Phonological Testing Validity

Alice was given the Initial Sound Fluency and Phoneme Segmentation Fluency, which are designed to assess her phonological awareness. She was required to produce and identify the first sounds/phoneme in a word within the Initial Sound Fluency. On the benchmarks of this assessment, which occurred in September and January, her performance was below the

A Sound Beginning is an assessment of phonological awareness at four different levels: Word Level, Syllable Level, Onset-Rime Level, and Phoneme Level. Phonological awareness is the manipulation of sounds in spoken language and is an important building block for reading. The assessment is administered orally that would include the student tapping, deleting, segmenting, and blending different sounds. Felipe’s score for each level is as follows:

The tests for pre-test and post-test were similar. There were 16 words for first grade, 12 words for second grade, and 16 words for third grade. The tests were used to see the ability of the students orally say the sound and break the word into phonemes, not letters. The way of analyzing the data was following Yopp-Singer Test (1995). The students who got high scores by segmenting all the items correctly were considered as phonemically aware. The students who correctly segmented some items were considered as displaying emerging phonemic awareness. Students who were not able to segment the items correctly or none at all were included as lacking of phonemic

Researchers have shown that lack of preparation in the teaching of phonological awareness hinders the way teachers present phonological awareness when teaching their studnets reading. Researchers suggest interference due to the teacher's perspective, lack of training, values, and background may exist an be detrimental in properly teaching phonological awareness. Flesh’s 1955 publication of Why Johnny can’t Read and What You Can Do About it was influential in exposing the ineffective way how teachers teach their students literacy and reevaluation of reading programs in education and their deficiencies (Smith, 2002). Flesh’s book ignited educators and non-educators to look seriously at this literacy deficiency. A renewed interest

would help to facilitate word recognition. The evidence also suggests that in most cases deficits in phonological skills associated with the ability to use speech codes are likely causes of dyslexia. Definitions of phonological processing are complex, Arrow (2016) defines

The assessment evaluated above was used in a 5th grade language arts class where students were assessed on their understanding and application of the eight parts of speech. The students had to know the eight parts of speech to answer every question correctly. The assessment was taken by 17 regular 5th grader students, 2 ESOL and one ESE. Proper accommodation was given for ESOL students and ESE student, such as extended time to complete the test. From the 20 students taking the assessment, 9 students were girls and 11 students were boys. The assessment has a high validity, for the questions are intended for students to identify the proper part of speech in each sentence.

How did you learn to read? Most of us do not put much thought into this question, but learning to read is a difficult task. According to Cervetti and Hiebert, the National Reading Panel identified five essential components that a teacher should use during reading instruction, which gives the student the highest chance of being an effective reader (2015, p. 548). These five essential components are also called five pillars of reading instruction. They are Phonics, phonemic awareness, vocabulary, fluency and comprehension. This paper will describe each of the five pillars, how they are related, the benefits, as well as give some effective methods of teaching phonics and phonemic awareness. It will continue by addressing the relationship between reading assessment and instruction and end by identifying ways to address the needs and different learning styles of a student. This paper will start by looking at a definition of phonics and phonemic awareness, then move onto the role that each play in learning to read, how they are related, the benefits and effective methods of teaching both.

A study by Skahan, Watson & Lof (2007) examined the assessment methods used by speech-language pathologists (SLPs) when assessing children with suspected speech sound disorders (SSD). Through a national survey, the study also examined the assessment of non-native English speakers and the length of the assessment process (Skahan, Watson & Lof, 2007). The study was pursued due to a lack of research regarding the assessment methods used by SLPs to identify children with SSD. Previous research by Tyler et al. (2002) discussed a variety of standardized and non-standardized assessments for SSDs. While the general areas of assessment were similar, the specific assessment procedures varied according to the clinicians’ theoretical perspective. Thus, the purpose of the study was to provide information about the current assessment methods used by SLPs in diagnosing children with suspected SSD (Skahan, Watson & Lof, 2007). The findings will allow clinicians to compare their own assessment methods with the participants of the study (Skahan, Watson & Lof, 2007).

It is important to bear in mind that the phonological component or awareness is fundamental for the development of verbal, semantic and, above all, reader-writer language. When the sound of the letter is not recognized, it can not learn to read or write correctly. Therefore, it is necessary to do a training in phonological awareness

In this quantitative action research intervention study, a non-probability convenience sampling was selected from the existing kindergarten class in the QSI Sarajevo school. During the six week intervention plan, students were taught letter sound-symbol relationships were taught with kinesthetic hand movements to teach phonemic acquisition. Rigby Literacy's Phonemic Awareness Skills Test was administered prior to the initial observation phase, at the end of the first instruction period before starting the intervention, and at the end of the experimental classroom approach to phonemic awareness. This evaluation tool was used in conjunction with observations and student samples to determine phonemic awareness improvements. These assessment tools will help determine if the student has mastered the basic skills to produce CVC words/pseudo words. A likert scale test was also used to compare the students’ attitude towards learning of the sample before and

This article examined phonological sensitivity of preschool-age children by using a variety of phonological sensitivity tasks that are said to be within the capabilities of preschool age children. The phonological sensitivity tasks included measures of rhyme oddity detection, alliteration oddity detection, blending, and elision. In addition, the article investigated SES (socioeconomic status) differences in phonological sensitivity during the children’s preschool years.

Introduction. The acquisition of the plural is dependent on multiple phonological factors that can influence the production and comprehension of the plural marker. In Spanish, the rules of plural marking are simple and considering only non-verb words, the effect of stress preceding the plural marker could determine how the plural is acquired. If the word ends in an unstressed vowel, then simply /-s/ is added onto the word; if the word ends in a stressed vowel (except é) or a consonant, then /-es/ is added; and if the word ends in an unstressed vowel followed by s, then the plural form is the same. Considering these rules, there are other elements that have to agree with the plural tense, one of them being determiners. The articles that

Student Expectation C: recognize and distinguish phonological elements of newly acquired vocabulary such as long and short vowels, silent letters, and consonant clusters (K-8/ESL)

“Phonological disorders in children can result from physical or organic causes or may be functional in nature ("Phonological disorders in," 2013)”. Children with a phonological disorder may experience a higher risk for reading and writing disabilities. “If left unresolved, phonological disorders have long-term consequences that may interfere with an individual's future social, academic, and vocational well-being, largely resulting from persistent, reduced intelligibility of speech ("Phonological disorders in," 2013).”

The mastery of second language phonology refers to the acquisition of the second language (English) sound system, listening comprehension and speaking skills. The acquisition of the L2 phonology is an area of language that has not been thoroughly investigated like other parts of language such as syntax or grammar. In fact, it is only in the last quarter of the twentieth century that studies about this area of language have emerged. As such, research studies about this aspect of second language learning are quite small and recent.