Ashley Stevens

12/6/2016

Application of a Word Identification Method Serp 511A

Summary

Shayna is a 10th grade student attending a local high school. I obtained this year's newly

revised IEP along with the IEP from last year to learn more information about goals for Shayna.

Shayna knows her letters but struggles with remembering words even after reading them several

times. She struggles mainly with the vowel sounds, especially CVC words. One of her IEP goals

is to decode words on her own, after which the goal is to build on that to have her gain

comprehension skills. The teacher told me that phonics is an area of concern and something that

Shayna needs to work on so that she can independently sound out words. The teacher also stated

that Shayna is unable to complete a task independently during English class, she needs help

staying on task and with many of the words from text that she is reading. Shayna works on 1st

grade reading passages, she is unable to read the passages on her own. Many of the passages

require her to read the text three times. She often says most the words right the 1st time but

throughout the 2nd and 3rd time she will say I dont know what that says. When she co-reads

with an adult she is able to comprehend a lot. For example, she co-read a passage two times then

the third time read on her own, then she answered questions on her own only having help with

making them complete sentences.

For the eight-week reading instruction, I had Shayna work with the Phonics Reading

Lesson. I choose Shayna for this program because I wanted to help her build her phonics

knowledge and see what areas in phonics she is struggling with. The Phonics Reading Lesson

helps students with reading segmented letters, sounds them out, then blending them to make a
word. For the Phonics Reading Lesson (PRL) Skills part there are four sections. In the first,

second, and third section the student is supposed to start on each line and read the words,

sounding out the letters for words that they are struggling with. The teacher can help or model

for the student as needed. In the fourth section the hope is there is a shorter pause between

sounds. The final section for the PRL Skills is for the student to do a word check. In word check

the student is supposed to read each word then the instructor is supposed to mark on the Score

Record Form whether the student said the word correctly or incorrectly and how many times the

student missed a new phoneme. After a lesson in the PRL Skills the student goes onto the reading

passages in the PRL Practice. The reading for the lessons we did had a list of words for screening

prior to reading. While the student read the instructor notes any word pronunciation errors.

During the eight weeks, I saw that Shaynas phonetic awareness grew. She also was more

confident in her ability to say and sound out words when working with me. At first Shayna

would not make the sounds of the letters with me or when she was doing the Word Check

section. She would just say words she knew and guess at ones she didnt. However, throughout

the course of the Phonics Reading Lesson she became more confident in her ability to make the

correct sound for the correct letter. She began doing the sounds on her own during the Word

Check sections so that she could figure out words she did not know then she would tell me what

word the sounds made. When we would read the stories that corresponded with the lesson if she

got stuck on a word in the beginning she would just say she didnt know the word, but by the end

she would sound out the letters and say what she thought the word was. If she said the word

wrong then we would sound it out together and say it correctly together.

This method I would consider effective for Shayna, since she was able to make progress

in sounding out and blending those sounds to make words. Even though she still missed or
struggled with words she gained a lot of knowledge on the sounds of letters she previously did

not know or struggled with. Overall the CBM Skills data graph, Shaynas performance points

were fluctuating. Most of her performance points fell above or on the aim line, except for her

first attempts of the Skill lessons sometimes fell below the aim line. The first attempt she

generally did not put in much effort and in the beginning she did not even want to do this with

me. So we started a reward and prize system for working each week she got a prize. As time

progressed, it became easier for Shayna to sound letters out on her own, then blend the sounds,

and to use that practice when she was reading passages.

To further help Shayna in her phonics and reading, she should continue to work with the

Phonics Reading Lessons. Since they have helped Shayna so far, it would be a valid method to

use in helping her until she can fluently read passages and words, and use phonic skills to

segment and blend new words. The Phonics Reading Lessons can be used for Shaynas needs in

conjunction with lesson plans on the letter sounds she continues to struggle with. Shayna needs

to continue to work with reading comprehension passages and letter sounds to help in her over

progress with her reading abilities. Shayna is willing to work with instructors, teacher, and the

paraprofessionals to aid in her gain of more basic skills. Once we started the reward program she

was always excited to work with me and often asked me if we would use the green binder

which contained the Phonics Reading Lessons we used.

8-Week IEP Goal

In 8 instructional weeks, when given a randomly selected CVC words, she will read 7 out of 10

correctly and read the corresponding passages with little prompting.

CBM Graph

Revised IEP Goal

In 16 instructional weeks, when given a randomly selected list of CVC and non CVC words,

Shayna will correctly read 18 out of 20 words and read the corresponding passage minimal to no

prompting.
Phonics Reading Lessons

Assignment #8
Serp 511A

Ashley Stevens