Written Assignment Module - Specific Learning Difficulties - Nur Farhana Binti Rosli

SPECIFIC LEARNING
DIFFICULTIES NUR FARHANA BINTI ROSLI ADISE-2023-5454
Academic and Examination unit
Assignment
Coversheet
For Individual and Group Submission
This Assignment Coversheet MUST be attached and signed by the child(s) for
submission.
Class Code SLD
Module’s Title SPECIFIC LEARNING DIFFICULTIES
Lecturer’s Name MS VENUS LIM
Assignment WRITTEN ASSIGNMENT MODULE:

Submission Date 30TH September 2023
DECLARATION:
1. I / We possess a copy of the original work, should this copy be lost or damaged. 2. This is
my/our original work, where due acknowledgement is given to sources referenced, and no part
of the work has been copied from another child’s work.
3. Unless otherwise permitted and acknowledged, no part of this assignment has been
written by any other person(s), other than those stated below.
4. I/We permit the College to retain a copy of the marked assignment for reference. 5. I/ We
understand that plagiarism is the presentation of another person’s idea and work without
acknowledgement. The Academic and Examination Board reserves the right to review a
suspected case of plagiarism, and to take necessary disciplinary action, not limited to but
including expulsion from the programmed.
6. I/We recognize that the level of plagiarism detected in this assignment will affect the grade
given.
Name Child’s Id Contact Number Signature
NUR FARHANA BINTI ROSLI ADISE-2023-5454 012-6067552

SPECIFIC LEARNING
MARKER’S COMMENTS: DATE RECEIVED:
PLAGARISM LEVEL: HIGH/ MEDIUM/ LOW ASSIGNMENT GRADE:
Assignment/ Exam Coversheet – Individual and Group Submission

APPENDIX 2
SPECIFIC LEARNING
Introduction
According to the Diagnostic Manual, the DSM-5, dyslexia is a subtype of a specific learning
disorder with impairment in reading includes possible deficits in word reading accuracy,
reading rate or fluency, and reading comprehension. (The Dyslexia Association, 2020)
Dyslexia mainly affects the development of literacy and language-related skills, and learners
with dyslexia are likely to encounter significant challenges with phonological processing,
working memory and processing speed. (Cambridge Assessment English, 2021 ).
The purpose of this assignment is to create an intervention plan for a 6 year-old child at risk
for Dyslexia that can provide specialized support and strategies tailored to the child's unique
learning needs.
Below is the information of the targeted child:
Personal Details
Child Name: D.O.B:
Aleema 15th January 2017
Gender: Condition:
Female At Risk for Dyslexia
School: Date of Assessment:

El Bambino Preschool 7th September 2023
Teacher(s): Parent(s):
T. Hana, T. Jaz Mrs. Rosita
Background Information
Interests, spoken language etc.
- She is the youngest of three siblings: Brother (10 y.o) and elder sister (14 y.o).
- Parents are from Jakarta, Indonesia who came to Malaysia due to work and
business.
- Both English and Indonesian language are spoken at home.
- Started preschool at the age of four and has always attended the same centre.
- She began to be taught writing and reading in English at the age of five.
- She likes to watch TikTok videos and she likes to dance to the songs and following
the dance tutorials in TikTok.
- She enjoys drawing and fashion. Prefers to do arts and crafts activities in the
classroom every day.
SPECIFIC LEARNING
Current Signs & Symptoms
- Not reading at age level but appears bright and intelligent.

- Easily frustrated and emotional about school, reading, or writing.
- Always find excuses to avoid reading or writing exercises.
- Complains of dizziness while reading.
Strengths
- Talented in dancing and drawing.

- Good motor skills and visual spatial skills.
- Have knowledge of letter-sound correspondences and identifying first sounds.
Challenges
- Reading and writing tasks take longer to complete compared to her peers.
- Difficulty in accurately and fluently decoding words, which may result in slow and
inaccurate reading.
- Consistent spelling errors, even for words that have been previously encountered.
- Reading shows additions, transpositions, omissions, substitutions, and reversals in
letters, numbers, and words.
- No motivation to work with spelling and reading lessons.
Summary
Aleema’s special educational needs were identified as concerning reading, spelling and
writing:
1) Needs to improve reading and writing accuracy by consolidating phonemic
awareness.
2) Needs to improve her reading aloud as to fluency, speed, and intonation.
3) Acquire the ability to write short compositions without splicing or splitting words.
4) Gain self-confidence as to his ability to perform reading and writing tasks
successfully.
SPECIFIC LEARNING
Recommendations
1) Develop a systematic and direct intervention program that focuses on building
essential literacy skills like phonemic awareness, decoding, and sight word
recognition.
2) Use multisensory input and activities to give her more than one way to make
connections and learn concepts.
3) Create individualized lessons to meet her needs, and are designed and adapted based
on progress monitoring, strengths, and interests.
a. Use music and rhythm to highlight and practise pronunciation features such
as word and sentence stress.
b. Use varied techniques to help her memorise new words, including games,
drawing, music or rhythm, movement, gesture, and visualisation techniques.
4) Use reading aids to assist her during reading practice.
5) Making the learning environment as inclusive and supportive as possible.
SPECIFIC LEARNING
DIFFICULTIES NUR FARHANA ROSLI ADISE-2023-5454
Intervention Plan (min 6 goals)
Targeted Area Improving Phonological Awareness
Goals 1. Expand skills in Blending Onset-Rime.
2. Phoneme Blending
3. Phoneme Segmenting
4. Phoneme Manipulation (Deleting & Substituting)
Goal 1. Expand skills in Blending Onset-Rime: Integrating Onset-Rime and First Letter
Identification.
Resources • Picture puzzle cards (Picture cards of one-syllable words, cut into two parts. The
second part of the picture should be wider than the first part.)
• Picture cards of one-syllable words.
• Magnetic letters or letter tiles
• 2 printable dice (1 dice for onset letters, 1 dice for rimes)
Lesson These lessons provide the child with additional practice in blending onsets and rimes
Objectives and requires her to integrate her knowledge of letter sounds, segmenting and blending:
• Blend the onset and rime in a word presented orally and using manipulatives.
• Name letters and produce their corresponding letter sounds.
Learning
Activities Initial Lesson:
1. Teacher introduces the lesson by separating the onset and the rime orally
when saying a word out loud and have the child blends the sounds together
to form the word.
2. Teacher can use the hand motion when presenting the onset and rime: Raise one
hand for the onset and another for the rime then clap them together to say the whole
word.
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“I am going to say two word parts and you are

