Effective Strategies for Phonemic Awareness and Literacy Skills
School
Grand Canyon University**We aren't endorsed by this school
Course
ECS 575
Subject
Communications
Date
Dec 10, 2024
Pages
4
Uploaded by wendieegee
1Benchmark Part 2 – Data Based Intervention and RemediationWendy A. GaetaECS-575: Early Childhood Phonics and Science of Reading DevelopmentGrand Canyon UniversityDr. Cheek
2Benchmark Part 2 – Data Based Intervention and RemediationIdentification of Specific Learning GoalDevelop phonemic awareness with an emphasis on rhyming and blending sounds, particularly short vowels and CVC wordsImproving sight words recognition to enhance reading fluency and comprehensionStrengthening spelling and writing skills, with particular attention to letter formation and vocabulary acquisitionInstructional StrategiesPhonemic Awareness Modules: Utilizing multisensory approaches, such as tapping out sounds, and using visual aids to support auditory discrimination, will help Lilliana develop blending and rhyming skills. Engaging her with rhyming games and activities can enhance her phonemic awarenessSight Word Programs: Implementing a systematic sight word program, like the Dolch Word List, with flashcards and interactive games will improve Lilliana's recognition of high-frequency words.Writing Workshops: Lilliana will benefit from structured writing activities that focus on letter formation, utilizing tactile resources like sandpaper letters or tracing materials. Visual discrimination exercises will be included to address common letter confusions, such as b/d and p/q.Addressing Language Barriers and DisabilitiesConsidering Lilliana's family history and her brother's dyslexia, we must assess Lilliana for similar struggles. Implementing multi-sensory teaching strategies like the Orton-Gillingham approach can be pivotal. These strategies involve engaging multiple senses to teach reading,
3which can be particularly beneficial for students with dyslexia. Lilliana might benefit from phonemic awareness activities that include visual aids and physical motions to reinforce concepts, which can help address the difficulties in rhyming and sight word recognition evident in her Tier 2 Intervention Profile. Since Lilliana's mother speaks limited English, ensuring that school communications use a translator will be essential to involve her effectively in Lilliana’s educational journey. Additionally, creating a bilingual support framework might help bridge communication gaps and promote Lilliana's language acquisition, ultimately fostering a supportive home environment for learning Garcia & Lin, 2016. Data-Driven Evaluation and InstructionBy continuously gathering data from formative assessments, such as progress monitoring in phoneme recognition and reading fluency, I aim to tailor instruction to Lilliana's ongoing needs. Regular analysis of this data will guide adjustments in the intervention plan, such as the selection of new words for sight word mastery or the modification of phonics activities. This proactive approach ensures that instruction remains aligned with Lilliana's specific learning trajectory and promotes her literacy development effectively. To encourage Lilliana's love for reading, sessions will incorporate texts related to her interests and provide her with ample opportunities to practice new skills in a low-stress environment. By fostering a supportive classroom atmosphere and celebrating small successes, I aim to build Lilliana’s confidence, thereby enhancing her academic engagement and reducing disruptive behaviors.
4ReferenceGarcía, O., & Lin, A. M. Y. (2016). Translanguaging in bilingual education. In O. García, A. M. Y. Lin, & S. May (Eds.), Bilingual and Multilingual Education (Encyclopedia of Language and Education).Read Naturally. What is Phonemic Awareness?. https://www.readnaturally.com/research/5-components-of-reading/phonological-awareness