Analysis of Student F Results
Student F entered kindergarten with a strong foundation of early reading skills. She was able to recognize 54 upper and lowercase letters. Her winter AIMSweb Letter Naming Fluency benchmark score of 54 suggests an instructional recommendation to continue current program because of her average score for letter naming fluency. Her above average winter AIMSweb Letter Sound Fluency benchmark score of 44 suggests an instructional recommendation to consider need for individualized instruction. Student F scored a 9, below average on the Phoneme Segmentation subtest, suggesting the need to further assess and consider individualizing program. She scored a 40, above average on the Non-Sense Word Fluency subtest, suggesting to consider individualizing program. This student’s below average score on the phoneme segmentation benchmark is somewhat concerning when compared to scores on other subskill assessments. In additional to phoneme segmentation being a developmental skill, her ability to hear sounds in words may have been affected by the fact that Vietnamese was reported as the primary languages spoken in her home. For students whose second language is English, hearing sounds in English words may present a challenge because their native language is comprised of different sounds. These results show that this student demonstrated 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 F’s ability to read 23 high-frequency words with automaticity suggests to continue current program. Winter post intervention results present meaningful development in all reading subskill areas for Student F, displaying a positive correlation of a successful intervention. Future instruction for this student will include practice of phonemic awareness (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.