going to blend them together to make a word!” “cap!”
/c/ - /ap/
3. Continue with other words e.g., cat, can, mat, man.
4. Provide feedback on blending. If the child says any parts or the whole word
incorrectly, tell her the word, repeat the onset, rime, and whole word, say the
onset and rime again, and have them repeat the whole word.
“The whole word is mat. /m/ - /at/,

mat. Now it’s your turn.” “mat!”
/m/ - /at/
Review Lesson
1. Next, the teacher presents a word, segments the onset and rime of the word,
and blend the parts into the whole word using picture cards that are cut in half
(like puzzle pieces) as prompts.
2. Begin with the puzzle pieces for the word put together (e.g., cat), with both
pieces side by side.
3. Teacher presents the picture card to the child.
“This is cat. The first part is /c/.”
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4. Separate the first part of the picture from the second part, moving it to the left.
5. Teacher point and move the second part of the picture to the right.
“The rest of the word is /at/.”
6. Move the pictures together again to complete the puzzle. “Cat.”
“We are going to say the parts again, then push

them together. /c/ - /at/.
Cat!”
7. Have the child move the picture puzzle cards while segmenting and blending the
onset and rime by herself.
8. If the child mislabels a picture, tell her the name of the picture, and have her
repeat the name.
9. Repeat with other picture puzzle cards.
Expansion Lesson: Roll and Match Game

1. The child reinforces her skills in blending onsets and rimes and her knowledge of
letter sounds through this hands-on game.
2. The teacher begins by presenting the picture cards and demonstrating how to play
the game.
3. The teacher rolls two dice: (1 dice for onset letters, 1 dice for rimes).
4. The teacher then put the onset and rime together to make a real or nonsense word.
The first part is /m/.
The rest of the word is /at/. “mat!”
5. The teacher arranges the letter tiles according to the word formed and put the
matching picture card next to the letter tiles.
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6. If the onset and rime don’t sound right when put together, the teacher can choose a
different rime or onset to complete the word.
7. The teacher then has the child to play the game together.
Assessment A checklist is used to record data on the child’s success and rate of progress:
Methods • Accuracy in identifying onsets and rimes presented orally.

• Accuracy in blending the onsets and rimes.
• Accuracy in producing and identifying letter sounds presented orally and in written
form.
Duration Initial Lesson: 20 mins per lesson for 2 days
Review Lesson: 20-30 mins per lesson for 2 days
Expansion Lesson: 30-45 mins per lesson for 2 days
Remarks/ • Select words that the child recognizes.

Comments • Begin with words that begin with the same initial sound, then use words with
different initial sounds as the child develop proficiency.
• Start with words that begin with one-sound onsets (e.g., /c/ /at/), then introduce
words that begin with two-sound onsets (e.g., /st/ /op/).
• As childs develop skill in identifying and discriminating first sounds, you may
use words that begin with similar sounds (e.g., p/b; t/d).
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Goal 2. Phoneme Blending
Resources • Toy car

• Marker and dry-erase board
• Plastic chips or Counters
• Playdough (3 different colours)
Lesson These lessons provide the child with additional practice in blending phoneme by phoneme:
Objectives • Orally blend two to three separately spoken phonemes into one-syllable words.
Learning Initial Lesson: “Driving” the Sound Together (Oral Blending)

Activities 1. The teacher begins the lesson by showing to the child a toy car and places it on the
child’s arm.
2. Using the child’s arm, have her drive the car, repeating the sounds of a word the teacher
say- shoulder for beginning sound, elbow for middle sound, wrist for ending sound.
3. Start with words that have only two phonemes (for example, am, no, in).
4. Have the child practice blending words with continuous sounds by holding the sounds
using a method called “continuous blending” (e.g., “aaaammmm … am”): ask the child
to drive the car faster, blending the sounds again until she says the word.
5. As childs are ready, progress to words with three phonemes, keeping in mind that
words beginning with continuous phonemes (for example, sun) are easier to
blend and segment than those with stop sounds (for example, top).
Review Lesson: Blending Phonemes Using Manipulatives (Elkonin Sound Boxes)

1. The teacher pronounce a target word, slowly, stretching it out by sound: /m/…/a/..../n/
2. The teacher asks the child to repeat the word.
3. Have the child to draw three boxes on a sheet of paper or dry-erase board.
4. Give counters to the child. Have her place the counters below the boxes. Teacher can
model the activities before the child begin.
5. Have the child count the number of phonemes in the word.
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6. Ask the child to slide one counter into one box for each phoneme as she repeats the word,
in a left-to-right progression. E.g.: man
The child moves the counters that represent the sounds they hear in the word:
_____________
/m/ /a/ /n/
The child says the word again, sliding their finger below the boxes from left to right: let.
The manipulative can also be change to Unific cube, marker, or beads.
Expansion Lesson: Sound Locator

