The student was able to articulate the correct segments of about half of the twenty-two words that were listed. Yopp (1995) states, “Students who correctly segment some items (7-16 correct) are displaying emerging phonemic awareness.” I believe that one of the problems that she is facing relates to the idea that she believes that a letter can only sound one way; she is not aware of the short and long sounds that one letter is capable of sounding like when saying different words. For instance, when we reached words such as she, that, and three I could detect that she was hesitant with the beginning sounds since those phonemes are joined. She was not able to determine that they should be recited together so when she began to tell me the sounds, she said the sound of each of the letters rather than placing them together. To a certain extent I believe that she is lacking phonemic awareness due to the fact that she is not aware of the different sounds that letters could make. I think this could hinder her writing, as I have already witnessed, when she begins to produce sentences independently. They are taught to stretch out words to the best of their ability before asking for help so this could be a problem if she cannot identify the sounds that she is making. When I’ve looked over her writing, letters tend to be missing especially if it is a blended phoneme or one that is usually silent.
Based on the results of the spelling inventory, Jennifer falls under the stage of “within word pattern.” Instruction is necessary in the areas of common long vowels and inflected endings. The step to helping Jennifer grasp an understanding of long vowels and inflected endings is to implement word sorting during the day; with a teacher, independently or with a group. The results of this spelling inventory came as a shock; specifically the stage of spelling that it categorized Jennifer. Although she was able to identify the initial and final consonants as well as short vowel sounds of the words that were provided, that is not what I observe when she is writing sentences. The inventory indicated that Jennifer falls within the “within word pattern”, a stage where she is capable of spelling single-syllable words correctly along with consonant blends and digraphs. However she is not at that point where she can automatically recognize short vowel sounds. Jennifer is still in the process of breaking apart the sounds of words while reading and writing. The scores retrieved from iStation and observing her while reading during shared reading time, helped me realize that even though a student may be lacking in a few areas of literacy, it does not mean that there are not proficient in others. She needs consistent encouragement to practice skills independently. Jennifer should be not sit near friends when engaged on iStation during computer time to help improve her focus.
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