Chapter 1

INTRODUCTION

Reading is not a natural process (Wolf, 2007). In contrast to other

developmental achievements such as learning to talk, learning to read requires

careful instructions. Learning to read is to read is also a relatively lengthy

process. It takes years, and the learner must persevere over an extended period

of time. Moreover, the process of recognizing words is complex; readers must

use a variety of strategies to accomplish this task. Struggling readers have much

difficulty with word recognition. Often, they must exert so much energy struggling

to recognize words that they are left with little energy for concentrating on

comprehending the author’s message (Jennings, Caldwell & Lerner, 2014).

Reading may be the single most important skill for children to learn, as it’s a

portal to the world of knowledge. Despite major efforts to help improve literacy

levels, the percentage of struggling readers has barely decreased over the last

decade. One of the ways many schools seek to improve literacy growth is by

adding reading intervention programs to existing literacy curricula. The main

purpose of reading intervention is to improve students’ reading by helping

increase their decoding, fluency, comprehension or vocabulary (Helman & Burns,

2012). In pillars of reading after the phonological and phonemic awareness,

phonics is being introduced and taught.

1
Background of the Child

1. Information about the Environment

a. Home Environment

Alexa is a grade 2 student. She is 7 years and 10 months old now.

She was born on October 9, 2011 in Manila. When she was still a baby, together

with her parents, they were just living in a small apartment near to the workplace

of her parents. As she grows and became toddler, she was left at home with her

nanny. From time to time she had new nanny that might be also the reason why

she became tongue-tied. Her parents are both working, so they don’t have time

then to read books with Alexa. Sometimes if they have time, they just go to the

mall and let Alexa play at the children’s play place. There was also no experience

in buying books for the child. At the age of 4, Alexa’s family moved out the

apartment and bought a house in the nearest province in Manila.

b. School Environment

When Alexa and her family moved in their new home her parents

decided to send her to school the next school year. They chose the school which

is the nearest to their house. It’s a back yard private school. She was enrolled in

Kinder 1 but only familiar with colors, shapes and the vowels. After a school year,

her parents decided to send her to another school which was quite far from their

house and believed that she would have better improvement in academics. So,

when Alexa was in Kinder 2, she experienced to have a reading class after

school but only for a few sessions. Though Alexa had different school

2
environment she was never been tired of going to school. She’s very interested

and excited in going to school. She always actively participates in the different

school programs. However sometimes when her classmates tease her, she

would cry and won’t do her activity already. Even though she struggled in her

school environment, she finished kindergarten with flying colors. She was one of

the students with honors. After graduating kindergarten, Alexa again transferred

to another school when she entered Grade 1, which was then nearest to her

grandparents’ home. She lived with her grandparents on her mother’s side

because her nanny resigned already. Her parents had no choice but to send her

there. Now, she is in Grade 2, she came back to their house living with her

parents and enroled to the first school when she was still in Kinder 1. Alexa’s

mother observed that since her daughter’s schools are just back yard school

though they are considered private school, her mother still does the follow ups in

teaching the lessons. As a parent, her mother believed that it’s the parents’ duty

to help their children to learn their lessons. Alexa as observed by her mother, is

very willing to do homeworks on her own but if it’s difficult would seek help from

her mother. For three years in school, Alexa is still having difficulty in reading as

observed by her parents.

c. Social and Cultural Environment

Reading is a social process because during reading, an author

communicates his or her ideas to the reader. Because of the social nature of

reading, a student’s relationships with parents, teachers, and peers can affect

reading achievement (Jennings, Caldwell & Lerner, 2014). In the case of Alexa,

3
she is a friendly and sociable child as observed by her parents and teachers. She

wants to go outside ang play with her friend. But now that school year has

started, she often plays with her friends in the neighborhood. While in school, she

behaves well inside the classroom. However, when she cannot read a text from

the book especially in Filipino that’s why she ended up crying.

2. Information about the Individual

a. Emotional Information

For three years, as observed by Alexa’s parents and

teachers, she is very cooperative in classroom activities as well as

in joining with other kids. However, sometimes when she is doing

her home works alone, she is not willing to read, she pretended that

she doesn’t know the words and mispronounce it or sometimes just

wait for her mother to read it for her. She sometimes, chooses to

just play rather than read books. She cries at times when she wants

to use gadgets, but she was not permitted to have it. The tendency

of reading books is disregarded.

b. Physical Information

Alexa weighed 30 kilos and her height is 4’ 2’’ tall. She is

quite overweight for her age, but she wants running and bicycling

as her form of exercise. She loves milk all the time. In vegetables,

she only eats potato, carrots and squash. She has a good vision

4
 and hearing. However, as observed sometimes she log in

understanding instructions and sometimes forget the letter sound or

letter name.

