Nicole Colligan

TE846

Literacy Case Study

Introduction

Before children can begin reading print, they must become aware of how the sounds that

make up words work. Phonological awareness, an awareness of sounds in spoken words,

involves a set of literacy skills critical in early stages of reading development (Stahl & Murry,

221). “Phonological awareness is an umbrella term that encompasses both basic levels of

awareness of speech sounds, such as rhyming, alliteration, the number of words in a sentence,

and the syllables within words, as well as more advanced levels of awareness such as onset-rime

awareness and full phonemic awareness” (Phonological and Phonemic Awareness, 2020). These

oral-language skills vary in complexity and continue to develop over time. Supporting students

through explicit instruction in phonological awareness is “beneficial in promoting not only their

meta-phonological competence, but also their graphophonemic knowledge, decoding ability, and

spelling proficiency” (Troia, 2008). Helping to strengthen these skills in early years can act as a

good predictor of later success in reading (Stahl & Murry, 221). Development of phonological

awareness skills in kindergarten can also prevent future reading problems for many students

(Phonological and Phonemic Awareness, 2020).

In addition, to be successful readers it is necessary that children become familiar and

comfortable with the letters in the alphabet. “Children's reading development is dependent on

their understanding of the alphabetic principle – the idea that letters and letter patterns represent

the sounds of spoken language” (The Alphabetic Principle, 2018). Imbedding letter identification

opportunities into daily instruction and intervention activities can work to strengthen student’s
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ability to quickly identify letters of the alphabet. “Children's knowledge of letter names and

shapes is a strong predictor of their future success in learning to read. Knowing letter names is

strongly related to children's ability to remember the forms of written words and their ability to

treat words as sequences of letters” (The Alphabetic Principle, 2018). This literacy case study

will address phonological awareness as well as letter identification as two main target areas to

provide explicit instruction to my focal student, Mya.

Student Background

Mya is a 5-year old kindergarten student. She was born in the United States with

English as her primary language and is of African American decent. Mya attends Sherwood

Park Global Studies Academy, a Grand Rapids Public School located in Grand Rapids,

Michigan. Grand Rapids Public is an urban Title One school district with the majority of its

population made up of low-income students. All students are eligible for free and reduced

lunch.

Mya attended preschool within the school district prior to the 2020-2021 school year.

She does not have a current IEP or 504 plan and has not received any special education

services since beginning her schooling. Recent hearing and vision screenings conducted in the

spring show no concerns for possible hearing or vision impairments. Mya began kindergarten

this year 100% virtually through Zoom meetings and an online learning platform called

Seesaw. In January 2021, Mya transitioned to face-to-face hybrid learning. She is currently in

Hybrid Cohort A and attends school in-person on Monday and Tuesday each week. During

the remainder of the school week, she works asynchronously from home on weekly packets

and virtually through Seesaw. The district’s hybrid model for all in-person K-8 students was

planned to be expanded from 2 instructional days per week beginning April 12, 2021. However,
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due to the recent rise in Covid-19 cases and CDC recommendations this expansion has been

delayed. Therefore, Mya will begin attending school in-person for 4 instructional days per week

on April 26, 2021.

Throughout the school year Mya has exemplified engagement and active participation

in daily literacy activities both virtually and in-person. She works hard, asks and answers

questions, and persists with difficult tasks. Despite Mya’s continued effort, her acquisition of

important foundational literacy skills has progressed slower in comparison to her peers. Mya’s

parents expressed concern regarding Mya’s reading skills, including letters, rhyming, and

identifying sounds in words. Mya continues to practice these skills during daily lessons at

school and with her parents at home on a frequent basis. I believed addressing Mya’s

phonological awareness and letter identification skills will aide her understanding of letters

and their sounds in spoken words.

