Digital Story

Published on Apr 02, 2017

No Description

PRESENTATION OUTLINE

Digital Story

By Kaitlyn Poindexter
Photo by Al_HikesAZ

Effects of Explicit Instruction in Phonemic Awareness on a Student with Auditory Processing and Spelling Difficulties

Photo by KJGarbutt

Jackson

  • Fifth Grade student at O.L.G
  • "Urgent Intervention" reading level
  • Struggles to identify specific sounds and correlating letters in words
  • May have difficulty with auditory processing.
Photo by shinealight

Exploratory Question: What auditory processing and phonemic awareness strategies and adjustments can be made to positively affect the language arts performance of a fifth grade student who is below grade level?

Photo by Al_HikesAZ

Effective Strategies

Photo by ginnerobot

Effective Strategies for Phonemic Instruction
Phoneme isolation: recognizing the individual sounds in words.
Phoneme identity: recognizing a sound which different words have in common
Phoneme categorization: recognizing a word which does not belong in a sequence of multiple words.

Photo by ginnerobot

Effective Strategies for Phonemic Instruction
Phoneme isolation: recognizing the individual sounds in words.
Phoneme identity: recognizing a sound which different words have in common
Phoneme categorization: recognizing a word which does not belong in a sequence of multiple words.

Photo by ginnerobot

Additional Strategies
Phoneme blending: listening to a sequence of sounds and putting them together to form a word
Phoneme segmentation: breaking a word into sounds
Phoneme deletion: recognizing the remaining word after one phoneme is removed
(Musselwhite & McCarthy-Meyer, 2016).

Photo by ginnerobot

Basic Interventions
*Adjusted Spelling List
*Opportunity to Spell Words Orally

Photo by vale ♡

Pre-Intervention Scores

  • Classwork: Week 1 5/5= 100%, Week 2 5/5= 100%, Week 3 5/5= 100%
  • Written Test Scores: Week 1 3/10= 30%, Week 2 0/10= 0%, Week 3 6/10= 60%
  • Oral Test Scores: Week 1 7/10= 70%, Week 2 9/10= 90%, Week 3 10/10= 100%
Photo by vale ♡

Interventions

Photo by rkb*

One intervention that was implemented for Jackson was the "Banana Grams" intervention.

Photo by rkb*

In this intervention Jackson would spell each of the words using "Banana Grams" tiles.

Photo by rkb*

After building each word, Jackson would watch me break it down into syllables and then he would repeat them.

Photo by rkb*

The intervention was completed with two of our lists over the last month (This was largely due to external factors)

Photo by rkb*

Click the Video

Intervention and Reflection 


Link to Video:

Post-Intervention Data

  • Week 3 (2/6-2/10) (intervention) Classwork: 5/5 = 100%, Written Test: 6/10= 60%, Oral Test: 10/10= 100%
  • Week 6 (2/27-3/3) (intervention) Classwork: 5/5= 100%, Written Test: 8/10=80%, Oral Test: 9/10= 90%
  • In Week 4 and Week 5 we were unable to complete the intervention
Photo by rkb*

Thank You!

Photo by rkb*

Kaitlyn Marquez

Haiku Deck Pro User