3. Information About Language Development

Because reading is language expressed in written form, a

student’s language development forms the basis for all reading.

The ability to express and receive thoughts through language is

fundamental to being able to read. This relationship between oral

and written language has received greater attention in the Common

Core State Standards (National Governors Association, 2011). In

Alexa’s case she is still tongue-tied in both English and Filipino

language. However, as observed she is more fluent in reading

English language rather than in Filipino. That is why also she has to

be practiced more in producing the sound or in oral reading.

Assessment of Early Readers

According to Ortlieb and Cheek, Jr. (2012), a key to successful literacy

instruction is to start early; therefore, it is essential that teachers of early grade

levels determine children’s knowledge of print concepts, phonological

awareness, and word recognition. The only way children can be provided with

appropriate instruction is to ascertain what they already know and what they still

need to learn.

5
Readers at the Emerging and Early Literacy Stage

Ortlieb and Cheek, Jr. (2012), young children demonstrate their

knowledge of language by beginning to string together sounds in an attempt to

communicate. As they do this, they are signifying their knowledge of what word is

and how various words are put together to deliver a message. Having mastered

these early experiences, children enter classrooms ready to tackle the next

phase of learning to read and write.

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 Chapter 2

METHODS AND MATERIALS

General Observation and Selection of Student

Alexa was chosen personally because she is the daughter of the

researcher. She noticed that the Alexa is still having difficulty on some words with

long vowels, blends and digraphs while reading. So, the researcher decided to

assess using the DIBELS 8th Edition Benchmark of Nonsense Word Fluency,

Word Reading Fluency and Oral Reading Fluency.

Initial Oral Reading Assessment

a. DIBELS 8th Edition Benchmark

Purpose: The purpose of this assessment is to identify the

independent and instructional level of the student in Phonics.

Date of Administration: September 8, 2019

Table 1

DIBELS NWF WRF ORF

8th Ed.

Raw CLS 225/355 = 63.38% 62/130 = 47.69% 162/225 = 72%

Scores WRC 37/100 = 37%

Table 1 shows the raw scores of Alexa using the DIBELS. In the result of

the nonsense word, she scored in Correct Letter Sound (CLS) 225 correct

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sounds out of 355. While in Words Read Correctly (WRC) she scored 37 out of

100 to average it, Alexa got 63.38% for CLS and 37% for WRC. In Word Reading

Fluency she scored 62 out of 130 words which in average 47.69%. Lastly, in Oral

Reading Fluency (ORF) Alexa scored 162 words read out 225 in average 75%.

From the result Alexa was considered frustrated because for Oral Reading the

mastery level must be at least 90%. This led to further assessment. The

researcher decided to assess Alexa using the Phonics Assessment Tool by

Shanker and Cockrum.

b. Shanker and Cockrum Phonics Assessment Tool

Purpose: The purpose of this assessment is to identify the

independent and instructional level of the student in Phonics.

Date of Administration: September 9, 2019

Table 2

Result of Alexa’s Phonics Assessment Test (by: Shanker & Cockrum)

Subtotals Result Mispronounced Words
16 Beginning single 16/16 None
consonants
13 Ending single 13/13 None
consonants
7 Beginning consonant 5/7 smile, strange
blends
8 Ending consonant 7/8 Barn
blends
4 Beginning digraphs ¾ Chain
1 Ending consonant 1/1 None
digraph
5 Short vowels 5/5 None
5 Long vowels 2/5 cage, cute, use,
14 Vowel combination 10/14 barn, chain, fawn, noise
8
 Total 61/73
65 = Mastery

In the result shown in table 2 above, Alexa got all correct in reading

words with beginning and ending consonant sounds like bird, hard c (cub),

fix, girl, job, sad, hug, etc. On the other hand, she mispronounced the

words with digraphs such sm- smile and st- strange. For the ending

consonant blends she mispronounced the word barn and said ban. While

for the beginning digraph sound Alexa mispronounced chain she said ka-

in. For the ending sound she read the word brush correctly. On the next

subskill for the short vowels, Alexa read it all correctly. While in vowel

combinations, she mispronounced barn and said ban, chain as ka-in, fawn

as frown, and noise as nose. In total, Alexa got 61 out of 73 words

focusing on different phonics skills. For this test she must get 65 as a

mastery level. However, Alexa scored only 61.

c. CORE Phonics Assessment Tool

Purpose: The purpose of this assessment tool is to identify the

independent or instructional level of the students in Phonics. In

addition, to determine and confirm the result of the first assessment

tool.