Assessment

To gain a better understanding of Mya’s phonological awareness skills, I chose two

literacy assessment tools. I utilized The Abecedarian Reading Assessment as well as the

Phonemic Awareness Assessment. The results from both assessments were used to pinpoint

specific phonological/phonemic awareness skills that Mya struggles with. The assessment data

was used to develop targeted lessons that promote a deeper understanding of these skills. These

two literacy assessments were given again following the teaching of these lessons. In addition, I

have also assessed Mya’s letter knowledge quarterly throughout the school year. I

administered a pre-assessment and post-assessment to test Mya’s letter knowledge during this

literacy case study. This was accomplished by using the district letter identification

assessment as well as the letter knowledge subtest of The Abecedarian Reading Assessment.
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Utilizing this data allowed me to compare the results of explicit teaching of phonological

awareness and letter identification skills and whether this has an impact on Mya’s level of

mastery.

Mya began the school year knowing 8 uppercase and 9 lowercase letters and was

unable to identify any letter sounds when initially assessed. Since then she has made

consistent progress in letter knowledge and has shown continuous growth on each assessment.

During the literacy case study pre-assessment, she was able to identify 16 uppercase letters,

14 lowercase letters, and 9 sounds on the district provided letter identification assessment.

The letters names she was unable to identify include: T, Y, P, R, U, Q, I, V, G, Z, d, j, p, u, g,

z, q, b, f, y, v, and l. She was also unable to identify the following letter sounds: L, Y, P, A, J,

N, C, R, U, W, Q, I, V, H, G, E, and O (See Appendix A).

The Abecedarian is a research-based reading assessment divided into 6 subtests, each

with their own set of tasks. I began with the letter knowledge section, followed by phonological

awareness. The phonological awareness subtest is made up of 4 parts: rhyming perception,

phoneme identity perception, rhyming production, and phoneme identity production. However,

based on Mya’s performance, only the rhyming perception and phoneme identity perception

tasks were necessary to assess. On February 8, 2021 I assessed Mya’s letter knowledge and

phonological awareness skills using the Abecedarian Reading Assessment. Mya’s scores on

these sections of the phonological awareness subtest conclude that Mya has not yet mastered

letter knowledge and perception of rhymes or phonemes. Therefore, I did not feel it necessary to

continue with the production tasks included in the next portion of the assessment.

The goal of the letter knowledge subtest is for students to rapidly identify all the letters

on the student sheet without struggling or hesitation. Mya was able to provide a correct response
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to identify 36 out of 60 characters, resulting in 24 incorrect responses. Mya chose to identify the

letters she did know by saying their name. For most incorrect responses with the exception of the

letter q, Mya responded with, “I don’t know.” The letter q was mistakenly identified for the letter

p. The letters she was unable to identify include: U, V, q, T, p, g, F, d, C, b, u, f, l, R, I, Q, y, G,

v, P and D (See Appendix B).. Mya did not appear to be distracted by the font or non-alphabetic

characters that were added to increase the challenge of this letter knowledge assessment. In

addition, no hesitation was apparent for any of the provided responses. She appeared confident in

her responses for the letters she did know but put forth little effort in guessing on letters she was

unsure of.

On the rhyming perception section of the Abecedarian’s phonological awareness subtest

Mya was given word pairs and asked whether or not they rhymed. On list A Mya gave a correct

response for 8 out of 10 word pairs, which according to the Abecedarian is a passing score. On

list B Mya gave a correct response for 5 out of 10 word pairs. During this assessment Mya did

not appear confident in her answers and seemed to be guessing for the majority of word pairs and

if they rhymed or not. I also noticed that 3 of the incorrect responses included sets of words with

the same initial sound. She identified these as rhyming pairs although they did not have the same

ending sound.

On the phoneme identity section, Mya was asked to identify whether she heard the given

sound in the word by responding with a “yes” or “no.” These included a combination of initial

sounds, medial sounds, ending sounds, and sounds that were not present within the word. On list

A and B Mya provided a correct response to 5 out of 10 questions for a total of 10 correct and

incorrect responses. Mya struggled to identify 1 initial sound and 1 final sound. She also

answered “yes” to 6 questions where the sound was not present within the word. Much like the
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rhyming perception task, Mya did not exemplify confidence in her provided responses and

seemed to be guessing through the duration of the assessment.

