An improvement was seen in his goals compared to the previous session. The clinician began the session by having CG sing along to the “ABC” song. The clinician redirected CG to a Do a Dot marker letter “B” worksheet, after CG became upset from putting away the Ipad. CG used the Do a Dot markers to highlight the letter “B” in the work sheet and CG imitated the letter “B” with minimal verbal prompting. The clinician utilized a Fisher Price Piggy bank and coins with pictures of CV and CVC word shapes to increase his skills of verbally identify common pictures and objects. CG verbal identification of CV and CVC word shape pictures increased from 35% to 42% percent accuracy. CG percentage of color identification decreased from the previous sessions. The clinician utilized a shape-sorting toy for CG to verbally identify the shapes colors. The clinician utilized bubbles to prompt the production of two to three word…
Fourth grade student Jasmine Keller was informally assessed in 2009 and found to be reading at a level between first and second grade. Her vocabulary is stronger and at grade level with 85% accuracy. Evidence also from 2009 indicates Jasmine is able to produce ideas and sequence meaningful supporting details. Additionally, her math computation is weak and a pre-assessment found her scoring 32 facts correct out of 102. Her progress is inconsistent and unreliable, and many of her teachers have voiced concern regarding Jasmine’s weak short term memory obstructing her learning. Based on evidence from her assessments and classroom work samples,…
Angelina achieved a scored of 185/220 or 84% on the Basic sight words and 113/143 or 79% on the basic sight word phrases, she was unable to demonstrate mastery of either list. Angelina’s miscues did not fall under the same phonics pattern. She had difficulty with medial sounds, digraphs, ending sounds, omitting ending sounds and serval words were omitted. Some of her miscues involve switching the medial sounds in words such as “will” for “well,” and “wish” for “wash.” Angelina also had difficulty decoding words with digraphs such as, “when” for “them,” and “whose” for “those.” On several words Angelina substituted the ending sounds on words such as, “that” for “thank,” and “much” for “must.” Angelina also had difficulty with sight words…
In the story Fahrenheit 451 by Ray Bradbury the main character, Guy Montag, goes through a very significant amount of change. Although many characters affect his life, three people do especially; Clarisse McClellan, Faber, and Captain Beatty.…
Laney is third grade student who is attending Rosa Parks elementary school. She gets along with her peers and is respectful and likes her teachers. Laney enjoys hanging out with her friends, playing games and she is interested in animals. Laney’s teachers are not aware of any situational trauma, cultural disadvantages, motivation problems, or environmental issues that are potential factors for her struggle with her decoding skills. Laney’s parents have indicated that she does not have issues with her vision or hearing that could be impacting her reading. Laney started to show signs of struggling with decoding when reading. Laney is receiving 90 mins of direct instruction in her class from her classroom teacher. During her time in class, her teacher noticed that she was struggling with decoding words when reading.…
While she initially read with confidence and made good use of the punctuation, she re-read parts of sentences in the final passage indicating that she was monitoring her reading for meaning. She made 13 errors in the final reading passage. This would suggest that Keira’s reading strategies broke down with unfamiliar and more complex language, particularly polysyllabic words. This was also indicated by Keira’s CTOPP2 results for phonological awareness (standard score 82) and her single word reading WRAT4 (standard score 80). Keira’s speed of reading was standard score 90 (mid-average…
Morris, D. (2014). Diagnosis and correction of reading problems (2nd ed.) p. 101-102. New York, NY: Guilford Press.…
The article, “Phonological Assessment: A Systematic Comparison of Conversation and Picture Naming” by Lesley Wolk and Andrew W. Meisler, compares to methods of speech elicitation. Both of these methods have positive and negative aspects. Assessing phonological treatment as citing is easy and effective. It allows the Speech Pathologist to have control with a set list of words. However, a main weakness is that a citing procedure may not be accurate. A clinician can overestimate a child’s abilities. This leaves an unnatural sample. An advantage of obtaining a sample through spontaneous conversation is that it allows a sample from the most natural situation. However, a sample from children who do not want to communicate, are shy, or have behavioral problems will affect results.…
The Stroop color–word task cannot be administered to children who are unable to read. However, our color–object Stroop task can. One hundred and sixty-eight children of 3½–6½ years (50% female; 24 children at each 6-month interval) were shown line drawings of familiar objects in a color that was congruent (e.g., an orange carrot), incongruent (e.g., a green carrot), or neutral (for objects having no canonical color [e.g., a red book]), and abstract shapes, each drawn in one of six colors. Half the children were asked to name the color in which each object was drawn, and half were to name each object. Children’s predominant tendency was to say what the object was; when instructed to do otherwise they were slower and less accurate. Children were faster and more accurate at naming the color of a stimulus when the form could not be named (abstract shape) than when it could, even if in its canonical color. The heightened interference to color-naming versus object-naming was not due to lack of familiarity with color names or group differences: Children in the color condition were as fast and accurate at naming the colors of abstract shapes as were children in the form condition at naming familiar objects.…
judge would do this by writing general warrants, which allowed general search and seizure to happen. Massachusetts wrote a law in 1756 that banned these warrants, because tax collectors were abusing their powers by searching the colonists’ homes for illegal goods. These general warrants allowed any messenger or officer to search a suspected place without any evidence. It also allowed them to seize people without even saying what they did wrong or showing evidence of their wrongdoings. Virginia also banned the use of general warrants later due to other fears. Then on December 15,1791 the Fourth Amendment was added into the Bill of Rights…
Hulme, C., Hatcher, P. J., Nation, K., Brown, A., Adams, J., & Stuart, G. (2002). Phoneme awareness is a better predictor of early reading skill than onset-rime awareness. Journal of Experimental Child Psychology, 82, 2–28.…
The data from the assessments tell me that she is still having difficulty with letter-sound identification. For the Phoneme Segmentation assessment she was at 8/22, the majority of the incorrect response were because she omitted the beginning sound. She did the same for the Phoneme Isolation 0/5. And for the Phoneme Matching she repeated the last word given 2/10.…
It has previously been shown that children with cleft lip and palate are more likely to display only a variable expressive deficit, while children with a cleft of the palate only were found to have a higher frequency of underlying symbolic language deficit in addition to verbal expressive problems (Richman, 1980). Previous studies have demonstrated that the ability to segment words into phonetic units (phonic segmentation) is often deficient in children who are reading disabled (Shankweiler and Leiberman, 1976).…
On the WIAT-III, Billy performed in the average range in the reading comprehension subtest. This shows that Billy can understand what he is reading as well as other children his age. Billy’s strength in reading comprehension demonstrates his ability to use context clues to take away meaning from words he may not…
If I use the bottom up approach to reading, she does ‘use phonics to the exclusion of all other cues in reading’ (cited by Atkinson, 2013, pg.8). Because she tends to sound out each grapheme- using synthetic phonics, before blending a word, unless it is a very simple three letter word she recognizes- she sometimes loses the…