Date of Administration: September 9, 2019

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 Table 3

Result of Alexa’s CORE Phonics Survey (Test)

Alphabet Skills and Letter Result Mastery Level
Sounds
Letter-names-uppercase 26/26 100%
Letter names – lowercase 26/26 100%
Consonant sound 20/21 95%
Long vowel sounds 0/5 0%
Short vowel sounds 5/5 100%
Reading and Decoding Skills
Short vowels in CVC words 13/15 87%
Consonant blends with short 6/15 40%
vowels
Short vowels, digraphs, and - 8/15 53%
tch trigraph
R-controlled vowels 6/15 40%
Long vowel spellings 4/15 27%
Variant vowels 10/15 67%
Low frequency vowel and 3/15 20%
consonant spelling

In the result above, The CORE Phonics Survey test is a

mastery test. It is expected that students will ultimately get all items

correct.

• In five-item subtest, a student who misses two or more items

would benefit from more direct instruction in the indicated element.

• In ten-item subtests, three or more errors warrant attention.

10
 For Alexa’s results, she got all correctly in Letter names of

uppercase and lowercase. However, because of the font style letter

(l) was sounded as (i). Alexa got confused on this letter and had a

hard time recognizing that’s why she sounded out the letter (l) with

(i). In the next of the test, Alexa had a difficulty with long vowels. In

Part D, she has to give more sounds of vowels. Apparently, Alexa

only sounded out the short vowels. In reading short vowels in C-V-

C words, Alexa mispronounced bun she said bin. She also read fit

into fix. In consonant blends with short vowels Alexa read 6 out of

15 words correctly. She read trap with tap, plan to pen, while silk to

sik held to hid, pseudo words like dilt with dit, qued with kwed, cang

with ang and dran with dan. In Part G, Alexa has to read short

vowels in digraphs and -tch trigraph, she only read 8 out of 15

words correctly. She read chop with kop, shut with shoot, dodge

with doge, match with match and the pseudo words like chid with

child, shom with shum, and phid with pad. For R-controlled vowels

Alexa was able to read only 6 words out of 15. She read harm with

ham, dirt with dirty, form with from, fern with fen, pert with pet, bark

with bank, turn with torn and for the pseudo words nerm with then

and sirt with rist.

In Part I, the same with giving long vowel sound in reading

long vowels in words Alexa had a difficulty to sound and read the

words correctly. She was able to read only 4 words out of 15.

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 Instead of tape she said taype, toe with towe, paid woth pad, leap

with lap, tie with ta and for pseudo words she read loe as loi, hine

as hini, beap as blap, faim as fim and soat as sowat.

In Part J, reading of words with variant vowels, Alexa got 10

out of 15. She read hawk as hook, cue as cop, haunt as hawant

and for the pseudo words she read fout with loot and bawk with

bak. Lastly, in Part K, the low frequency vowel and consonant

spellings Alexa got 3 out of 15 correct words. She wasn’t able to

read cent, type, ghost, wrist, giant, sweat, gnat, bomb, sigh, and for

pseudo words she wasn’t able to read bice, tigh and wrep correctly.

Findings

Based on the results of the reading assessments, the researcher

was able to identify what certain sub-skills in phonics does Alexa have difficulty

with. Alexa is still struggling in long vowel sounds and spelling, blends, digraphs

and in irregular words.

Planning for Remediation/Intervention

From the findings, the researcher planned carefully the remedial

program to help Alexa enhance her reading skills particularly in phonics such as

long vowels, blends, digraphs and irregular words. There will be 12 sessions with

20 minutes time allotment for each reading session. Each day there is one focus

skill to be taught and assessed after the lesson.

12
Limitation

Since there were only 12 sessions for the remediation program, the

researcher should focus only to the subskill which must be mastered first by

Alexa. The researcher will focus on reading words with long vowels and initial

blends particulary sm- and str-.