In reference to Appendix C, the Phonemic Awareness Assessment was used to further

assess Mya’s phonological awareness skills. Using this as an additional assessment allowed me

to draw comparisons to the results of the Abecedarian Reading Assessment. This assessment

includes 5 sections that were used to test Mya’s ability to identify and produce rhymes, identify

initial and final sounds, as well as blend, segment, and manipulate phonemes. I chose to assess

all sections of the Phonemic Awareness Assessment on February 22, 2021. However, based on

Mya’s performance, I will only be analyzing the first 2 sections as they relate more closely with

her current skill level and phonological awareness abilities at this time.

In the first section on part A of the Phonemic Awareness Assessment Mya was able to

identify whether or not 4 of 6 word pairs rhymed by providing a “yes” or “no” answer. She gave

2 incorrect responses for the word pairs pig/wig as well as box/lip. Although she was able to

answer most of these questions correctly, she displayed a similar demeanor as she did on the

Abecedarian assessment, exemplifying uncertainty in her responses and a lack of confidence in

her ability to identify rhymes. On part B Mya was given a word pair and was asked to provide

another rhyming word. She was not able to produce a rhyming word for any of the 6 word pairs

and did not attempt to provide any type of response during this task. In the oddity tasks section,

picture card sets were shown and Mya was asked to find the 2 of 3 pictures with the same

beginning or end sounds. On part C and D Mya correctly identified 3 out of 6 sets with the same

beginning sounds and 0 out of 6 sets with the same ending sounds. During both of these oddity

tasks, she chose the pictures cards quickly without putting forth much thought or effort.
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Mya’s score on the letter knowledge subtest of the Abecedarian Reading Assessment

strongly correlates with results from the literacy case study pre-assessment using the district

letter identification assessment. The combination of these assessments shows that Mya is

unfamiliar with 8 uppercase letters (U, V, T, Q, R, I, G, P) and 10 lowercase letters (q, p, g, d, b,

u, f, l, y, v). This concludes that Mya still requires support in her ability to quickly identify letters

with confidence. She has not yet achieved mastery in learning her letters.

Based on the results of the Abecedarian rhyming perception tasks and section 1A of the

Phonemic Awareness Assessment it can be concluded that Mya does not fully comprehend the

concept of rhyme. Although she received a passing score on list A and identified 4 of 6 word

pairs correctly, the data does not represent a consistent understanding of rhyming words. This

makes it difficult for her to identify whether or not word pairs rhyme with a level of mastery.

This lack of understanding is also evident in Mya’s low levels of confidence exemplified through

her response to assessment tasks. In addition, through closer examination of the phoneme

identity perception section and phonemic oddity tasks C and D, it appears Mya does not yet

possess a strong ability to identify phonemes in general. No real correlation can be made

between Mya’s ability to more accurately identify initial, medial, or final sounds based on the

results of Abecedarian phoneme identity perception section since correct and incorrect responses

proved to be quite random. This data would likely be insufficient regardless since the probability

of guessing on this task was quite high. However, in looking at the rhyming perception section as

well as the phonemic oddity tasks part C, it can be suggested that Mya may have somewhat of an

understanding of initial sounds, even though she is not yet at a level of mastery. This is based on

the 3 word pairs with the same initial sounds that she incorrectly identified as a rhyme and the 3

sets of beginning sound picture cards she identified correctly. However, evidence also points to
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Mya’s inability to identify ending sounds based on her performance on the multiple rhyming

assessment tasks as she continues to work towards mastery of this skill as well the 0 correct

responses she provided on final sound oddity task part D. Mya’s lack of confidence and effort

evident during phoneme identity tasks also play a role in her abilities to perform at a higher skill

level in this area of phonological awareness.

Lesson Planning

The combination of assessments, both the Abecedarian Reading Assessment as well as

the Phonemic Awareness Assessment, provides enough evidence to suggest that Mya is still in

the early stages of phonological awareness development and has not yet achieved mastery in her

ability to identify rhymes or individual sounds in spoken words. Evidence from the district letter

identification assessment as well as letter knowledge Abecedarian subtest also indicate that Mya

is still developing her ability to identify letters by name and sound. Therefore, I felt that Mya

could benefit from targeted lessons including explicit instruction designed to support her in these

areas. I planned to conduct a total of 2 20-minute one-on-one lessons, one for each skill area

addressed: rhyme identification as well as phoneme identification. Letter identification

opportunities would also imbedded within these lessons to support Mya’s knowledge of

letters. These lessons include activities derived from the Florida Center for Reading Research

which have been created to support kindergarten and first grade students in phonological

awareness skills.