1. The teacher draws the Elkonin box on a paper or dry-erase board.
2. Then, the teacher asks the child to make 2 or 3 balls of playdough.
3. Teacher says a word that has a certain sound. Ask the child to listen and identify the
location of the sound in the word.
For example:
“Listen for the /m/ sound in the following words. Place a playdough in the first box if you
hear the /m/ sound at the beginning of the word; place a playdough in the middle box if you
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hear the sound in the middle of the word; or place it in the last box if you hear the /m/ sound
at the end of the word. Listen carefully: gum.”
4. Continue with the other sounds in the word i.e., /g/ and /u/.
5. After the child already placed all the 3 playdough in the boxes, the teacher asks the child
to say out loud the sound in each box, from left-to-right, and blend the sounds together
to make a word.
6. The child uses her fist to smash each playdough ball as she says the sounds.
7. Provide feedback on blending. If the child blends the phonemes incorrectly,
repeat the phonemes and whole word, and have her repeat the phonemes and the
whole word.
Methods • Accuracy in orally blend two to three separately spoken phonemes into one-syllable
words.
• Accuracy in moving manipulatives to blend phonemes in a spoken word.
• Accuracy in identifying sounds’ locations in words presented orally.
Remarks/ • Select words that the child recognizes.

Comments • Begin with words that begin with the same initial sound, then use words with
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• Begin with two- and three-phoneme words in which each phoneme is represented
by one letter, then introduce words with more phonemes as childs develop
proficiency.
• The expansion lesson expands childs’ skills at blending phonemes and requires
them to integrate their knowledge of letter sounds and blending in one task.
Goal 3. Phoneme Segmenting
Resources • Elkonin Boxes cards OR marker and dry-erase board.

• Plastic markers or chips
• Rubber Bands
• Letter tiles or Magnetic letters
Lesson These lessons provide the child with additional practice in segmenting phoneme by
Objectives phoneme:
• Segment one-syllable spoken words into individual phonemes, clearly producing
beginning, medial, and final sounds.
Learning
Activities Initial Lesson: Segmenting Sound by Sound using Elkonin Boxes
1. The teacher begins the lesson by putting the small toys and objects in front of the child
and review the names of the small objects with the child.
2. The teacher put one of the objects on the table and put the Elkonin boxes at the bottom
of the object.
3. The teacher places the marker chip below each box of the three-square strip.
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4. The teacher will say the word out loud e.g., cat:
“The first word is cat. Cat has three sounds. The first sound is /c/.”
5. When the teacher is saying each sound, teacher moves the marker chip into the box.
6. When reviewing the sounds and saying the word, the teacher points to the boxes
as she says each individual sound, then moves her finger from left to right under
the boxes as she says the whole word:
“The sounds in teeth are /c/ /a/ /t/, cat.”
/c/ /a/ /t/
7. The teacher gives the child opportunities to try to segment other words of the
remaining small objects.
8. The teacher monitors the child to make sure she moves the markers into the boxes and
moves her finger across the boxes from left to right as she says the whole word.
9. Provide feedback on segmenting. If the child segments incorrectly, tell her the
word, segment the phonemes, and have her repeat the word and its phonemes.
10. For the next session, the teacher uses picture cards instead of tangible manipulatives.
Review Lesson: Segmentation Cheer with Hand motions
1. The teacher writes the “Segmentation Cheer” on chart paper and teaches it to children.
Each time teacher says the cheer, change the words in the third line.
2. Say the cheer together with the child and have her segments the word in the cheer sound
by sound.
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Segmentation Cheer
Listen to my cheer.
Then shout the sounds you hear. Sun! Sun! Sun!
Let’s take apart the word sun.
Give me the beginning sound. (Children respond with /s/.)
Give me the middle sound. (Children respond with /u/.)
Give me the ending sound. (Children respond with /n/.)
That’s right!
/s/ /u/ /n/—Sun! Sun! Sun!
3. The teacher makes a hand motion – like praying hands- to represent the word.
4. For each phoneme they hear in the word, the teacher moves her hands away from each
other.
5. After the teacher separated each sound in the word, blend the word back together by
clapping your hands together. The hands motions are – out (in stages) and back in.
6. The teacher can also use a rubber band as a tool for practice. The child put her hands
through the rubber with the thumbs at the top to keep it in place. The rubber band helps
the child to feel the pull whenever she stretches the rubber band for each phoneme.
Expansion Lesson: “Hear the Sounds, Feel the Sounds, Write the Sounds!”
1. In this activity, the teacher orally presents a word and childs segment the word,
choosing letters that represent each phoneme.
2. The teacher arranges the letter tiles on the table and draw the Elkonin boxes (3 boxes)
on the small dry-erase board that is placed on the table.
3. The teacher says a word (e.g., dog) and asks the child to tell her all the sounds in the
word that she can hear.
4. The teacher then gets the correspondence letter tile and places it in the box:
“The sounds in dog are /d/, /o/, /g/.
Which letter make the sounds /d/?”
5. The teacher looks through the letter tiles on the table until she gets to the letter d:
“I will put the letter d on top of the first box and I will write the letter d in the box”.
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6. The teacher asks the child to continue the same steps for the middle sound and the ending
sound.
d
7. Provide feedback on segmenting. If the child segments the phonemes incorrectly,
say the phonemes and the word, and have her repeats the phonemes and word.
8. If the child chooses the wrong letter or sound, says the letter/sound she’s looking
for, point to the correct letter/sound, and say the letter/sound again while
pointing to the letter. Have the child repeat the letter/sound.
Methods • Accuracy in segmenting individual sounds in words presented orally.

