Independent Reading

MPJJ reading independently.

VR Timeline

Study Case VR on Dipity.

November 2013

Reading & Writing Assessment

We asked students to read and write CVC words in isolation.
Words for reading: tap - bed - pin - dog - bus
Words for writing: pan - ten - tin - hot - mug

Reading

VR.R.K52013 from Monica Eberle on Vimeo.

FSO.R.K52013 from Monica Eberle on Vimeo.

BC.R.K52013 from Monica Eberle on Vimeo.

MFG.R&W.K52013 from Monica Eberle on Vimeo.

Writing 

VR.W.K52013 from Monica Eberle on Vimeo.

FSO.W.K52013 from Monica Eberle on Vimeo.

BC.W.K52013 from Monica Eberle on Vimeo.

November 2013

Students in the Study Group 2016 are expected to:

• produce sounds (groups 1 to 3 in Jolly Phonics)
• blend and segment CVC words.

The selected students will be recorded.

Materials:

Flashcards containing a grapheme and the associated picture to elicit the production of the sounds.

 

Procedure:

Students look at the flashcard and say the sound. They might accompany the sound with the corresponding action.

If the students cannot produce the sound, we will ask them to make the action. If they cannot make the action, we will do it.

In the grid we will write a plus symbol if students could do it on their own, a slanted bar if they did it with help and a minus symbol if they could not do it. We will also circle the phonemes that do not sound clear or accurate.

For blending and segmenting we will write a plus symbol if students succeed in performing the mentioned skills. If not, we will write what they say.

Results:

(UPLOAD GRID WITH MARKS)

 Conclusions:

1.      Producing the sound

Out of the 12 students in the study group:

-        7 could produce 100% of the sounds included

-        1 could produce 94% of the sounds included

-        3 coud produce 82% of the sounds included

-        1 produced 58% of the sounds included

This means that students in this study group failed to produce only an 8% of the sounds. And from the sounds they produced correctly, they needed to be reminded of the corresponding action in only 7.4% of the cases. In other words we can say that they achieved 92% of accuracy in the production of the sounds considered.

In relation to the quality of the sounds, the ones that presented more difficulties are /r/ and /g/. The quality of the /u/ sound varied a little too.


 https://drive.google.com/file/d/0ByyCG3QgyrV5NnZ1NmlseDI0Nk0/edit?usp=sharing

VR.S.K52013

2.      Blending and Segmenting

Blending:

Out of the 12 students in the study group:

-        6 could blend the three expected words, and 4 of them could also blend the unfamiliar word

-        1 student could blend two words,  a category was provided in one of the words (It's a colour)

-        2 students could blend only one word

-        3 students could not blend any of the words

I noticed that students that acquired the skill did not question the meaning or significance of the word. The ones that did not master the skill of blending related the sounds to the words that they have been using to practice the skill mentioned. While the sounds for blending were /s-u-n/, /p-i-g/, and /r-e-d/ they said the words cat, dog, and hen. We can consider this a case of over teaching, this happens when students relate the skill to a particular response (stimulus-response).

In order to avoid this, teachers could provide a wider variety of exponents and work also with nonsense words or unknown words. The idea is to show them that it doesn’t matter if they cannot find meaning in the blended word. Blending does not depend on meaning. Of course once the sounds are put together students can discuss the meaning of the word and if they don´t know it the teacher can elicit it or provide it.

I also noticed that a student was not confident enough to blend the sounds given, thus, a category was provided (it is a colour), and then she managed to blend the sounds into the word red.

Segmenting:

Out of the 12 students in the study group:

-          5 students could segment all the words perfectly well

-          3 students could blend most of the words with a little hesitation

-          1 student could identify some sounds

-          3 students could not segment the words into sounds

I noticed that students made a great effort to listen inside the words. In some cases they could not segment the word into its single unit but they could at least separate the word in two. Generally they tent to put a consonant sound and a vowel sound together. Consequently they segmented the word dog into /do/-/g/ or hen into /he/-/en/. Sometimes it happens that students add vowel sounds, for example /s/-/a/-/d/-/a/ for sad.

Segmenting is a skill that requires a lot of practice, and this study group has started blending and segmenting only some weeks ago. Using concrete materials to represent sounds can help.