Lack of Oral Language and Literacy Interactions with Adults during Early Childhood Development - Case Study Example

Analyzing student reading {Insert university’s name} {Insert your name} {Insert instructor’s name} April 29, 2012 Analyzing student’s readings This report involved a 13 year old child called Sam in the first grade. The child had difficulty in learning how to read which was evident in his initial stages of development. Presented with reading materials, he approached the text and the words in a manner that was laborious in nature, whereby he demonstrated difficulty in linking all the phonemes to the letters and even to letter patterns. His reading was not only hesitant but also characterized by frequent mispronunciations, stops and starts. Additionally, he was poor in comprehending the material he was reading. However, the problem was not due to the fact that he was not smart enough but due to the fact that he took a long time to successfully read the words (Allington, 2002). But it was evident that the child was bright and had the motivation to learn how to read. Unfortunately, the inaccurate and the slow reading of the words was challenging to improve in a way that was appreciable by using the context of what is being read to assist him pronounce the words correctly. Furthermore, it was evident that the child had difficulty at not only decoding unfamiliar words but also learning to recognize the written words rapidly. Nonetheless, the difficulties, can be systematically traced to first difficulties to the first stages in understanding that language is heard via the ear is made up of smaller segments of sound for instance phonemic awareness. The child further had difficulty in developing phonemic awareness which were as a result of lack of oral language and literacy interactions with adults during their early childhood development (Applegate, Applegate, M.& Turner, 2010). Weaknesses Phonological processing The student had difficulty in attending and interpreting auditory information. The student had difficulty in perceiving and understanding that speech is made up sounds, words, syllables and sentences. For instance, the student had difficulty in discriminating similar sounding letters such as[ /b/ and /p/], [/f/ and /v/], [/d/ and /t/]. Furthermore, the student could not easily hear the differences in words such as bit, bet and bat (Gunning, 2006). Memory-when verbal information was presented to the student, the student had difficulty mastering essential features of grapheme and sound associations (Berne & Blachowicz, 2008). Pertaining to sequential memory, presented with information, the student was in a position to remember the order of sounds in certain words for instance flyhouse for housefly. In pronouncing or imitating multi-syllabic words such as exacerbate, spaghetti and ambulance. Nonetheless, when presented with verbal information, the student was in a position to process and sequence the presented information (Green & Campbell, 2006). Visual processing-moreover, the student had difficulty with visual processing regardless of visual impairment absence. He was unable to read well because of his incapacity to connect sounds with visual symbols or alphabets (Hornsby & Wilson, 2009). Nonetheless, he had no difficulty identifying numbers and letters. In regard to discrimination of letters, the student had difficulty in discriminating word that looked alike. For instance when presented with the words nip/hip, the student was not in a position to differentiate the words. Figure-ground- the student used his fingers to track the words when reading. Strengths The student was in a position to remember how the words look in addition to being in a position to write without any prompts. Moreover, due to good memory, the learner was in a position to remember all the basic sight words. Despite the aforementioned weaknesses, the student had a good sequential memory in which he was in a position to remember words and strings of letters in all words. Nonetheless, he had a tendency to spell all the words how they sound rather how they appear. In terms of writing, the child was capable of writing at an appropriate speed (Pardo, 2004). Furthermore, the student had the knowledge that all the illustrations have message that can be read and that every print posses a message. In regard to stories, the student had the knowledge that stories can not only be remembered but also retold. The student showed interest as well as enjoyed listening to stories and reading books. Consequently, he was in a position to indicate where the starts and ends as well as imitating the reading behaviors such as telling stories by using book language and pictures (Gersten & Dimino, 2006). The student seemed to show interest in the meaning of the books that why he was selective in choosing the books. The student also had interest in reading short experience stories which were authored by the English teacher who was also his mentor. Furthermore, the student was in a position to understand all the concepts in the books he read that why he was finding them exciting. He was also in a position to understand and recognizes all the word families present in the reading materials (Pardo, 2004). Faced with unfamiliar words, the students applied phonetic skills