• Accuracy in segmenting one-syllable spoken words into individual phonemes,
clearly producing beginning, medial, and final sounds.
• Accuracy in applying letter-sound correspondences.
Remarks/ • The initial lesson introduces a strategy for teaching to segment words into their
Comments phonemes using an Elkonin box.
• The review lesson teaches child to segment words into their phonemes using hand
motion to represent each sound.
• The Expansion lesson integrates child’s knowledge of phonemes with knowledge
of letter sounds by having to identify, segment, and blend the letter sounds that
make up a word.
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• Select words that the child recognizes.

• Begin with words that begin with the same initial sound, then use words with
• Begin with two- and three-phoneme words in which each phoneme is represented
by one letter, then introduce words with more phonemes as childs develop
proficiency.
Goal 4. Phoneme Manipulation (Deleting and Substituting)
Resources • Letter tiles or magnetic letters

• Elkonin Boxes cards OR marker and dry-erase board.
Lesson These lessons provide the child with additional practice in manipulating phonemes in
Objectives words:
• Delete and substitute initial, ending, and middle sounds in words.
Learning
Activities Initial Lesson: Deletion and Substitution of Initial Sounds
1. The teacher begins the lesson by putting out all the letter tiles needed to make the
words in the set. For the first set, put the letters m, a, n, f, v, p, and r above the
three-square Elkonin boxes.
2. The teacher invites the child to review the sound of the letters. Point to each letter and
have child says the corresponding sound.
3. The teacher says the first word, “Man. What are the sounds in man?”
4. The teacher point to the letter tiles as she says the sound: /m/ /a/ /n/. Then the teacher
put the letter tiles for ‘man’ into the Elkonin boxes.
5. Next, the teacher asks the child, “what is the first sound in man?” The teacher points to
the letter m. “/M/.”
6. Then, the teacher takes out the letter m from the box and change it with letter f:
“Now I’m going to change the first sound to /f/ to make a new word.
I’ll remove the /m/ and put in /f/. Now I’ll say the sounds then the whole word.
/F/ /a/ /n/, fan.”
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7. The teacher points to the letters as she says each sound and slashes under the letters when
she read it as a whole word.
8. The teacher gives the child opportunities to try with the second word, e.g., van.
9. The teacher asks the child to take away the /v/ and put in /p/. And then, the teacher asks
the child to blend the sounds and read the word as a whole: “pan”.
“Now, we have change van to pan”.
11. Provide feedback on letter sounds. If the child identifies a letter-sound
incorrectly, tell her the correct letter sound and have her repeat it.
whole word.
Review Lesson: Deletion and Substitution of Final Sounds
words in the set. For the first set, put the letters p, a, t, n, l, and d above the three-
square Elkonin boxes.
2. The teacher invites the child to review the sound of the letters. Point to each
letter and have child says the corresponding sound.
3. The teacher says the first word, “Pat. What are the sounds in pat?”
4. The teacher point to the letter tiles as she says the sound: /p/ /a/ /t/. Then the teacher put
the letter tiles for ‘pat’ into the Elkonin boxes.
5. Next, the teacher asks the child, “what is the last sound in pat?” The teacher points to
the letter t. “/t/.”
6. Then, the teacher takes out the letter t from the box and change it with letter n:
“Now I’m going to change the last sound to /n/ to make a new word.
I’ll remove the /t/ and put in /n/. Now I’ll say the sounds then the whole word. /p/
/a/ /n/, pan.”
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8. The teacher gives the child opportunities to try with the second word, e.g., pal.
9. The teacher asks the child to take away the /l/ and put in /d/. And then, the teacher asks
the child to blend the sounds and read the word as a whole: “pan”.
“Now, we have change pal to pad”.
10. The teacher repeats the steps with the rest of the words in the set.
whole word.
Expansion Lesson: Deletion and Substitution of Medial Sounds
words in the set. For the first set, put the letters p, a, n, i, o and t above the three-
square Elkonin boxes.
2. The teacher invites the child to review the sound of the letters. Point to each
letter and have child says the corresponding sound.
3. The teacher says the first word, “Pan. What are the sounds in pan?”
4. The teacher point to the letter tiles as she says the sound: /p/ /a/ /n/. Then the teacher put
the letter tiles for ‘pan’ into the Elkonin boxes.
5. Next, the teacher asks the child, “what is the middle sound in pan?” The teacher points
to the letter a. “/a/.”
6. Then, the teacher takes out the letter a from the box and change it with letter i:
“Now I’m going to change the middle sound to /i/ to make a new word.
I’ll remove the /a/ and put in /i/. Now I’ll say the sounds then the whole word. /p/
/i/ /n/, pin.”
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8. The teacher gives the child opportunities to try with the second word, e.g., pot.
9. The teacher asks the child to take away the /o/ and put in /e/. And then, the teacher asks
the child to blend the sounds and read the word as a whole: “pet”.
“Now, we have change pot to pet”.
10. The teacher repeats the steps with the rest of the words in the set.
whole word.
Methods • Accuracy in deleting and substituting of initial sounds presented orally and in printed
form.
• Accuracy in applying letter-sound correspondences.
Duration Initial Lesson: 30mins per lesson for 2 days
Review Lesson: 30mins per lesson for 2 days
Expansion Lesson: 30mins per lesson for 2 days
Remarks/ • Select words that the child recognizes and that can be easily changed to a
Comments different word by altering the first phoneme.
• Use words that include letters and sounds the child has learned to sound out.
• Use words whose first sound represents the most common sound of the letter.
• Begin with words containing three sounds, in which each sound is represented
by one letter, then move to four-sound and -letter words as childs develop
proficiency. Keep words to a maximum of four letters.
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Targeted Area Decode and Segment Regular Words
Goals 1. Blending Sounds in CVC Words (Decoding)
2. Segmenting Sounds in CVC Words (Spelling)
3. Decode words with Consonant Blends
4. Decode words with Digraphs and Consonant Blends
Goal 5. Blending Sounds in CVC Words (Decoding)
Resources • Coloured Chalks
• Picture cards and word cards
• Letter Tiles or Magnetic Letters
Lesson These lessons provide the child with learn a strategy for reading regular CVC
Objectives words:
• Decode by using all letter-sound correspondences within regularly spelled

