622 Client Report Packet ColinReading

I am very close friends with Shannon’s mom having worked with her previously. She described her daughter as an avid reader and stated that she does well in English in school. Shannon described some of the texts she had read and we had a brief discussion about our favorite book series before administering the test. Shannon was rather quiet during the testing waiting for my cues before responding or expounding on anything. Overall she did very well on the 9th grade informal reading assessment. Her reading accuracy was very high, with only miscues on unfamiliar names like “Trotula di Ruggerio” and “Salerno” which she was able to sound out. She had some challenges with the inference based questions, such as “Why would people be likely to regard ‘wise woman teacher’ as a good name for Trotula?”. Shannon was in the ballpark for this answer although her response could have been more concise.

The baseline data was established using the Fountas & Pinnell Benchmark Assessment System (BAS). This test assesses reading comprehension through the process of students reading a text at the appropriate instructional reading level and answering comprehension questions. This assessment tool measures students' ability for accuracy, self correction, fluency, comprehension, and writing. An overall level score is given through a letter identification, A-Z. For the baseline data purpose the letters A-Z were numbered off 1-26 to give the students' scores an adequate numerical score. The assessment determines whether students exceed expectations, meet expectations, approaches expectations, or does not meet expectation. A third-grade student at the

Purpose: A maze reading assessment measure how students understand text as they read silently and choose the correct word that fits best in the context of the passage.

I have been a part of Cora Barclay Centre since I was 4 years old, they have given me an opportunity to able to speak just like everybody else and I wouldn’t thanks enough for them to continue teaching me to speak and hear. Web of Hearing Impaired Student's Peer Alliance (WHISPA) is a peer group of the young adult who are hearing impairment that comes together from Adelaide’s surroundings such as Northern, Southern, Eastern and Western Adelaide. They come together each fortnight at Cora Barclay Centre to create a unique friendship and good opportunities for those who are hearing impairment to be themselves. Also to able to share their experience to another about their life with hearing impaired. Since being with WHISPA for a couple years, I

With one child I was supporting them whilst writing their own name. By the end of the activity they were all using a pencil and holding it effectively to form recognisable letters.

The development of writing skills largely relies on fine motor skills. First the child must master the holding of writing implements (Huffman & Fortenberry, 2011). There are four stages in the development of holding a writing implement and depending on the culture the child grows up in, the final stage may be attained at an earlier time (Walcer, 2016a). The last stage of learning to hold a writing implement is called the dynamic tripod. In this stage the child has finger coordination and displays a mature way of holding a writing implement (Walcer, 2016a). The dynamic tripod is usually present at the same time that the mature writing pattern is observed,

“Handwriting is already suffering a major blowback” says Joanne Jacobson who is a curriculum director of Fraser Public Schools. Cursive may be legible for kids who are below third grade but by the time they reach fifth grade they all have developed their own style of handwriting. With or without learning cursive writing, a child’s handwriting develops for better over the years.

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.

In ELED 4444 (Diagnosis and Remediation of Reading Difficulties), I was assigned by Dr. Morrison to work with a peer to create a diagnostic report based on a semester long tutoring project at Washington Irving Elementary School. To create the report, my partner and I ran pretests (Informal Reading Inventory-Graded Word List, Oral, Silent, and Listening Comprehension Passages, Basic Sight Words and Phrases, Phonics, and the DIBELS mid-year assessment) to see what we needed to work on with the student and then we created lesson plans that addressed the child’s needs. After tutoring the student for eight weeks, we post tested him to gather data on how much he progressed. We used the post-tests: IRI Oral and Silent Reading Comprehension, Basic Sight words and Phrases, Phonics, and the DIBELS assessment

“Words Their Way is a developmental spelling, phonics, and vocabulary program. It was developed by Invernizzi, Johnston, Bear, and Templeton. Words Their Way is intended to be a part of a balanced literacy plan that includes fluency, comprehension and writing. Word study is implemented as a small component of the literacy plan but it is also interwoven in actual reading and writing texts.” Through my participation of such classes and by experiences that I have encountered with literacy and assessments, I feel that I have mastered standards 3.1, 3.2, 3.3, and 3.4. I can successfully use data from assessment tools to guide the instruction needed within my classroom or on an individual basis. As a classroom teacher, I work closely with the

Your family doctor or pediatrician may make a referral to an eye doctor for more complete evaluation when eye problems are suspected by during routine physical

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

Based on George’s current age and level of performance, I will be using a Spelling Curriculum Based Measurement (CBM), adapted from Hosp, Hosp, & Howell, 2007. The Spelling CBM will require George to listen to a list of words given by the teacher and do his best to spell the correctly. The first list of words given will be grade level. Depending on the results, the next list may be altered. The results of this test will indicate which grade level George is at in this specific academic area.

Ben is in RTI, and in tier two of the intervention program. He is mainly struggling with phonemic awareness and this is impacting his ability to read fluently and break apart words. So we are focusing on first improving his phonemic awareness, and then we will work on fluency.

Children as young as 4 years old show the benefits of hand writing before they are even able to read or write actual words. Advantages to writing by hand include better letter memorization and better memorization of shapes in 4-year-old children. (Longcamp in Sulzenbruck 2011) There is a greater association with reading and memorization related with hand writing as opposed to typing. (Longcamp in Wollscheild 2016) Also, hand writing leads to better development in both reading and math and provides a foundation for further academic achievement.