Instructional Plan for Remediation Program of Alexa

General Objectives:

At the end of the remediation program, the student is expected to:

a. Read words with long vowels

b. Read words with initial blends sm-, str-

(see attached instructional plan on the next page)

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 Chapter 3

Results

Result of the Initial Assessment

Alexa was personally chosen by the researcher because of immediate

relationship. She was generally observed in her reading performance. To further

assess Alexa, the researcher decided to let her answer the DIBELS 8 th Edition

Benchmark in Oral Reading Fluency, Nonsense Word Fluency and Word

Reading Fluency. As a result, Alexa scored in Nonsense Word Fluency (NWF)

63.38% for Correct Letter Sound (CLS) and she got 37% for Word Read

Correctly (WRF). In Word Reading Fluency she got 47.69% and for the Oral

Reading 72%. This means she was not able to meet 90% mastery of oral reading

test.

To strengthen and triangulate Alexa’s assessment using the DIBELS, the

researcher used another assessment which is Phonics Assessment Tool by

Shanker and Cockrum. In this assessment Alexa got the lowest scores in long

vowels 2/5 or 40% mastery while vowel combination she scored 10/14 or 71%

mastery.

Since the researcher started to discover Alexa’s reading difficulty, she

again assessed using the CORE Phonics Assessment Tool which she got 0% in

14
long vowels, followed by 20% for low frequency vowels and consonant, 27% in

long vowel spellings and 40% for blends and digraphs.

In this case study, it aims to know the effectiveness of the instructional

plan and design of the reading remediation program for Grade 2 level. Alexa

answered a DIBELS 8th Edition Benchmark Oral Reading Fluency, Nonsense

Word Fluency, and Word Reading Fluency, Phonics Assessment Test by

Shanker and Cockrum, and CORE Phonics Assessment Tool. From the result of

the reading diagnostic assessments, the reading specialist plans for instructional

plan and design for Alexa

Based on the findings from the assessment done by reading teacher, the

instructional plan was designed to enhance the reading skills of Alexa focusing

on phonics subskills such as long vowel sounds, initial blends and (sm- and str-)

digraphs.

Result of Daily Remediation

Table 4. Day 1

Long Vowel /a/ Spelled as a_e

Date Topic Objective Assessment Score Mastery

September Words with To read Read the words
10, 2019 long /a/ words with game tape
spelled as long /a/ date bake 9/10 90%
a_e spelled as name cape
a_e late lake
skate cake

15
 The researcher started the reading remediation with reading of the words

with long vowel /a/ spelled as a_e. It aims Alexa to read words correctly. Through

oral reading assessment she scored 9 correct words read out of 10. She missed

cape and read it as cake also. This is equivalent to 90% which means Alexa

mastered the skill.

Table 5. Day 2

Long /a/ spelled as ai and ay

Date Topic Objective Assessment Score Mastery

September Words with To read Read the words
11, 2019 long /a/ words with rain nail
spelled as long /a/ hay way 9/10 90%
ai and ay spelled as ai pain tail
and ay ray snail
train May

In Table 5, Alexa was taught to read words with long /a/ spelled as ai and

ay. In the result of the oral reading assessment she has read 9 correct words out

10. She read nail as nil. She has 90% mastery.

Table 6. Day 3

Long Vowel /e/ Spelled as ea

Date Topic Objective Assessment Score Mastery

September Words with To read Read the words
12, 2019 long /e/ words with meat seal
spelled as long /e/ leaf heat 10/10 100%
ea spelled as ea neat beach
ear clean
eat peach

16
 In this day Alexa mastered reading words with long vowel /e/ spelled as

ea. She was able to read and mastered the all words correctly. She scored

10/10.

Table 7. Day 4

Long Vowel /i/ Spelled i_e

Date Topic Objective Assessment Score Mastery

September Words with To read Read the words
13, 2019 long /i/ words with kite hive
spelled as long /i/ pine bike 8/10 80%
i_e spelled as i_e hike wine
mice fire
pipe wife

In day 4, Alexa was taught to read words with long vowel /i/ spelled as i_e.

In her oral reading assessment, she scored 8 correct words read out of 10. She

has read hike as hik and wine as win. So, she has 80% mastery.

Table 8. Day 5

Long Vowel /i/ Spelled as i_e

Date Topic Objective Assessment Score Mastery

September Words with To read Read the words
14, 2019 long /i/ words with kite hive
spelled as long /i/ pine bike 9/10 90%
i_e spelled as i_e hike wine
mice fire
pipe wife

17
 Table 8 shows on the next day that Alexa repeated the reading of words

with long /i/ spelled as i_e. As a result, she got 9 correct words read out of 10.

