC, CVCe, and CVVC with an emphasis on compound words.

Regardless of the techniques/activity phoneme awareness has to be taught explicitly using the gradual release model. McCarthy (2008) mentioned four steps a teacher can use to teach how to hear sounds in words. The first step is to model the stretching of the words out slowly, stretching phoneme by phoneme. While practicing the stretching of words, Carmen would repeat what I have done, by doing this with the correct pronunciations she will learn to listen for the phonemes in each word. If Carmen is not displaying significant understanding then we will use a large enough mirror to show both of our mouths so that we can see what each of our mouths are doing during the pronunciation of words. Step two illustrate to Carmen how to use the Elkonin sound box, drawn or purchase. As each of the sound is articulated, both of us stretch the word then we would put a marker in the box to represent that particular phoneme. Step three is to teach her how to make maximum use of the sound box so that it can help her to distinguish and segment phonemes. This can be done by splitting the task with her. I stretch the word out slowly making sure to articulate each phoneme while she pushes the marker in the sound box. We would switch roll allowing her to stretch the word slowly, and I would push the marker in the sound box. Continuing this to ensure that she understands both tasks. Step four is

Juan was able to read all the words in the preprimer list with ease. He demonstrated his ability to read all the words with fluency, up until the fourth grade words were given, is when he began to have a few miss-read words. But besides having some trouble he was still able to get fifteen words correct from the list that he was given to read. The words in which he seems to have difficulty with, were the ones that consisted of words that that had letters that did not make sounds, for example, stampede. There were three passages that I administered to Juan in which I believe would accurately determine his level of reading. These were W, X, and Y. Since he is in 5 grade I believed that giving a passage that was a grade lower, one that would fall

While Heather’s oral language is appropriate when she is engaged in a conversation and when she’s listening to a text being read to her, her understanding of what she reads is affected by her inability to analyze words. Hence, this is the reason why she would have difficulties with the component “reading ability for word problems”. For example, if she

Burgess and Hitch (1999) added to and tested the original model of the phonological loop. They created multiple lists: one with the combination of short and long words, one with short words, and one with long words. Burgess and Hitch predicted that the short list would have a higher recall rate, while the long list would take longer to memorize. However, the mixed list would take less time to recall but longer time to memorize (Burgess & Hitch,1999).

In the article, “Teaching rimes with shared reading” written by Sharon Gill, she states that daily practice of shared reading can lead to successful and enjoyable reading experiences for our youngest learners (p. 191). Shared reading is a wonderful vehicle to help young readers with basic skills such as one-to-one correspondence, fluency, and vocabulary. Researcher Richard Allington also concluded the importance of shared reading experiences for our students whose second language is English (p. 191). Gill believes “Teaching onsets and rimes is a better approach to phonics than teaching individual sounds because onsets and rimes are much more consistent than single letters.” (p. 191-192) In the article, “Ways teachers can help children develop phonics knowledge” written by Constance Weaver, she notes the importance of “discussing interesting patterns of onsets and rimes, in the context of shared reading experiences” (p. 3) Unlike Gill, Weaver does not go as far to say that onsets and rimes should be taught first rather than individual sounds.

Tyler is a 9 year old fourth grader whose independent reading level was assessed to be at the preprimer level. Initial assessments revealed that Tyler’s strengths include: using semantic and syntactic clues when reading words in context, and mastery of certain phonics elements including initial consonants, initial blends and digraphs, ending sounds, vowels, and phonograms. He demonstrated weaknesses in certain phonics applications such as blending, substitution, and vowel pronunciation, as well as comprehension and vocabulary.

Kyra has been working to use her knowledge of letter/sound relationship to decode unfamiliar words, and apply various strategies to gain meaning of a text including answering WH questions orally and written, and use a variety of evidence from the text to help support her thinking. Kyra benefits from having a teacher scribe for her and then Kyra will write the sentence. Given appropriate materials and instruction, Kyra works to improve her oral reading fluency and to learn new vocabulary in a structured reading program. Kyra continues to make progress with answering “WH” questions and dictating sentences and copying the sentences with correct punctuation and end marks with 75% accuracy.

Partial phoneme segmentation: consciously segmenting words. Activities include pretend word spelling and having students sound out each phoneme in a word.