RDNG503 University of Phoenix Essential Components of Early Literacy Report

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RDNG503

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Literacy Assessment Report

Create a literacy assessment report based on one of the following student profiles:

University of Phoenix Material: Elementary Student (Attached Document)

  • Title page
  • Data from the elementary student information provided
  • A 600 - to 1,200-word analysis of the student information in which you do the following:
    • Describe the essential components of early literacy.
    • Analyze the results of informal and formal assessments administered to the student.
    • Explain the placement decision made for the student.
    • Recommend interventions for the student that address the needs identified in the assessments.
    • Identify formal assessments to be used in the future for progress monitoring and placement of the student.
    • Describe the benefits and challenges of continuous assessment and progress monitoring for the student.
    • Present a plan for communicating these results to parents and for involving them in the proposed literacy interventions.

Note: You may wish to refer to Appendix B of Assessing and Correcting Reading and Writing Difficulties for an example of an assessment report.

Include the following elements in your literacy assessment report:

Note: Please use a professional tone and do not include the University of Phoenix Material in the word count requirement.

Format your assignment according to APA guidelines.

Unformatted Attachment Preview

Elementary Student RDNG/503 Version 1 University of Phoenix Material Elementary Student Example #1: Tyler Name: Tyler (fictional name) Age: 8 Grade: 2 Identification Tyler was recently evaluated at his school by the Title I teacher. Tyler is an 8-year-old boy who lives with both parents. He is the second oldest of five children. He has two brothers, ages 11 and 2, and two sisters, ages 7 and 4. Tyler's height and weight are within the normal range and his health appears good. He wears glasses. During the interview with Tyler’s father, he stated that Tyler enjoys reading and that he often reads at home. He thought that Tyler was due for a change in his glasses. Tyler seems to be a happy person with a positive attitude toward his schoolwork. He is quite verbal and enjoys relating his personal experiences. According to his responses on the Peanuts Attitude Survey, he felt most negative with question #6, “How do you feel when you come to a new word in reading?” During the testing sessions, Tyler was easily distracted by outside noises, especially during the auditory tests. Also, he experienced frustration with the auditory tests. Physical Factors Auditory Tyler passed the regular hearing screening given at school. He was given the Phone Discrimination Test in which he missed 8 of the 40 word pairs. On the Auditory Discrimination Test, using a prerecorded tape of the 80 words, Tyler's verbal duplication was poor. He had only 6 correct out of the 30 pairs of words that were different, but he correctly identified all 10 words that sounded the same. There seems to be no pattern to the mismatching. Each of these tests was administered a second time with very little change. Conclusion: Tyler's hearing may be adversely affecting his school work. Visual Tyler wears glasses. With the prescriptive lenses, he passed the regular vision screening given at school. His father stated that he thought Tyler needed a change in the prescription. Conclusion: Visual acuity may be adversely affecting Tyler's progress in reading. Handedness A lateral dominance test was administered. Tyler shows strong right-hand dominance in most activities, including the cone binocular test. In the simultaneous writing, he showed about the same amount of coordination with both hands. Capacity Tyler appears to have normal intelligence, which will not hinder his reading skills. Copyright © 2017 by University of Phoenix. All rights reserved. 1 Elementary Student RDNG/503 Version 1 Achievement Tyler was given the TerraNova CTBS each year beginning with kindergarten. The following table charts his scores: Grade Vocabulary Percentile Comprehension Percentile K 12 14 K 36 14 1 1 4 Findings: Tyler gained in vocabulary his second year in kindergarten, but fell far below his kindergarten scores in the first grade. Informal Reading Inventory To determine at what level to begin the reading passages of the informal reading inventory, a word recognition inventory was administered to Tyler. The administration was stopped at the level at which Tyler missed four or more words. Word Recognition Inventory Grade Number of Errors PP 0 P 2 1 4 Oral and Silent Reading of Passages Tyler was asked to read aloud a passage at the pre-primer level while the teacher recorded oral reading errors. He was then asked a series of comprehension questions about the passage. Following this, he was asked to read silently another passage at the same level, followed by the accompanying comprehension questions. Following this passage, the procedure was repeated at the primer level. Grade % Correct (comprehension) Level PP 80 Instructional P 50 Frustration Findings: Tyler read slowly, with word-by-word phrasing, substitutions, and omissions. He seemed to rely on context for words that he did not recognize. Because he was unable to read enough of the primer level passage correctly to get a sense of what it was about, he missed 50% of the comprehension questions. San Diego Quick Assessment Tyler was given the San Diego Quick Assessment, which consists of a list of 10 words of increasing difficulty. Tyler placed: Copyright © 2017 by University of Phoenix. All rights reserved. 2 Elementary Student RDNG/503 Version 1 Instructional Level Frustration Level Grade PP Grade P Conclusion: Tyler is functioning on a pre-primer level in word recognition and comprehension. He will be referred for additional auditory testing. His parents will be asked to schedule an eye examination. Tyler will be tested in another month with the state-mandated reading achievement test. Copyright © 2017 by University of Phoenix. All rights reserved. 3
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Explanation & Answer

Attached.

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Running Head: LITERACY ASSESSMENT

Tyler’s Literacy Assessment
Name
Institution

LITERACY ASSESSMENT

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Introduction
In this report, literacy refers to the ability of the student to use images in varied forms and
language to speak, write, read, think critically and listen to ideas. At the kindergarten and
elementary schools, literacy introduces the students to writing and reading which creates an
awareness of the learning language and builds motivation to learn (Huck & Young, 2001). At the
early school years, literacy instruction helps the students to engage with texts and images that
help them to develop active and creative communication.
Essential Literacy Components
The ability to read and write comes from skills that are developed by teachers to the
students through a literacy program. The program consists of the necessary elements for the
student to develop writing and reading skills and having an effective literacy program will ensure
the teacher succeeds in their duty. There are various essential literacy components that a student
must be able to understand.
Awareness of Phonemic
This is the ability of the student to understand that a word is made up of different sounds
that can be manipulated. This is an essential component of literacy since it allows the student to
recognize printed or written words, it helps the student use words and identify different sounds in
the word and also helps the teacher to understand a student’s ability to spell and read words
(Jones, 2016). Phonemic awareness a necessary component as it determines whether the child
will succeed in learning how to read and write. Activities conducted during phonemic awareness
include counting and rearranging sounds, listening, hearing, separating and matching sounds to

LITERACY ASSESSMENT

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make different words. Teaching can involve the use of games, chanting, and the use of
manipulative activities as well as singing sound songs and poems.
Phonics
This involves the ability to understand how sounds are made by manipulating letters. In
this case, students can identify and recognize sounds made by various letters or a combination of
letters (Huck & Young, 2001). Phonics instructions are crucial as they help the child to break
down words by recognizing the different sounds that are associated with different letters.
Vocabulary
Vocabulary includes the knowledge of words that helps in effective communication. It
could include oral and reading vocabulary. Oral vocabularies are those words used while
speaking or those recolonized while listening and reading vocabulary are those printed words
that a student can recognize. Children are taught vocabulary to help them gain knowledge of
words and use them in interactions (Jones, 2016). The knowledge of many vo...


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