with an aim of decoding them before asking for assistance from his teacher and parents. In making the meaning, the student confirmed that he made use of picture cues as well as the context. In certain situations, the learner used a combination of graphophonic, contextual and structural cues to make meaning of unfamiliar words he encountered during the reading process. In selection of the reading materials, the student was in a position to self-select a number of reading materials by employing a particular criterion. In addition to that, the learner employs self-correction strategies when he is independently reading before seeking the help of parents or teachers. Moreover, in the survey it is evident that during the selection of reading materials, the student compares texts authored by different people before settling on specific texts (Smith, 2006b). Literary and learning needs of the child The student had spelling needs which need to be addressed in order to develop his reading skills. His difficulty in spelling can be attributed to experienced difficulty in learning how to decode which results into difficulty in encoding. Based on the assessment, the most essential literacy need for the child was spelling which he had difficulty in developing resulting into reading difficulty. However, based on the studies by Jenkins (2009) orthographic and phonological skills interact in a manner that is reciprocal via the learning development on how to spell. During the assessment by presenting the student with the words to spell, I learnt that the learner depended on the spelling patterns as well as the sound system. Studies have indicated that sound-to-letter correspondence rules are powerful and effective means of spelling regular words which should be used in addressing the reading and literacy needs of children experiencing reading difficulties (Pardo, 2004). However, for irregular words such as ocean, tongue, and yacht among others, knowledge for specific word memory and spelling pattern are essential. In regard to this, it is essential for teachers to provide explicit training on spelling pattern and phonological skills. Furthermore, due to the fact that children need to know how to spell, nonetheless, spelling need to be interconnect with all other aspects language learning which is important in assisting students in spelling (Pardo, 2004). Another literacy need is phonic skills which the student will use in decoding as well as spelling or encoding words. Hence, teachers can use spelling instruction to enhance beginning reading. This is due to the fact that spelling has the possibility of providing students with concrete examples how various phonemes represent words in a given word. Moreover, via writing the student learn to perceive phonemic content patterns instead of arbitrary letters sequences. In regard to this, teachers need to assist the learners to transfer the same strategy to reading (Samuels, 2002). From the survey, it was evident that the learner had difficulty with expressive/receptive language. Therefore, in order to attain this, the student require sufficient time in order to respond verbally due to the fact that he needs more time to process oral language. Additionally, in order to meet the expressive need of the student, it is essential for the teachers to provide the learner with enough time to read messages as a result of his slow reading abilities Another literacy and reading need is the phonological processing abilities. This entails not only manipulation but also recognition of phonemes. According to Gersten & Dimino (2006), phonemes are single speech sounds in a given language. The element of phonological processing is directly linked to phonological awareness. Therefore, in assisting the child to attain the communicative need, it is essential for teachers to focus on phonological awareness. Self-advocacy as literacy or reading need is an essential for individual experiencing reading difficulties. Self advocacy is referred to as one taking action in order to overcome an existing challenge (Smith, 2006). The student illustrated the element of self advocacy by taking part in selection of appropriate reading materials. Another reading need is understanding comprehension. From the assessment it was evident that even though the child had good spellers and decoders he still experienced comprehension difficulty (Westwood, 2004). Some of the causes of difficulties in reading comprehension analyzed included: learners inability to decode the words in the page. Secondly, the child needs to retain the information in the working memory so that he will be in a position to reproduce the same when required (Smith, 2006b). Another literacy need is sufficient vocabulary, syntactical and grammar skills in order to be in a position to not only to organize but also to interpret the texts accurately (Jenkins 2009). Additionally, the child needs to be in a position to access higher order thinking skills in order to process the readings. Studies have indicated that children with comprehension difficulties have poor inference skills thus inference skills is one of the reading needs for learners (Strickland, 2011). This is because inferring what taking place is in a given story is vital cognitive skill as it makes the reader to be in a