The first lesson I prepared was focused on rhyme identification. The goal of this lesson

was for Mya to recognize rhyming words. This aligns with the English Language Arts

Common Core State Standard for reading foundational skills in kindergarten which is listed

under the section of phonological awareness. CCSS.ELA- LITERACY.RF.K.2.A states that

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students should be able to “recognize and produce rhyming words”. In addition, it was my

hope that this lesson would encourage Mya to listen more closely to the ending sounds in

words in order to identify words pairs with final sounds that are the same. Practice of

rhyming identification skills may also work to boost Mya’s confidence and allow her to feel

more sure of herself. In addition, an extension of this activity was added to support the need

of letter identification. The goal of this lesson extension was for Mya to identify letters

correctly. This aligns with the Common Core State Standard for reading foundational skills in

kindergarten which is listed under the section of print concepts. CCSS.ELA-

LITERACY.RF.K.1.D states that students should be able to “recognize and name all upper- and

lowercase letters of the alphabet.”

Prior to beginning the activity, I will remind Mya that rhyming words are words that

have the same ending sounds. I will provide a few rhyming word pair examples to illustrate

this understanding and explicitly point out the similar ending sounds in each set of words. I

will then utilize the Florida Center for Reading Research activity “Pocket Rhymes” (See

Appendix D). The objective of this activity is for the student to match the rhyming picture cards

on a pocket chart. The materials needed for the activity include a pocket chart, rhyming

picture cards (Activity Master PA.004.AM1a - PA.004.AM1g), and a bag. The pictures will be

separated into 2 sets by the circle and triangle icons on the cards. The circle set of pictures will

be placed in the bag which will then be put next to the pocket chart. The triangle set of rhyming

picture cards will be displayed on the pocket chart. I will first model how to complete the

activity. Then Mya will be instructed to select a card one at a time for the bag and name the

picture (e.g., “cook”). Then she will look for the rhyming match on the pocket chart. Next, she
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will place the card next to the rhyming picture on the pocket chart and name both pictures (i.e.,

“cook, hook”). She will continue will this activity until all rhyming pictures are matched up.

Once she has completed this activity, we will review the matches on the pocket chart by

saying the word pair and identifying if the words have the same ending sound. If there are any

incorrect responses on the pocket chart, they will be removed. I will talk Mya through placing

them with the correct match by encouraging her to listen carefully to the ending sounds as we

say each word together. This lesson will be extended by using about half of the picture cards to

practice letter identification. Prior to beginning this lesson, I will write the word represented on

the back of each picture card. I will specifically choose some of the cards to support Mya in

letters she is still learning based on the results of the letter assessments. I will ask Mya to point to

each letter and identify it. If she is unable to identify the letter, I will support her in naming it and

reference letters similarities among picture cards.

The second lesson I planned will be focused on phoneme identification. The goal of

this lesson was for Mya to identify the initial, medial, and final phonemes through 3 separate

parts of this activity. This aligns with the English Language Arts Common Core State

Standard for reading foundational skills in kindergarten which is listed under the section of

phonological awareness. CCSS.ELA-LITERACY.RF.K.2.D states that students should be able

to “isolate and pronounce the initial, medial vowel, and final sounds (phonemes)”. In addition, it

is my hope that this lesson will support Mya in becoming more aware of the sounds in

spoken words and grow in confidence in identifying these initial, medial, and final

phonemes. As a result, it is my hope that strengthening these skills will encourage Mya to put

forth greater effort and exemplify persistence in these practices. Greater emphasis on letter

identification will also added as an extension to this lesson. The goal of this lesson extension
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was for Mya to identify letters correctly upon looking more closely at individual phonemes.

