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ELA-Literacy Case Study: Letter Naming CBA

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Letter Naming CBA Students need to recognize alphabet letter names and corresponding letter sounds with automaticity in learning to read, so CBAs for these two areas are often administered in conjunction with one another. CCSS.ELA-Literacy.RF.K.1.d addresses the expectation that kindergartners recognize and name all upper- and lowercase letters of the alphabet. A student who is unsuccessful at this task is considered at risk for reading problems in the future. When administering a lettering naming CBA, it is advised to include other assessments that assess decoding and reading for universal screening (Hosp, Hosp and Howell, 2016). The student was given a battery of reading assessments to fully determine his capabilities. In this case study, the first grade student was given an alphabet letter recognition assessment to evaluate his skill in identifying upper- and lowercase letters. The student was shown a worksheet with capital letters printed in a large simple font and placed in random order. The student was asked to identify each uppercase …show more content…

In English, as well as in a number of other languages, learners follow a developmental progression that builds on the progressive understanding of letter-sound relationships, within-word and between-syllable patterns, and meaning, and the selections in WTW are organized based on frequency of occurrence and degree of word familiarity in English (Pearson Learning, 2018). Research behind the WTW program has shown that it builds foundational skills including print concepts; phonological awareness; phonics and word recognition, fluency and vocabulary (Pearson, 2018). According to Pearson Learning (2018), acquiring knowledge of the conventions for writing a language follows a predictable progression from sound and alphabetic organization through pattern and

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