Spelling Inventory Assessment

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Administering diagnostic surveys and assessments among students is the first step in the intricate process of teaching. Analyzing this data is very important, as it provides teachers with useful information. Once the proper data is acquired the results are used to plan for literacy remediation and instruction. Instructional focus is important for the students to begin honing in on their weak areas and strengthening their capabilities. The following analysis is that of a second grader. A students strengths are their comprehension abilities, recognition of staring and ending consonants, word accuracy in context, and moderate phonetic decoding skills. The students comprehension in demonstrated by their scores of 3, and 2, on “Within the Text”, and “Beyond and About the Text”, respectively. They demonstrated an understand of the plot of the story and provided specific details from the text. They also demonstrated the ability to extrapolate beyond the text and draw conclusions based on the information from the story. They were also able to effectively communicate understanding through written example despite frequent structural and spelling errors. This was seen in the “Garrison House” writing prompt provided. The students recognition of consonant sounds is generally consistent. …show more content…
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

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