words.
• Use letter-sound knowledge to read decodable texts.
• Teach child to sound out words and blend those sounds silently to read regular
CVC words.
• To practice silent sound outs to read words, and “swapping sounds” to form
new words to read.
Learning
Activities Initial Lesson: CVC Words Phonics Sidewalk Chalk Hopscotch Game
1. The teacher draws 3 big circles, next to each other, on the sidewalk. In each
circle, the teacher writes a letter which when those letters put together would
make a 3-letter word. The teacher writes 6 more 3-letter words on the sidewalk.
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• Sap
• Hot
s a p
• Rot
• Fat
• Hop
• Ram
• Rat
• Rod
2. The teacher invites the child to review the sound of the letters in the circles.
Point to each letter and have her run to and say the corresponding sound.
3. The teacher models to the child on how to blend the letters and read the written
words:
“I’m going to say the sounds of this word while hopping into the letters’
circles, /sss/ /aaa/ /p/…sap!”
4. The teacher invites the child to try blend the letter sounds of other words:
“Let’s try some together.” (point to hot) “Hop into the circles and say the
sounds of this word, /hhh/ /ooo/ /t/. Put the sounds together. Now read the
word, hot!”
5. Continue this with the other words.
6. The teacher checks the child’s understanding two to three times.
7. If the child produces an incorrect response during activity, repeat the teacher’s
presentation. Continue this procedure until she is 100% accurate. Give specific
praise for each correct response.
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Review Lesson: Matching Picture Cards with Word Cards.
1. The teacher begins the lesson by laying out the 6 picture cards on the table and
introducing each picture to the child from left to right then, top to bottom.
2. The teacher places the first word card in front of the child.
3. The child is encouraged to sound, blend, and read the word on the word card
and match it to the right of the corresponding picture card.
4. The teacher can initiate the reading by using her finger as a guide to let the
child know which letter to sound out.
5. The child is encouraged to repeat the sounding, blending, reading, and

matching for all the six words in the same manner.
Expansion Lesson: Sound Swappers
1. The teacher begins the lesson by spelling the word the letter tiles, e.g., tap.
2. The teacher introduces to the child to the lesson,” Today we are going to play
the game Sound Swappers. In this game, we are going to read words and then
swap the initial sound to make a new word to read.”
3. The teacher says the first word, “this word is../ttt/ /aaa/ /p/…tap”
4. The teacher swaps letter t tile with letter m tile and say, “I swapped /t/ with
/mmm/. Now we have a new word. Say the sounds silently. Now put the sounds
together and read the new word…map.”
5. The teacher gives the opportunity for the child to try swapping initial letters,
silently sounding out and reading the new created words.
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6. If the child produces an incorrect response during the activity, repeat the
teacher’s presentation. Continue this procedure until the child is 100% accurate.
Give specific praise for each correct response.
7. When the child is successful with this task, teacher may substitute final sounds
and then middle sounds.
Methods • Accuracy sounding/producing out isolated letter sounds.
• Accuracy in blending sounds to read words.
Duration Initial Lesson: 30mins per lesson for 2 days
Review Lesson: 30mins per lesson for 2 days
Expansion Lesson: 30mins per lesson for 2 days
Remarks/ • Select words that the child recognizes and that can be easily changed to a
different word by altering the first phoneme.
Comments
• If child can’t accurately read words on the word list, teacher may review the
sounding out the words, sound by sound.
• If the child can’t accurately sound out the words sound by sound, perhaps they
need to review blending sounds to read words.
• If the child can’t accurately blend sounds to read words, review the
phonological blending activity in the phonological awareness section.
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Goal 6. Segmenting Sounds in CVC Words (Spelling)
Resources • Small objects and word cards
• Picture cards and word cards
• Letter Tiles or Magnetic Letters
• Spelling worksheet.
Lesson Childs to learn a strategy for spelling regular CVC words by segmenting words into
Objectives their corresponding sounds and spelling those sounds to write words:
• Use phonological knowledge to map sounds to letters.
• Write with more proficient spelling of regularly spelled patterns such as

consonant-vowel-consonant (CVC) (hop).
Learning
Activities Initial Lesson: Word Building using Letter Tiles/ Magnetic Letters
1. The teacher arranges objects on a mat and introduces the lesson to the child by
saying, “Today, we are going to build words using letter tiles.”
2. The teacher reviews the names of the objects with the child, from left to right,
then top to bottom.
3. Then, the teacher points to the first object, e.g., pan,

