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The purpose of this paper is to discuss several strategies and techniques to help teach phonics and promote phonemic awareness. The importance of phonics and phonemic awareness in learning to read will be discussed as well as assessments, differentiated instruction, and any assessments. Finally this paper will discuss the actions a teacher could take when a student is not demonstrating progress.…
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.…
Unit 332 – Engage in personal development in health, social care or children’s and young people’s settings.…
To start the literacy learner study, the student completed an oral reading fluency assessment. This was completed using DIBELS Next (Dynamic Measurement Group, 2013). This student read 22 words per minute with 73% accuracy. According to the DIBELS report, this student requires intensive instruction and scored in red on the assessment. Because the student scored in red, he had to complete an Informal Phonics Inventory (McKenna & Stahl, 2008, p. 125-131). This assessment’s data reveals the areas of strengths and weaknesses of the student’s phonics skills. Using the results from these assessments helped to determine the literacy learner’s independent, instructional, and frustration reading levels (Morris, 2014a). Knowing and understanding these levels helps to guide instructional design and implementation of effective and appropriate activities.…
Basic reading problems are difficulty in understanding the relationship between sounds, letters and words. Reading Comprehension is the inability to get the meaning of words, phrases and paragraphs. Signs of reading problems include; letter and word recognition, understanding words and ideas, reading speed and fluency, vocabulary skills.…
Castles, A. & Coltheart, M. (2003). Is there a causal link from phonological awareness to success in learning to read. Journal of Cognition 91 (2004) 77–111…
The research is concentrated on the effects of phonemic awareness on early readers and how it impacts reading fluently. The paper gives a definition of phonemic awareness, and phonics along with two Techniques for assessing phonemic awareness. The paper discuss the purpose and description of both phonemic awareness and phonics.…
According to Fraser, Goswawmi, and Ramsden(2010), the greatest predictor to determine an individual becoming a successful reader is phonological awareness. Phonological awareness is the ability of a student learning to read to recognize sounds, language patterns that are oral and combine these with the sounds of the alphabetic creating a the written word. However, according to Trehearne and Healy (2003) by the time a child becomes a student in kindergarten at least 20% of those entering will struggle with phonological awareness and 10 % will have difficulties in reading.…
Phonological Processing Disorder (PPD) is a speech sound disorder (SSD) whereby the child has not been able to accurately form, segment, discriminate or identify specific speech sounds (Bishop, Bishop, Bright, James, Delaney, & Tallal, 1999). Foreman (2011, p.324) stresses that “competency in blending sounds” is vital to helping children decode and read new or unfamiliar words as difficulty forming and using phonemic sounds, cues and rules in speech can contribute to difficulties with word use in reading and writing tasks. PPD is of unknown etiology; however, Rvachew (2007) explains that PPD is considered to be a familial but not necessarily genetic disorder. Difficulties with developing phonemic awareness can also be considered a symptom of,…
References: Morris, D. (2008). Diagnosis and correction of reading problems. New York, NY: Guilord Press.…
One of the influential elements to consider in emergent literacy is reading. Reading to young children sets literacy foundation in early age, which instil phonological awareness knowledge. According to the Department of Education and Early Childhood Development (n.d.) reading to young children makes an impact on their schooling outcomes and it also gives children a head start in life. While being read to, children listen to stories and begin to develop phonological awareness instruction. On top of this, children expose to printed words in their surroundings are likely to be guided into reading and writing. To put it simply, Fisher (2008) states phonological awareness is a precursor to comprehend phonics.…
Phonemic Awareness is the ability to hear and manipulate phonemes, which is the smallest part of a spoken language. From a young age, most children attain the knowledge that language is used to express thoughts. According to the National Reading Panel (2000), research indicates that phonemic awareness and letter knowledge are key predictors to student’s success in learning to read, as phonemic awareness is both an understanding and a skill (Phillips and Torgesen, 2006).…
A Swedish chemist is on the phone, talking about flame retardants, chemicals added for safety to just about any product that can burn. Found in mattresses, carpets, the plastic casing of televisions, electronic circuit boards, and automobiles, flame retardants save hundreds of lives a year in the United States alone. These, however, are where they should not be: inside my body.…
The authors of this study concluded “that children who started out as poor readers remain poor readers across the school grades” and concluded that early intervention is imperative to help reduce the lasting effects of poor reading skills (Catts, Bridges, Little & Tomblin 2008, p. 1577). In their study, Skebo and her colleagues (2013) conducted a study at three different phases of literacy development examining the connection between phonological awareness, overall language, vocabulary, and nonlinguistic cognitive skills to decoding and reading comprehension. The study looked at three different groups of students: typical language development, speech sound disorders and speech sound disorders and language impaired the study findings revealed that students with speech sound disorders and language impairment can struggle with reading achievement due to the fact they “may present with a double deficit as they have both limited phonological awareness skills and overall language essential for reading” (Skebo, Lewis, Freebairn, Tag, Ciesla & Stein, 2013, p.370). Over the years research has demonstrated that there is a connection between reading and language development. So, does the school speech-language pathologist traverse their every changing role in oral language and reading development? Ehren and Ehren (2001) in their article make the analog from Star Trek that the majority of school based speech-language pathologists working with student in the world of literacy is like “boldly going where no one has gone…