Experience with Child Study

Some patterns were evident in my child study student’s development in Alphabet knowledge and word recognition. I administered the Informal Phonics Inventory (McKenna and Stahl, 2009, p. 125-131), the Alphabet Recongition assessment (McKenna and Stahl, 2009), and the QRI-5 words list. From these assessments, I concluded that my student has trouble identifying words that have consonant digraphs. For example, during the QRI-5 word lists assessment, she pronounced the word with as wit. She also pronounced the word she as sit. I concluded that she is not yet recognizing consonant digraphs, but instead uses the consonant sound the word begins with/ends with and only pronounces that sound. In addition, I noticed she was using strategies to read words. She used the decoding strategy, trying to sound out each letter in the word and then putting the sounds together to make the word. She utilized the prediction strategy in which she used the initial letter of the word to predict what the word would be which was reflected when she said the first letter of the word correctly, but the ending was incorrect. She also used the sight strategy to read words, in which she was able to read some words automatically and with accuracy. Her use of strategies to read words will help her reach proficiency in the future.

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