“This is ‘pan’. The sounds in pan are /p/ /aaa/ /n/.”
4. The teacher picks the letter tiles correspond to the sound and arranges them
below the object:
“/p/…/aaa/…/n/…pan!”
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5. The teacher invites the child to try building the words for the other objects.
“Let’s do one together. (Point to “bin”). This is “bin”. What are the sounds in
‘bin’?”. The child responds, “/bbb/…/iii/…/n/.”
6. The teacher asks the child to put the correspond letter tiles for the object ‘bin’
below the object:
“What word did we build? Yes, bin.”
7. The teacher then encourages the child to build the words for the remaining
objects.
8. After the child completed all the word building for the objects, the teacher asks
the child to get the word cards of the objects and put them next to the objects.
The child then checks her spelling by comparing the words on the cards with
her spelling.
9. If the child detects a mistake on the word that she spelt, the child will correct
her spelling by putting the correct letter tile. The teacher will repeat the
presentation if needed:
“The sounds in ________ are /_ /, /_ /, and /_ /. Watch as I put the first sound
/_ /. Watch as I put the next sound /_ /. Watch as I put the last sound /_ /. I spelt
the word _______.”
Review Lesson: Segmenting Sounds and Spelling Words
1. The teacher begins the lesson by laying out the 6 picture cards on the table and
introducing each picture to the child from left to right then, top to bottom.
2. The teacher points to the first picture card and models the spelling strategy by
segmenting the target word into sounds; and putting the corresponding letter tiles.
“This is ‘mop’. The sounds in mop are /mmm/ /ooo/ /p/. Let’s put the first sound
in mop, /mmm/. Let’s write the next sound in mop, /ooo/. Let’s write the last sound
in mop, /p/. What word did we spell? Yes, mop.”
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3. Then, the child is encouraged to spell the words of the other picture cards using
letter tiles. This time the teacher does not provide the sounds to prompt the child.
4. After the child completed all the word building for the picture cards, the teacher
asks the child to get the word cards of the picture cards and put them next to the
objects. The child then checks her spelling by comparing the words on the cards
with her spelling.
5. If the child detects a mistake on the word that she spelt, the child will correct her
spelling by putting the correct letter tile. The teacher will repeat the presentation
if needed:
“The sounds in ________ are /_ /, /_ /, and /_ /. Watch as I put the first sound /_
/. Watch as I put the next sound /_ /. Watch as I put the last sound /_ /. I spelt the
word _______.”
6. The teacher then asks the child to spell and write the words in a spelling
worksheet.
Methods • Accuracy segmenting words into their corresponding sounds.
• Accuracy in writing the letter sounds.
Duration Initial Lesson: 30mins per lesson
Review Lesson: 30mins per lesson
Remarks/ • In the Initial lesson, the teacher segments the words into sounds for the child
and the child put the corresponding letter tiles.
Comments
• In the Review lesson, the scaffolding is not provided, and the child will
segment the sounds of a word independently and write the corresponding letters
on her own.
27 | P a g e
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• If the child is having difficulties with segmenting words, the teacher needs to
review the segmenting lesson in Phonological Awareness section.
• When the child become more advance, the teacher may include an activity that
integrates phonemic deletion and spelling. For example, “Spell rat without /r/.”
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Reference
1. Alison. (2020). How to Teach Blending: 5 Tips for Success. Learning at the Primary Pond. Retrieved
September 21, 2023, from https://learningattheprimarypond.com/blog/how-to-teach-blending-5-
tips-for-success/
2. Blending and Segmenting Games. (n.d.). Reading Rockets. Retrieved September 22, 2023, from
https://www.readingrockets.org/classroom/classroom-strategies/blending-and-segmenting-games
3. Brenda T. (n.d.). Phonological Awareness Activities and Games to Engage Your Students. Tejeda’s
Tots. Retrieved September 20, 2023, from https://www.tejedastots.com/phonological-awareness-
activities/?utm_source=pinterest&utm_medium=social&utm_campaign=grow-social-pro
4. Crystal R. (2023). Teaching Onset and Rime. Kreative in Kinder with Crystal Radke. Retrieved
September 17, 2023, from https://kreativeinlife.com/teaching-onset-and-rime
5. The Dyslexia Association. (2020). What is Dyslexia? Retrieved September 15, 2023, from The
Dyslexia Association Website: https://dyslexia.org.au/what-is-
dyslexia/#:~:text=DSM%2D5%20diagnostic%20code%20315.00,decoding%2C%20and%20poo
r%20spelling%20abilities
6. Elkonin Boxes. (n.d.). Reading Rockets. Retrieved September 23, 2023, from
https://www.scribbr.com/category/apa-
style/#:~:text=An%20APA%20in%2Dtext%20citation,2020%2C%20p.%20170)
29 | P a g e
SPECIFIC LEARNING
7. Heidi S. (2019). Teaching Phoneme Segmentation: Separating Sounds in Words. Heidi Songs
