Making a Difference: Phase 1Week 11 Topic: What might be some claims about your work with your learner this semester? Before I am ready to tackle a room full of young learners, I have inquired into the process of one student's development, and how I can postively impact her education. What first captured me about this learner was her speech impediment. I can still recall being pulled from my elementary classrooms to work with a speech language pathologist in group therapy. I recall feeling ashamed of my impediment, but I am grateful that I rarely encounter any issues in speaking today. I hope to help this learner improve her language skills. As well as struggling with a speech impediment, the student is below level and nearly every aspect tested. The Yopp-Singer Test of Phoneme Segmentation assesses students’ ability to separate specific sounds of a word in order (their phonemic awareness), and the test indicates students who need additional help in certain areas of reading and spelling. Identifying students early allows for intervention efforts with appropriate instructional support. Upon administration of the test to my focus student, it is clear she lacks phonemic awareness. The Primary Spelling Inventory is used to assess kindergarten through third graders in the emergent to late letter name stages. Upon examination of the student's scores, she was unable to correctly spell any of the words, it is evident that she needs additional instruction in alphabetical knowledge. Identifying letters, as well as recognizing the corresponding sounds will increase her ability to spell. In that way, my emergent reader will be able to move forward in her education. I believe the source of her struggle could be her speech impediment. Being unable to speak properly causes children to hear words mispronounced, therefore inhibiting their ability to decode. In working to overcome the student's speech impediment, I believe she will experience significant academic gain, In order to diminish her speech impediment, the student needs additional practice in letter identification and letter sound knowledge. For my focus student, my wondering is: How can I help my student develop phonemic awareness?So far this semester, I have learned the value of patience and understanding from my focus student. With dedication and a proper wait time, I am better able to help develop my student's language skills. She is much more comfortable talking to me, so I am given more opportunities to casually improve her speech. The learner has become aware of her impediment, and makes efforts to articulate more carefully and speak slowly. By working with letter sound games and flash card drills, the student has improved her phonemic awareness. From the last time she was tested, she is able to identify an additional 12 letter sounds. That is a significant improvement compared to her initial knowledge in the beginning of the year. I look forward to watching this kindergartner develop and grow, and I can only hope to help guide her along the way.
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