This aligns with the Common Core State Standard for reading foundational skills in

kindergarten which is listed under the section of print concepts. CCSS.ELA-

LITERACY.RF.K.1.D states that students should be able to “recognize and name all upper- and

lowercase letters of the alphabet.”

Prior to beginning the activity, I will then utilize the remind Mya that words are made

up of sounds: “Today we will be thinking about and listening very carefully for the first

sound we hear in words.” Florida Center for Reading Research activity “One Card Out” (See

Appendix E). The objective of this activity is for the student to match the initial phonemes in

words by determining which words have the same initial sound and placing a cross mark symbol

card over the picture that does not. The materials needed for the activity include initial sound

picture cards (Activity Master PA.025.AM1a - PA.025.AM1e), a cross mark symbol cards

(Activity Master PA.025.AM2), and a pocket chart. The initial sound picture cards with the same

numbers will be placed in separate rows on the pocket chart. The cross-mark symbol cards will

be placed face up in a stack. I will first model how to complete the activity. Then Mya will be

instructed to name the pictures in a given row and say the initial sound (e.g., “house /h/,

helicopter /h/, zebra /z/”). She will place a cross mark symbol card over the picture that does not

have the same initial sound as the other 2 cards. (i.e., zebra). She will continue this activity until

1 picture in each picture card set is covered by a cross mark symbol card.

Once she has completed this activity, we will review the matches on the pocket chart by

saying the word pair and identifying if the words have the same beginning sound. If there are any

incorrect responses on the pocket chart, the cross-mark symbol card will be removed. Mya and I

will repeat the words together and I will encourage her to listen carefully to the initial sounds.
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This lesson will be extended by using medial and final sounds next. Each part of the lesson will

be extended by writing the letter either the initial, medial, or final sounds for each picture card

and asking Mya to identify it.

Teaching of Lesson

The rhyming production lesson was taught on Monday, March 29, 2021. I set up the

lesson materials beforehand and pulled Mya during her global studies time in the morning. I

began by introducing the lesson objective to Mya by stating, “Today we are going to do a fun

activity with rhyming words. Remember rhyming words are words that have the same ending

sound. In order for a pair of words to rhyme, they must sound the same at the end.” I explained

the directions of the activity in greater detail as well as made connections to similar rhyming

activities Mya has participated in within the classroom. I also modeled step-by-step how to pull a

card out of the paper bag one at a time, say the word that the picture card represented, and look at

the picture cards on the pocket chart to compare. I used a think aloud strategy to walk Mya

through the process of matching rhyming pairs. I held up a cat picture card and said “cat” aloud

stating that cat ends in an -at sound. I looked at each matching choice and orally compared them

while asking myself the question “Do these words have the same ending sound?” I repeated this

modeling process with 2 more examples before Mya began. Mya seemed a little unsure of herself

when first beginning the lesson and appeared a bit hesitant in choosing the first few matches.

From these observations I realized that Mya may have been feeling a bit overwhelmed by the

number of word pair choices. After the first few matches Mya completed, I decided to limit the

number of options for matches by pointing out the column in which the matching word could be

found. I also tried to encourage and remind her of the lesson objective to listen carefully to
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ending sounds in each word to pair the rhymes. I did see an increase in her confidence upon

making this adjustment to the activity.

In reference in Appendix F, Mya correctly matched a total of 11 out of 20 word pairs.

These included: bag-flag, can-fan, school-pool, hook-cook, bone-cone, groom-broom, map-cap,

duck-truck, crumb-thumb, tie-pie, and ice-dice. She incorrectly matched 9 out of 20 word pairs

including: dog-tire, fire-fly, dish-snake, door-chair, bear-corn, horn-four, sob-fish, rake-plate,

and skate-log. Once all picture cards had been matched up, I discussed each set with Mya and

pointed out the words that rhymed and the words that didn’t. I pulled the incorrect matches from

the pocket chart. Mya and I worked together to correctly match up the remainder of the picture

cards. The lesson was concluded with letter identification practice using 10 of the picture cards

the words on the back. I made sure to specifically choose the cards: dog, bag, Tire, flag, pool,

groom, Rake, log, and Ice, since they include letters Mya is still learning to recognize.