position to move beyond the surface meaning of a text and discover the deep meaning which is concealed by the author (Spear-Swerling, 2004). Another literacy and reading need is to ensure that the learner is in a position to read between the lines and get the real meaning of the written text. However, studies have indicated that poor inference skills can be as a result of weak vocabulary, poor semantics, poor background knowledge, and poor prediction (Spear-Swerling, 2004). Reading fluency was another literacy and reading need identified. Reading fluency is defined as the ability of the student to read words not only faster but also accurately with appropriate expression and phrasing. Studies have indicated that fluent reading skills rely on phonic skills that are well developed. Moreover, the reading need for the student is the ability to decode words accurately and rapidly. Additionally, the learner needs to recognize all the sight words that appear frequently in any given text. Sight words are defined as words that dot follow any particular regular decoding rules for instance how, said, goes and does among others. According to fluency relies on word recognition skills that are well developed (Strickland, 2011). Nonetheless, well developed word recognition skills do not automatically results into reading fluency. In regard to this, it is essential for teachers to note that the student will still need further instruction called repeated oral reading practice in order to attain fluency. Further instruction will enable the student to independently practice reading passage an aspect that encourages reading and writing for students experiencing reading difficulties (Valencia & Buly, 2010). Lastly, there is the need to write well. From the assessment it is evident that the student has the urge to gain knowledge in writing well. However, the process of writing is complex and as a result learners need to observe their teachers working through a number of writing stages. Studies have indicated that if learners observe their teachers revising, reflecting, and thinking as they write, they are likely to put the same into practice (Vlach & Burcie, 2010). Moreover, the student should be given the opportunity to write on a daily basis. Furthermore, the student needs instructions in all the elements of writing such as type of sentences, organization of paragraphs, spelling and writing conventions among other aspects in order to become good writers. References Allington, R.L. (2002). Research on Reading/Learning Disability Interventions. In A.E. Farstrup, & S. Samuels (Eds.), What Research Has to Say About Reading Instruction (pp. 261- 290). Newark, DE: International Reading Association. Applegate, A.J., Applegate, M., & Turner, J.D. (2010). Learning Disabilities or Teaching Disabilities? Rethinking Literacy Failure. The Reading Teacher, 64(3), 211–213. assessment. Camberwell, Vic: ACER Press. Berne, J.I., & Blachowicz, C.Z. (2008). What Reading Teachers Say About Vocabulary Instruction: Voices From the Classroom. The Reading Teacher, 62(4), 314–323. Green, D. & Campbell, R. (2006). Literacies & Learners: Current Perspectives. (3rd ed.) Frenchs Forrest: Prentice Hall. Gunning, T. (2006) Assessing and correcting reading and writing difficulties. (3rded.) U.S.A., Allyn and Bacon. Hornsby, D. & Wilson, L. (2009). Early Literacy and Phonics. Practically Primary, 14(3), pp. 4- 8. Jenkins, S. (2009). How to Maintain School Reading Success: Five Recommendations From a Struggling Male Reader. The Reading Teacher, 63(2), 159–162. Pardo, L.S. (2004). What Every Teacher Needs to Know About Comprehension. The Reading Teacher, 58(3), 272–280. Gersten, R. & Dimino, J. A. (2006). RTI (Response to Intervention): Rethinking special education for students with reading difficulties (yet again). Reading Research Quarterly, 41(1), p. 100-108. Samuels, S. (2002). Reading Fluency: Its Development and Assessment. In A.E. Farstrup, & S. Samuels (Eds.), What Research Has to Say About Reading Instruction (pp. 166-183). Newark, DE: International Reading Association. Smith, F. (2006). Learning to be a reader. In Reading without nonsense (4th ed.). New York: Teachers College Press. Smith, F. (2006b). The most natural act in the world. In Reading without nonsense (4th ed.). New York: Teachers College Press. Spear-Swerling, L. (2004). A Road Map for Understanding Reading Disability and Other Reading Problems: Origins, Prevention, and Intervention. In R.B. Ruddell, & N.J. Unrau (Eds.), Theoretical Models and Processes of Reading (pp. 517-573). Newark, DE: International Reading Association. Strickland, D.S. (2011). Strategies for Beginning Readers and Writers and Those Needing Additional Support and Intervention.In Teaching Phonics Today (pp. 50-64). Newark, DE: International Reading Association. Valencia, S.W., & Buly, M. (2010). Behind Test Scores: What Struggling Readers Really Need. In R.M. Bean, N. Heisey, & C.M. Roller (Eds.), Preparing Reading Professionals (Second Edition) (pp. 171-183). Newark, DE: International Reading Association. Vlach, S., & Burcie, J. (2010). Narratives of the Struggling Reader. The Reading Teacher, 63(6), 522–525. Westwood, P. (2004). Reading and Learning Difficulties: Approaches to teaching and assessment. Camberwell, Vic: ACER Press. Read More