She already corrected hike, but she still read wine as win.

Table 9. Day 5

Long Vowel /i/ Spelled as igh

Date Topic Objective Assessment Score Mastery

September Words with To read Read the words
14, 2019 long /i/ words with night right
spelled as long /i/ sigh thigh 9/10 90%
igh spelled as igh tight sight
light bright
high flight

On the same day, Alexa also learned to read long vowel /i/ spelled as igh.

In Table 9. Alexa scored 9 out 10. She read sigh same with sight. As a result,

she has 90% mastery.

Table 10. Day 6

Long Vowel /o/ Spelled ow

Date Topic Objective Assessment Score Mastery

September Words with To read Read the words
15, 2019 long /o/ words with low row
spelled as long /o/ arrow window 10/10 100%
ow spelled as ow blow pillow
snow bow
show
elbow

18
 In day 6, Alexa was taught to read words with long vowel /o/ spelled as

ow. In Table 10, it shows that Alexa was able to read and mastered all words

correctly.

Table 11. Day 7

Long Vowel /o/ Spelled oa

Date Topic Objective Assessment Score Mastery

September Words with To read Read the words
16, 2019 long /o/ words with load goat
spelled as long /o/ soak loaf 9/10 90%
oa spelled as oa coat soap
road toast
float boat

In day 7, Alexa learned to read long vowel /o/ spelled as oa. As result,

Table 11 shows that she got 9 words correctly read out of 10. She just missed

toast as taste. Sha has 90% mastery.

Table 12. Day 8

Long Vowel /o/ Spelled as o_e

Date Topic Objective Assessment Score Mastery

September Words with To read Read the words
17, 2019 long /o/ words with note joke
spelled as long /o/ rose tone 10/10 100%
oe spelled as oe pole vote
poke nose
bone mole

19
 In day 8, Alexa was taught to read words with long vowel /o/ spelled as

o_e. In Table 12, it shows that Alexa was able to read and mastered all words

correctly.

Table 13. Day 9

Long Vowel /u/ Spelled as u_e

Date Topic Objective Assessment Score Mastery

September Words with To read Read the words
18, 2019 long /u/ words with Duke tube
spelled as long /u/ muse cure 8/10 80%
u_e spelled as mute Luke
u_e cube fuse
pure cute

In day 9, this the last lesson for the long vowels. Alexa read words with

long vowel /u/ spelled as u_e. In Table 13, it shows Alexa got 8 words correctly

read out of 10. She read cure as care and Duke in a syllabic form du-ke. So, she

has only 80% mastery.

Table 14. Day 10

Long Vowel /u/ Spelled as u_e

Date Topic Objective Assessment Score Mastery

September Words with To read Read the words
19, 2019 long /u/ words with Duke tube
spelled as long /u/ muse cure 10/10 100%
u_e spelled as mute Luke
u_e cube fuse
pure cute

20
 Alexa recalled and practiced Duke and cure before proceeding to the next

lesson. The researcher assessed her again same set of words. In this day, Alexa

was able to read already all words correctly. She has mastered the word with

long vowel /u/ spelled as u_e and has 100% mastery.

Table 15. Day 10

Words with initial blend sm-

Date Topic Objective Assessment Score Mastery

September Words with To read Read the words
19, 2019 sm- initial words with smile smoke
blends sm- initial smell smooth 6/10 60%
blends smart smock
small smash
smog smooch

In day 10 also, Alexa was taught to read words with initial blend sm-.

Unfortunately, since words start with two consonant which Alexa has difficulty,

she only got 6 words correctly read out of 10. The lesson was repeated the next

day.

Table 16. Day 11

Words with initial blend sm-

Date Topic Objective Assessment Score Mastery

September Words with To read Read the words
20, 2019 sm- initial words with smile smoke
blends sm- initial smell smooth 9/10 90%
blends smart smock
small smash
smog smooch

21
 Since Alexa didn’t achieve the mastery last session, the lesson was

taught, and she practiced the words with sm- initial blend. In this day, with the

same set of words she already read 9 correct words out of 10.