The phoneme identification lesson was taught on Tuesday, March 30, 2021. Lesson

preparation was completed prior to pulling Mya for the 3 different parts of the lesson (i.e.-

identifying initial, medial, and final phonemes). The first part of this lesson, identification of

initial phonemes, was taught in the morning while the next 2 parts, identification of medial and

final phonemes, were taught in the afternoon during Mya’s art time. I began by introducing the

lesson objective to Mya by stating “Today we are going to do 3 activities using what we know

about the sounds we hear in words! For the first activity we will be listening carefully for the

first sound we hear in words.” I went over the directions of the activity and modeled how to look

at and name the 3 picture cards in each set and find the word that does not belong by asking the

questions, “Which words have the same sound at the beginning? Which word has a different first
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sound?” I gave 2 more examples before Mya began the activity. This same process was repeated

for the medial and final phoneme identification parts of the lesson. Once Mya had eliminated one

of the picture cards from all of the word sets, we reviewed each of the matches on the pocket

chart. By saying the word pair aloud, we discussed to determine if the words had the same initial,

medial, and/or final sound. I removed the cross-mark symbol cards from the sets with incorrect

responses on the pocket chart. I worked with Mya to repeat the words together while

encouraging her to listen carefully to the given sound and placing the cross-mark symbol card

over the words that did not belong in each set until all were correct. Each part of this lesson also

included letter identification. I wrote the letter for the initial, medial, and final sounds for each

picture card for Mya to identify orally by sight.

In reference in Appendix G, Mya correctly identified a total of 7 out of 10 initial

phoneme matches including: helicopter-house, turtle-turkey, balloon-bike, lion-lizard, bed-bug,

ladder-lamp, and paint-penny. She incorrectly identified 3 of 10 initial phoneme matches which

included: popsicle-fan, violin-newspaper, and skateboard-grass. Upon completion of the medial

phoneme identification activity Mya correctly match 2 out of 10 of the word sets including: top-

box and pen-web. She incorrectly identified the following 8 out of 10 medial phoneme matches:

fox-hen, fan-bed, pig-map, log-pan, rat-sun, pin-bug, ham-fin, and cup-mop. In addition, Mya

correctly identified a total of 3 out of 10 final phoneme matches including: parrot-goat, turtle-

pencil, and lion-fan. She incorrectly identified 7 of 10 final phoneme matches which included:

ladder-grass, needle-bracelet, penny-clown, zebra-balloon, paint-lizard, hand-bike, and bug-

grapes. Based on observations, Mya exemplified confidence when working to identify similar

initial phonemes. However, she showed a bit more hesitation when working with medial and

final phonemes.
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Reflection

I believe the lessons designed and carried out to provide explicit instruction to Mya

were successful in presenting opportunities for her to practice important foundational literacy

skills relating to phonological awareness and letter identification. On each lesson, Mya

worked to achieve lesson objectives focused on rhyming, phoneme identification, as well as

letter identification. Based on the lesson results, it can be concluded that Mya was able to

identify more than half of the rhyming pairs and initial phonemes to exemplify adequate

progress in acquisition of these skills. In addition, she is still working towards mastery in the

identification of medial and final phonemes which will be useful in planning for next steps in

literacy interventions. Although she did not complete the given activities within these lessons

with 100% accuracy, these lessons acted as a great opportunity to provide corrective feedback

and meaningful instruction in areas of support. Based on observations, these lessons also

allowed for Mya to grow in confidence and become more sure of herself in utilizing these

literacy skills to support her overall reading development.

Prior to carrying out these lessons, I made an adjustment to my original literacy case study

plans to include the need of letter identification as a co-target area along with phonological

awareness. This decision was made based on Mya’s letter knowledge assessment results. I am

happy with my decision to imbed letter identification practice into my phonological awareness

lessons, as it helped to aid Mya’s knowledge of letters and sounds. In addition, I am also glad

that I made the decision to modify the rhyming identification assessment to better fit Mya’s

needs and help to reduce her feelings of being overwhelmed by too many word match options.