Blogspot. Retrieved September 23, 2023, from http://heidisongs.blogspot.com/2019/03/teaching-
phoneme-segmentation.html
8. Lauren. (2023). Beginning Phonemic Awareness Activities. A Teachable Teacher. Retrieved
September 20, 2023, from https://www.ateachableteacher.com/beginning-phonemic-awareness-
activities-2/
9. Leslie S. (2017). How to Teach Kinders to Segment and Blend Using Hand Motions. Kindergarten
Works. Retrieved September 22, 2023, from https://www.kindergartenworks.com/guided-
reading/segmenting-and-blending-hand-motions/
10. Megan S. (2013). Gross Motor Phonics Game: Walk the Word. Coffee Cups and Crayons. Retrieved
September 21, 2023, from https://www.coffeecupsandcrayons.com/gross-motor-phonics-game-
walk-the-word/
11. Moats, L. C. (1995). Spelling: Development, disabilities, and instruction. Baltimore: York Press.
12. Natalie L. (n.d.). 6 Fun, Hands-On Segmenting and Blending Activities. Natalie Lynn Kindergarten.
Retrieved September 20, 2023, from https://natalielynnkindergarten.com/segmenting-and-
blending-activities/
13. Oral Blending Activities. (n.d.). Sweet for Kindergarten. Retrieved September 22, 2023, from
https://sweetforkindergarten.com/oral-blending-activities/
14. Oregon Department of Education, & Institute for the Development of Educational Achievement.
(1999). Institute on beginning reading. Eugene: College of Education, Institute for the
Development of Educational Achievement, University of Oregon.
30 | P a g e
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15. Sound Boxes. (n.d.). Playdough to Plato. Retrieved September 19, 2023, from
https://www.playdoughtoplato.com/elkonin-
boxes/?epik=dj0yJnU9bU9yR2pxdzVLSk5RcGZFR3ZNTUZJVzBqb3dqUlJUdkImcD0wJm49
QWEtLVdreUI0dFA1YkhwOUw4X0JsZyZ0PUFBQUFBR1VTOGVF
16. Ten oral blending activities. (2023). Hodder Education. Retrieved September 19, 2023, from
https://www.risingstars-uk.com/blog/september-2017/ten-oral-blending-activities
17. The University of Texas Centre for Reading & Language Arts. (2004). Reading Strategies and
Activities: A Resource Book for Students at Risk for Reading Difficulties, Including Dyslexia.
Retrieved 20th September 2023 from https://www.texasldcenter.org/lesson-plans/detail/reading-
strategies-and-activities-for-students-at-risk-for-reading-difficulty
31 | P a g e
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Appendix A
Individual Assessment Data Record
Week Language I NP MP M E R
2 FWB: Transition/Revision of Moveable Alphabet
2 FWB: Alphabet Roll (Letter and Sound Mapping)
3 FWB: Large Movable Alphabet: Building Words
3 FWB: Large Movable Alphabet: Building Words (Objects/Pictures)
4 FWB: Beginning to Decode Words with Letter and Word Cards
4 FWB: Pink Object Box 1 : Objects/Pictures to Words (Short a)
5 FWB: Pink Object Box 2 : Objects/Pictures to Words (Short e)
5 FWB: Pink Object Box 3 : Objects/Pictures to Words (Short i)
6 FWB: Pink Object Box 4 : Objects/Pictures to Words (Short o)
6 FWB: Pink Object Box 5 : Objects/Pictures to Words (Short u)
7 FWB: Pink Object Box 6 : Objects/Pictures to Words (Mix)
7 FWB: Blue Object Box 1 : Objects/Pictures to Words (Initial Consonant Blends)
8 FWB: Blue Object Box 2 : Objects/Pictures to Words (Ending Consonant Blends)
9 FWB: Blue Object Box 3 : Objects/Pictures to Words (Initial/Ending Consonant Digraphs)
10 FWB: Blue Object Box 4 : Objects/Pictures to Words (Initial/Ending Triple Blends)
11 FWB: Blue Object Box 5 : Objects/Pictures to Words (Mix)
12 FR: Pink Object Box 1 : Objects/Pictures to Words (Short a)
13 FR: Pink Object Box 2 : Objects/Pictures to Words (Short e)
14 FR: Pink Object Box 3 : Objects/Pictures to Words (Short i)
15 FR: Pink Object Box 4 : Objects/Pictures to Words (Short o)
16 FR: Pink Object Box 5 : Objects/Pictures to Words (Short u)
17 FR: Pink Object Box 6 : Objects/Pictures to Words (Mix)
18 FR: Pink Big Picture Cards
19 FR: Pink Silent Box
20 FR: Pink Word Lists
21 FR: Blue Object Box 1 : Objects/Pictures to Words (Initial Consonant Blends)
22 FR: Blue Object Box 2 : Objects/Pictures to Words (Ending Consonant Blends)
23 FR: Blue Object Box 3 : Objects/Pictures to Words (Initial/Ending Consonant Digraphs)
24 FR: Blue Object Box 4 : Objects/Pictures to Words (Initial/Ending Triple Blends)
25 FR: Blue Object Box 5 : Objects/Pictures to Words (Mix)
26 FR: Blue Big Picture Cards
27 FR: Blue Silent Box
28 FR: Blue Word Lists
29 FR: Sight Words
30 FR: Sandpaper Letters (Capitals)
31 FR: Sandpaper Letters (Capitals and Lowercase)
32 FR: Reading Phrases
33 FR: Reading Sentence Strips
34 FR: Comprehension Cards
35 FR: Reading Short Beginner Books
36 FR: Reading Long Beginner Books
37 FR: Early Grammar: Phonetic Farm -Nouns
38 FR: Singular/Plural adding an 's'
39 FR: Early Grammar: Phonetic Farm -Nouns, Adjective
40 FR: Early Grammar: Phonetic Verb Box
41 FR: Early Grammar: Phonetic Farm -Nouns, Adjective, Verbs
I= Introduction, NP=Need Practice, MP=Making Progress, M=Master, E=Excellent, R=Repeat
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Appendix B
Sample Assessment Checklist: Blending Onsets and Rimes
Blending Onsets and Rimes

