ECI 543 Diagnosis of Reading Disabilities
In this course, I grasped a better understanding of the assessments given to students in order to determine an instructional plan. Learning how to deliver and interpret Word ID in Isolation, Informal Reading Inventories, Miscue Analysis, Word Analysis, Z-Test, Spelling Inventories, Phonemic Awareness Tests, and Word Study helped me create interactive intervention lessons using technology.
The following is a list of ways that I used technology in the classroom to support the literacy concepts learned in this class:
Mclass: This is the program that our school uses in order to assess students' Nonsense Word Fluency, Letter Recognition Fluency, Oral Reading Fluency, Reading Level, Miscue Analysis, and Word Recognition. The program has specific intervention plans provided that students can complete on the iPad based on their scores.
Reading Eggs: Students go to this site during Daily 5 to work on reading skills. This program is designed to move with the student as thier literacy skills increase.
Star Fall: This website helps students learn to read with a variety of interactive activities that develop phonemic awareness skills and letter recognition. We use this website during our Daily 5.
Construct-A-Word: Using tiles online, students drag up letters to construct words that we have been studying.
Educreations: Using the Language Experience Approach discussed in this course, I have the students create their own simple book using this app. in order to develop concept of word.
Common Core Connections:
- CCSS.ELA-Literacy.RF.1.2 Demonstrate understanding of spoken words, syllables, and sounds (phonemes).
- CCSS.ELA-Literacy.RF.1.2a Distinguish long from short vowel sounds in spoken single-syllable words.
- CCSS.ELA-Literacy.RF.1.2b Orally produce single-syllable words by blending sounds (phonemes), including consonant blends.
- CCSS.ELA-Literacy.RF.1.2c Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words.
- CCSS.ELA-Literacy.RF.1.2d Segment spoken single-syllable words into their complete sequence of individual sounds (phonemes).
- CCSS.ELA-Literacy.RF.1.3 Know and apply grade-level phonics and word analysis skills in decoding words.
- CCSS.ELA-Literacy.RF.1.3a Know the spelling-sound correspondences for common consonant digraphs.
- CCSS.ELA-Literacy.RF.1.3b Decode regularly spelled one-syllable words.
- CCSS.ELA-Literacy.RF.1.3c Know final -e and common vowel team conventions for representing long vowel sounds.
- CCSS.ELA-Literacy.RF.1.3d Use knowledge that every syllable must have a vowel sound to determine the number of syllables in a printed word.
- CCSS.ELA-Literacy.RF.1.3e Decode two-syllable words following basic patterns by breaking the words into syllables.
- CCSS.ELA-Literacy.RF.1.3f Read words with inflectional endings.
- CCSS.ELA-Literacy.RF.1.3g Recognize and read grade-appropriate irregularly spelled words