Analysis of Results for Student B
Student B entered kindergarten with a foundation of some early reading skills. She was already able to recognize 51 upper and lowercase letters. Her winter AIMSweb Letter Naming Fluency benchmark score of 55 suggests an instructional recommendation to consider need for individualized instruction because of her above average score for letter naming fluency. Her winter AIMSweb Letter Sound Fluency benchmark score of 35 suggests an instructional recommendation to continue current program because of her average score for letter-sound fluency. Student B scored a 6, below average on the Phoneme Segmentation subtest, suggesting the need to further assess and consider individualizing program. She scored a 30, average on the Non-Sense Word Fluency subtest, suggesting to continue current program. This student’s below average score on the phoneme segmentation benchmark is somewhat concerning when compared to scores on other subskill assessments. Phoneme segmentation is a developmental skill. These results show that this student demonstrate the ability to acquire and develop implicitly taught and practiced reading subskills of letter, sound, and word identification despite a below average score for a skill that is still considered to be developing. Kindergarten students were introduced to 20 high-frequency words. Student B’s ability to read 25 high-frequency words with automaticity suggests to continue current program. Winter post intervention results present meaningful development in all reading subskill areas for Student B, displaying a positive correlation of a successful intervention. Future instruction for this student will include practice of phonemic awareness skills (specifically phoneme segmentation), writing words, reading phonics stories, developing comprehension strategies, and continuing to practice phonics skills using new iPad apps and multi-sensory learning centers.