This was an especially important decision as it was likely to impact her confidence and level

of persistence for the remainder of the lesson. If I could teach these lessons again, I would
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have made a few adjustments to the timeframe in which they were taught. I chose to teach

both lessons prior to spring break and conducted post-assessments the week after. I am

curious if this gap in time could have caused a slight variation in assessment results. However,

timing was somewhat difficult to manage, especially since I currently only have Mya for 2

instructional days per week.

In reference to post-assessment results, Mya’s letter knowledge improved on the

district letter identification assessment as well as letter knowledge Abecedarian Reading

Assessment subtest when conducted on April 12, 2021. On the district letter identification,

Mya identified 19 uppercase letters, 20 lowercase letters, and 18 sounds. Based on this

assessment Mya knows 3 more uppercase letters, 6 more lowercase letters, and 9 more sounds

since initially assessed. On the letter knowledge Abecedarian Reading Assessment subtest

Mya identified 48 out 60 characters, with an increase of 12 correct responses in comparison to

the pre-assessment.

Mya’s phonological awareness skills also showed improvement on the Abecedarian Reading

Assessment sections for rhyming perception and phoneme identity perception when conducted

on April 13, 2021. Mya provided a correct response to 9 out of 10 word pairs in list A and 6

out of 10 word pairs in list B for rhyming perception. This shows an increase of 2 correct

responses in comparison to the initial assessment. On the phoneme identity perception section

Mya correctly responded to a combined total of 15 of 20 questions, or 5 more correct

responses from the pre-assessment. In addition, the Phonemic Awareness post-assessment

showed increased scores on rhyme identification and production by 1 point each. On oddity

tasks C and D results show an increase in ability to identify initial sounds from 3 to 5 out of 6

and final sounds from 0 to 2 out of 6. This evidence suggests that Mya has made a
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considerable amount of progress towards literacy goals relating to phonological awareness as

well as letter knowledge. Therefore, I believe addressing Mya’s phonological awareness and

letter identification skills aided her overall understanding of letters and their sounds in spoken

words.
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References

Florida State University. (2008). Florida Center for Reading Research. Florida Center for

Reading Research. Retrieved March 29, 2021, from https://www.fcrr.org/

Gambrell, L. B., & Morrow, L. M. (Eds.) (2015). Best practices in literacy instruction (5th

edition). New York: Guilford Press.

National Governors Association Center for Best Practices & Council of Chief State School

Officers. (2010). Common Core State Standards for English Language Arts. Washington

D.C.: Authors. http://www.corestandards.org/ELA-Literacy/RF/K/

Phonological and Phonemic Awareness. (2020, October 16). Reading Rockets.

https://www.readingrockets.org/teaching/reading-basics/phonemic

Stahl, S. A., & Murray, B. A. (1994). Defining phonological awareness and its relationship to

early reading. Journal of Educational Psychology, 86(2), 221–234.

https://doi.org/10.1037/0022-0663.86.2.221

The Alphabetic Principle. (2018, November 14). Reading Rockets.

https://www.readingrockets.org/article/alphabetic-principle

Troia, G. A. (2008, October 8). Phonology 101: Basic Principles for Enhancing Phonological

Awareness [Slides]. D2l.

https://d2l.msu.edu/d2l/le/content/1321335/viewContent/10297080/View
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Apenndix

Appendix A: District Letter Identification Assessment

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Appendix B: Abcederian Reading Assessment

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Appendix C: Phonemic Awareness Assessment

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Appendix D: Rhyming Production Lesson- Florida Center for Reading Research “Pocket
Rhymes”
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Appendix E: Phoneme Identification Lesson- Florida Center for Reading Research “One
Card Out”
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Appendix F: Rhyming Production Lesson Student Work Samples (Picture 1: Independent

work completed by student, Picture 2 and 3: Corrective Feedback and Direct Instruction
Provided)
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Appendix G: Phoneme Identification Lesson Student Work Samples (Pictures 1 and 2: Initial
Phonemes, Pictures 3 and 4: Medial Phonemes, Pictures 5 and 6: Final Phonemes)
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