Paul Morrison Is 15 Years Old and

¶ … Paul Morrison is 15 years old and in grade 9. We want to see how well Paul makes sense of the printed words, which means recognizing and analyzing the printed word and connecting it to the spoken word that it represents. In other words, the extent to which Paul recognizes the basic sounds and sound blends (phonemes) that make up the word, know what it means, and recognizes it in context as well as knows whether it is being used correctly in a sentence.

As seen from Paul's vocabulary test, most of his error comes from mispronouncing words that have -- ion as their suffix. Notice also that he replaces's for 't'. On his writing sample, he has incorrectly spelt 'bitt' (for built), "Idiuns' (for 'Indian's, omitted the 'be-' from became', 'tot' for 'taught'. He therefore shows errors in nonsense words that are composed of one syllable and one vowel.

He also shows error in long and other vowels spelled with more than one letter as well as (and this we see in his social studies test) multi-syllabic words. Paul also shows error in real words I would conclude that Paul is a slow reader and easily frustrated. He may be on a Grade 1-2 reading level. 2. Overall analysis of the student's decoding strengths and weaknesses As seen from Paul's vocabulary test, most of his error comes from mispronouncing words that have -- ion as their suffix.

Notice also that he replaces's for 't'. On his writing sample, he has incorrectly spelt 'bitt' (for built), "Idiuns' (for 'Indian's, omitted the 'be-' from became', 'tot' for 'taught'. has problems with consistent digraphs, and trigraphs, as well as with blends, long vowels, dipthings and other vowels. He also has problems with multi-syllabic words and with common suffixes.

On the other hand, he does not seem to have problems with R-controlled vowels, or with words that end in -- 'ang' '-alk' or '-ing' Recommendations for instruction in decoding The teacher should present a spelling pattern (e.g. 'oi' as in 'noise') write various examples of it on the broad and assign workbook pages dealigni wth the new pattern. Students may have opportunity to discuss the sound of the new pattern, and reading it together from the workbook helps.

Henry recommends combining this with a whole language approach where teachers spend time each day reading to children and encouraging students to write by following certain developmental stages that include scribbling, representing sounds with letters writing initial consonants to represent words that begin with particular sounds, and inventing spelling until they are ready to move onto more traditional spelling. In other words, to stay with the student's level and move up with him / her. Students are recommended to use regular storybooks rather than basal readers, and keep a log.

The Project READ instructional model stresses not only content (i.e. The subject matter, materials, and activities undertaken for lesson) of writing but also structure and process. The entire discussion, reading, or spelling activity may center around a certain vowel / or vowels or may refer to orthographic rules or patterns that apply tot the content of the lesson. Process is the actual work where students may for instance ask themselves how the words in list 1 and 2 are alike or different.

Sample activity, lesson or instructional material for decoding that is appropriate for student The objective of this assignment is to.