1 / 26

Phonemic Awareness Intervention Guide for IPA Sound/Symbol Correspondence

Chapter III of the Reading Manual outlines a comprehensive Individual Phonemic Awareness (IPA) assessment, focusing on sound-symbol correspondence, word reading, and sentence reading. Administered to 100 Infants 1 and 2 students, this systematic tool aims to diagnose and intervene in reading difficulties. The IPA assessment features easy administration, sensitive change detection, and standardized measures for accuracy. Correct and error responses are noted to inform intervention strategies. Phonemic awareness intervention involves analyzing student performance, identifying discrepancies, and prioritizing skills for instruction. The guide emphasizes letter-sound correspondences and left-to-right direction, with practice guidelines for word reading skills development.

mare
Télécharger la présentation

Phonemic Awareness Intervention Guide for IPA Sound/Symbol Correspondence

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Individual Phonemic Awareness (IPA)

  2. Knowledge Categories • *Letter Names • *Sound/Symbol Correspondence • Telescoping and Segmenting • Word Reading • Sentence Reading (putting words together) • Chapter III of Reading Manual (pp. 33-62) • Administered to 100 students in Infants 1 and 2 • *Timed for one minute

  3. Characteristics of IPA • Curriculum-based measures. • Easy to create, administer, score, and interpret. • Require students to produce a response so that educator observes rather than infers what the problems are. • Useful for assessing individual students, consulting with teachers, or conducting inservices for teachers.

  4. Characteristics of IPA (cont.) • Both correct and error responses are recorded to provide information for diagnosis and intervention. • Sensitive to change, even over short periods of time. • Use multiple forms to ensure that you are assessing learning and not memorization. • Use standardized administration to reduce systematic error in administration.

  5. IPA Sound/Symbol Identification

  6. IPA Letter Identification (same form)

  7. IPA Sound/Symbol Identification Joe 09/12/02 + i + b + o nr i s a nr s nr + 4

  8. Results

  9. Sounds Error Analysis

  10. IPA - Telescoping

  11. IPA - Telescoping Student Joe sam pa b b No response rat cat 9/18

  12. Box Plot Distribution of Scores

  13. * Manual page 177

  14. IPA Segmenting

  15. IPA Segmenting Student Joe a fun tab n t/t/t p/p/cop 8

  16. * Manual page 177

  17. IPA Word and Sentence Reading: SCORING

  18. IPA Word and Sentence Reading: SCORING nr no cat mom nr nr nr stop + no + nr 2

  19. * Manual page 177

  20. IPA Word and Sentence Reading: SCORING The dog ran in the mud. 3 A nr cat sat nr nr nr 3 I sat in nr sun and nr it was fun. 5 11

  21. * Manual page 177

  22. Summary for Joe * * * *

  23. Phonemic Awareness Intervention • Analyze student performance in relation to the normative data • Determine if the individual is discrepant from the norms. Are reading skills in a “normal” range? • If NO, analyze individual performance. • Determine what skills need to be taught and prioritize the order. • Design and deliver instruction.

  24. Preskills for decoding words • Letter sound correspondences • Left to right direction • Auditory preskills: Telescoping Segmenting

  25. Design to TeachLetter-Sound Correspondences Knowledge form: Simple fact - one to one relationship Known preskills: m, s, c, f Procedure: a. example selection b. design c. presentation s a m s f a a f m

  26. Beginning Word Reading Guidelines for word lists (discrimination and practice) • 8-10 words (initially 2 - 4 words) • Usually 5-7 minutes of reading • Unpredictable word order • No pattern • 30 - 50% of words contain new skill • Alter position of word types and use of letters.

More Related