Table 17. Day 12

Words with initial blend str-

Date Topic Objective Assessment Score Mastery

September Words with To read Read the words
21, 2019 str- initial words with strap straw
blends str- initial stray strong 5/10 50%
blends stripes stroll
stretch strum
strut string

In this day, str- initial blend was introduced. The table shows that only half

of the set of words given were read correctly. Alexa missed strut, stretch, string

and strum. So, she only got 5 out of 10 correct words.

Table 18. Day 13

Words with initial blend str-

Date Topic Objective Assessment Score Mastery

September Words with To read Read the words
22, 2019 str- initial words with strap straw
blends str- initial stray strong 8/10 80%
blends stripes stroll
stretch strum
strut string

22
 The researcher tried to extend another day for Alexa to master the words

with str- initial blends. Same set from the previous lesson Alexa got 8 correct

words out of 10. She read stretch as sech and strut as stroot, which led to 80%

mastery.

Result of Post test

Table 18

Post Test Shanker and Cockrum Phonics Assessment

Result of Alexa’s Phonics Assessment Test (by: Shanker & Cockrum)

Subtotals Result Mispronounced Words
16 Beginning single 16/16 None
consonants
13 Ending single 13/13 None
consonants
7 Beginning consonant 6/7 strange
blends
8 Ending consonant 8/8 NOne
blends
4 Beginning digraphs 4/4 None
1 Ending consonant 1/1 None
digraph
5 Short vowels 5/5 None
5 Long vowels 5/5 None
14 Vowel combination 12/14 fawn, noise
Total 70/73
65 = Mastery

In Table 18, it shows that Alexa improved her mastery level from 61/73

from the initial assessment. In the post test she scored 70/73 words correctly

23
read. There were three miscues like strange was read sange and fawn as fan

and noise still nose.

Chapter 4

Discussion

Alexa was personally chosen by the researcher because of immediate

relationship. She was generally observed in her reading performance. To further

assess Alexa, the researcher decided to let her answer the DIBELS 8 th Edition

Benchmark in Oral Reading Fluency, Nonsense Word Fluency and Word

Reading Fluency. She also answered Shanker and Cockrum’s Phonics

Assessment Tool and CORE Phonics Assessment Tool.

After the three assessments that Alexa had answered. The researcher

found out that Alexa had difficulty in reading words with long vowels, initial blends

sm- and str-, and digraphs. The instructional plan was made focusing to develop

and enhance the reading skills of Alexa particularly in phonics such as words

with long vowels and initial blends with sm- and str-.

24
 The instructional plan consists of 12 sessions and each day, one long

vowel sound with specific spelling was taught to Alexa. In the daily results, Alexa

almost mastered all the long vowel sounds. However, when the initial blends

were introduced to her. She had a struggle dealing and reading the words. The

short period of time for the program gave focus only on one sub-skill.

Recommendations

Since Alexa is just 2nd grader she has still a lot of time to master other

phonics sub-skills that she needs to learn at her level. As a recommendation, the

researcher which has an immediate family of Alexa must continue the reading

remediation and provide more reading activities for Alexa. The program should

still be in a daily basis and continue from other initial blends to digraphs and

trigraphs until such irregular words are also introduce to Alexa.

For the family members tell them to encourage Alexa to read more. There

can be great opportunity for Alexa as an independent reader in the future if the

willingness of the reading teacher/researcher is still there. As well as if Alexa is

still enjoying the remedial class, she will definitely improve her reading skills a lot.

25
References:

Jennings, H. J., Caldwell, J. S. & Lerner, J. W. (2014). Reading Problems:

assessment and teaching strategies (7th Ed.). Pearson Inc., Boston, USA.

Consortium On Reading Excelence (CORE) Phonics Survey (n.d.). [PDF File].

Retrieved from:

http://www.scholastic.com/dodea/module_2/resources/dodea_m2_tr_core.pdf

Phonics Hero Limited. (2017). [PDF file]. Retrieved from www.phonicshero.com

Shanker, J. L. and Cockrum, W. A. (2000). Locating and Correcting Reading

Difficulties---9th Edition.

26
Ortlieb, E. & Cheek, E. Jr. H. (2012). Using Informative Assessments towards

Effective Literacy Instruction. UK: Emerald Group Publishing Limited.

Tirona, C.T., Sambo, D.A.C., Torreno, E. T., Quiazon, J.M. (2012). Ladders to

Learning Reading and Phonics. Quezon City: Hiyas Press Inc.

Wolf, M. (2007). Proust and the squid. New York: Harper Collins.

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