Day 1
Student’s c-ave c-at c-an c-an b-ee b-ear b-oat b-oy

name
Blending and Segmenting Onsets and Rimes
Day 2
mat can man mouse goat ghost mitt girl

Student’s S BL S BL S BL S BL
Name
S = Segment, BL = Blend, LS = Letter Sound
Sample Assessment Checklist: Blending Phoneme by Phoneme
Blending Phoneme by Phoneme
Day 1
man fin lab mud sun rib lot sad

Student’s
Name
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Sample Assessment Checklist: Blending Phoneme by Phoneme
Segmenting, Blending, and Naming Letters

mat am rod sat
Student’s
SEG LN BL SEG LN BL SEG LN BL SEG LN BL
Name
SEG = Segment, LN = Letter name, BL = Blend
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Appendix C
Comprehensive Test of Phonological Processing - 2nd Edition (CTOPP-2)
The Comprehensive Test of Phonological Processing - 2nd Edition (CTOPP-2) was administered on
DATE. This test assesses Phonological Awareness, Phonological Memory, and Rapid Symbolic
Naming:
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Subtests:
• Elision (EL) - measures the extent to which an individual can say a word, and then say what is
left after dropping out designated sounds.
• Blending Words (BW) - measures an individual’s ability to combine sounds to form words.
• Phoneme Isolation (PI) - measures an individual’s ability to identify an individual sound from a
group of sounds strung together to form words.
• Memory for Digits (MD) - measures the extent to which an individual can repeat a series of
numbers ranging in length from two to eight digits.
• Nonword Repetition (NR) - measures an individual’s ability to repeat nonwords that range in
length from 3 to 15 sounds.
• Rapid Digit Naming (RD) - measures the speed with which an individual can name the numbers
on two pages.
• Rapid Letter Naming (RL) - measures the speed with which an individual can name letters on
two pages.
Supplemental:
• Blending Nonwords (BN) measures an individual’s ability to combine speech sounds to make
nonwords.
• Segmenting Nonwords (SN) measures an individual’s ability to say the separate phonemes that
make up a nonword.
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Appendix D
Materials & Example: Elkonin Box.
37 | P a g e

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SPECIFIC LEARNING

DIFFICULTIES NUR FARHANA BINTI ROSLI ADISE-2023-5454

Academic and Examination unit

Module’s Title SPECIFIC LEARNING DIFFICULTIES

Lecturer’s Name MS VENUS LIM

Assignment WRITTEN ASSIGNMENT MODULE:

NUR FARHANA BINTI ROSLI ADISE-2023-5454 012-6067552

MARKER’S COMMENTS: DATE RECEIVED:

PLAGARISM LEVEL: HIGH/ MEDIUM/ LOW ASSIGNMENT GRADE:

Assignment/ Exam Coversheet – Individual and Group Submission

School: Date of Assessment:

Current Signs & Symptoms

- Not reading at age level but appears bright and intelligent.

- Talented in dancing and drawing.

Intervention Plan (min 6 goals)

Targeted Area Improving Phonological Awareness

Goals 1. Expand skills in Blending Onset-Rime.

4. Phoneme Manipulation (Deleting & Substituting)

“I am going to say two word parts and you are

“The whole word is mat. /m/ - /at/,

3. Teacher presents the picture card to the child.

“This is cat. The first part is /c/.”

“The rest of the word is /at/.”

6. Move the pictures together again to complete the puzzle. “Cat.”

“We are going to say the parts again, then push

Expansion Lesson: Roll and Match Game

The first part is /m/.

The rest of the word is /at/. “mat!”

Methods • Accuracy in identifying onsets and rimes presented orally.

Review Lesson: 20-30 mins per lesson for 2 days

Expansion Lesson: 30-45 mins per lesson for 2 days

Remarks/ • Select words that the child recognizes.

Goal 2. Phoneme Blending

Resources • Toy car

Learning Initial Lesson: “Driving” the Sound Together (Oral Blending)

Review Lesson: Blending Phonemes Using Manipulatives (Elkonin Sound Boxes)

/m/ /a/ /n/

Expansion Lesson: Sound Locator

Duration Initial Lesson: 20 mins per lesson for 2 days

Review Lesson: 20-30 mins per lesson for 2 days

Expansion Lesson: 30-45 mins per lesson for 2 days

Remarks/ • Select words that the child recognizes.

Goal 3. Phoneme Segmenting

Resources • Elkonin Boxes cards OR marker and dry-erase board.

/c/ /a/ /t/

Review Lesson: Segmentation Cheer with Hand motions

Methods • Accuracy in segmenting individual sounds in words presented orally.

Duration Initial Lesson: 20 mins per lesson for 2 days

Review Lesson: 20-30 mins per lesson for 2 days

Expansion Lesson: 30-45 mins per lesson for 2 days

• Select words that the child recognizes.

Goal 4. Phoneme Manipulation (Deleting and Substituting)

Resources • Letter tiles or magnetic letters

Review Lesson: Deletion and Substitution of Final Sounds

Expansion Lesson: Deletion and Substitution of Medial Sounds

Duration Initial Lesson: 30mins per lesson for 2 days

Review Lesson: 30mins per lesson for 2 days

Expansion Lesson: 30mins per lesson for 2 days

Targeted Area Decode and Segment Regular Words

Goals 1. Blending Sounds in CVC Words (Decoding)

2. Segmenting Sounds in CVC Words (Spelling)

3. Decode words with Consonant Blends

4. Decode words with Digraphs and Consonant Blends