The word list assessment showed that when mistakes were made the consonant sounds were rarely the source of the mistakes. For example, “man” was pronounced “mon", “nap” was pronounced “nop", “nut” was pronounced “not”, indicating a recognition of beginning and ending consonants. The Spelling Inventory assessment demonstrates a similar pattern. For example “clapping” was spelled “klaping”, “wishes” was spelled “Wishis”, “crawl” was spelled “crol”, “sled” was spelled “slad’, demonstrating his ability to identify even compound consonants. Their recognition of consonants extends beyond simple sounds to more complex variations such as, “ch”, and “sh”. The students scored 91% in oral reading accuracy. His pronunciation improved in the Oral Reading Assessment in contrast to the Word List Assessment. This indicated that the student can use context to aid in pronunciation. It is not uncommon for readers to perform better in running text than in the isolation of a Word List Assessment. The spelling inventory provides information regarding the students phonetic decoding skills. In some cases the student was capable of writing a word phonetically despite the spelling being incorrect. For example, “chewed” was spelled “chood”, “clapping” was spelled “klaping”, “wishes” was spelled “wishis”, and “crawl” was spelled “crol”. This indicates basic understanding of phonetic building blocks but a lack of knowledge regarding some of the idiosyncrasies of spelling. The student weaknesses include: knowledge of vowel sounds, particularly compound vowel sounds, words utilizing the letter “W”, and fluency. The student struggles with even short vowel sounds in monosyllabic words. For example, in the Phonograms Assessment the student scored 100% on “o” and “i” sounds but struggled with “a”, “e”, and “u” sounds. The student often reverts to the “o” sound when unsure of a vowel’s pronunciation. For example, “man” was pronounced “mon”, “hen” was pronounced “hont”, and “nut” was pronounced “not”. Compound or modified vowel sounds consistently confuse the student on the Spelling Inventory, particularly simple vowels modified by an “e” at the end of the word (e.g. “hope”-“hop”, “shine”-“shun”, “blade”-“blad”). The student often attempts to simplify the spelling of compound vowels (e.g. “fright”-“frut”, “dream”-“drem”, “tries”-“trus”). In the Dolch Primer Sight Vocabulary Assessment the student missed eight
The word list assessment showed that when mistakes were made the consonant sounds were rarely the source of the mistakes. For example, “man” was pronounced “mon", “nap” was pronounced “nop", “nut” was pronounced “not”, indicating a recognition of beginning and ending consonants. The Spelling Inventory assessment demonstrates a similar pattern. For example “clapping” was spelled “klaping”, “wishes” was spelled “Wishis”, “crawl” was spelled “crol”, “sled” was spelled “slad’, demonstrating his ability to identify even compound consonants. Their recognition of consonants extends beyond simple sounds to more complex variations such as, “ch”, and “sh”. The students scored 91% in oral reading accuracy. His pronunciation improved in the Oral Reading Assessment in contrast to the Word List Assessment. This indicated that the student can use context to aid in pronunciation. It is not uncommon for readers to perform better in running text than in the isolation of a Word List Assessment. The spelling inventory provides information regarding the students phonetic decoding skills. In some cases the student was capable of writing a word phonetically despite the spelling being incorrect. For example, “chewed” was spelled “chood”, “clapping” was spelled “klaping”, “wishes” was spelled “wishis”, and “crawl” was spelled “crol”. This indicates basic understanding of phonetic building blocks but a lack of knowledge regarding some of the idiosyncrasies of spelling. The student weaknesses include: knowledge of vowel sounds, particularly compound vowel sounds, words utilizing the letter “W”, and fluency. The student struggles with even short vowel sounds in monosyllabic words. For example, in the Phonograms Assessment the student scored 100% on “o” and “i” sounds but struggled with “a”, “e”, and “u” sounds. The student often reverts to the “o” sound when unsure of a vowel’s pronunciation. For example, “man” was pronounced “mon”, “hen” was pronounced “hont”, and “nut” was pronounced “not”. Compound or modified vowel sounds consistently confuse the student on the Spelling Inventory, particularly simple vowels modified by an “e” at the end of the word (e.g. “hope”-“hop”, “shine”-“shun”, “blade”-“blad”). The student often attempts to simplify the spelling of compound vowels (e.g. “fright”-“frut”, “dream”-“drem”, “tries”-“trus”). In the Dolch Primer Sight Vocabulary Assessment the student missed eight