Impact on Student Learning Study

Nicole Ruggiero
Rider University
EDU 465

Impact on Student Learning Study

The Context of the Environment

The student that this case study focuses on is a 10-year-old 4 th
grade student named M in a resource room in an elementary school in
New Jersey. The resource room consists of 3 students2 boys and 1
girland one special education teacher. In the resource room, this
student receives focused instruction in reading, writing, word study,
and mathematics and he is mainstreamed into a general education
class for science and social studies. M has a specific learning disability
in the areas of reading, writing, and language. He also exhibits mild
attention problems and hyperactivity at times, however he has not
been tested for ADHD. M responds well to lessons that have a tactile or
kinesthetic component. M reports that he likes school and that his
favorite subject is math and his least favorite is reading. He also has a
severe speech impediment and exhibits poor fine motor control so he
receives speech two times a cycle and occupational therapy once a
week.
M is an only child and he recently moved into this area. His
parents are divorced and he lives in an apartment with his mother. M
and his mother often frequent his grandmothers house and every
other week he goes to visit his father. Due to the constant moving
around, M is continually forgetting his work at various houses and so
he does not consistently complete his homework. His teacher believes

Impact on Student Learning Study

that if he did complete the assigned homework every night that he
would be performing at a much higher level than he is now. However,
as it stands now, M is not progressing as he should be.
M transferred to this school in November 2014 performing
several levels below grade level. Currently, M performs at a level L in
reading which means that he is functioning at a level that corresponds
with either the end of second grade or the beginning of third grade. M
also has a significant need in the area of writing, specifically with
capitalization, punctuation, and complete sentences. In word study, M
continually struggles to spell words correctly. M performs very well
during math class and seems to understand the concepts much quicker
than his peers. After taking all of this into consideration and discussing
Ms needs with my cooperating teacher, I decided that M would benefit
greatly from direct instruction in phonemic awarenessthe ability to
hear and manipulate individual sounds. Phonemic awareness will help
with Ms word solving. According to Fountas and PinnelL (2001) 1,
solving wordstaking apart while reading for meaning and spelling
words while writing to communicatesustains reading and writing. I
really believe that this instruction will help M to develop the skills that
he needs to raise his academic achievement in reading, writing, and
word study so that it becomes closer to grade level.

1 Fountas, I. C., & Pinnell, G. S. (2001). Guiding Readers and Writers: Teaching
comprehension, genre, and content literacy. Portsmouth, NH: Heinemann.

Impact on Student Learning Study

Impact on Student Learning Study

Assessment Procedure & Data Collection

Throughout the course of this case study, M will be assessed in
multiple ways, both formally and informally. First, M will be given a
Words Their Way Spelling Inventory. This will serve to get baseline data
about Ms ability to spell grade-level words. Then, M will be given two
phonemic awareness pre-assessments to ascertain his ability in this
area. After M takes these assessments, I will form appropriate learning
objectives that I believe he should be able to meet by the end of this
case study. From these objectives, I will then create lessons that will
help M to achieve these objectives. As M completes the lessons, I will
be formatively assessing M by writing down my observations and his
accuracy on record keeping charts. These observations will be used as
a way to check-in on Ms progress toward his learning goals. Finally, M
will be given two post-assessments, the same as the pre-assessments,
so that I will be able to clearly see his progress. When grading the postassessments, I will be paying close attention to the areas in which M
was weakest in on the pre-assessments. I will also be giving M another
spelling inventory to see whether this phonemic awareness instruction
has helped his ability to spell in any way. The results of these tests will
be used to assess Ms academic growth and overall achievement in
meeting his learning objectives.

Impact on Student Learning Study

Impact on Student Learning Study

Pre-Assessment

Pre-Assessment Accuracy

100%

100%
90%

92%

80%

100%
93%
76%

72%

80%

60%

I started by having M complete a Words Their Way Spelling Inventory

(See Appendix A). This showed that M was in the early Within Word
pattern stage. In order to find a starting point for phonemic awareness
instruction, I administered two phonemic awareness pre-tests. I chose
to administer two tests because each test had a slightly different way
of assessing and I wanted to be sure that the data would be accurate. I
gave M a pre-test covering the broader phonological awarenesswhich
contains phonemic awarenessand also a more focused phonemic
awareness assessment (see Appendix B & C) on March 17 th. After
administering these assessments (results shown below), I found that M

Impact on Student Learning Study

has mastered the ability to hear syllables in words, orally blend
phonemes, and isolate initial sounds. He has mild difficulty in
generating rhyming words, identifying the same initial and ending
sounds, and orally segmenting phonemes. His main areas of weakness
are hearing separate words in speech, recognizing rhyming words,
orally manipulating phonemes, and isolating ending and middle
sounds.

Impact on Student Learning Study

Rationale
The purpose of this study is to help M develop the phonemic
awareness skills that he needs in order to become a more competent
and confident reader, writer, and speller. According the Common Core
State Standards, students should be mastering these skills by the end
of first grade2. In order to help M master these skills, I will be
implementing various instructional strategies in the form of engaging
and interesting lessons and activities to help foster phonemic
awareness skills based upon his areas of weakness. My goal is that by
the end of the study M will be able to use word-solving strategies to
help him read and write. As shown in the pre-assessment data, M
experienced the most difficulty in hearing separate words in speech,
recognizing rhyming words, orally manipulating phonemes, and
isolating final and middle sounds. So, taking these areas into account
my objectives for M during this study are as follows: 1) Given words
with a certain number of phonemes, M will be able to distinguish each
of the sounds, the position of each sound within the words, and the
total number of sounds in the words with 80% accuracy, 2) Given
phoneme manipulation activities, M will be able to create new words by
removing a phoneme from the beginning, middle, or end of a word with
80% accuracy, and 3) Given rhyming activities, M will be able to
2 National Governors Association Center for Best Practices & Council of Chief State
School Officers. (2010). Common Core State Standards for Mathematics. Washington,
DC: Authors.

Impact on Student Learning Study

distinguish rhyming families and pairs of words that rhyme with 80%
accuracy. I would like M to achieve these goals with at least 80%
accuracy because phonemic awareness should have been mastered by
the end of first grade and it is a very useful skill to have. The activities
that M will complete will be based upon those objectives. In order to
track Ms progress during the activities, I have created a set of recordkeeping charts that I will use during instruction (see Appendix C). I will
be giving M explicit instruction and then he will complete an activity
during which I will record the students responses and my general
comments about his accuracy and progress. The data that I record in
the charts will serve as informal assessments.

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Impact on Student Learning Study

Instructional Activities
How Many Sounds?
Subject/Topic/Activity: Literacy
1. Standards:
CCSS.ELA-LITERACY.RF.1.2 Demonstrate understanding of spoken
words, syllables, and sounds (phonemes)
CCSS.ELA-LITERACY.RF.1.2.D Segment spoken single-syllable
words into their complete sequence of individual sounds
(phonemes)
2. Objectives: Given a sorting activity, the student will be able to
identify the number of sounds in each of the words with 80%
accuracy.
3. Materials: How Many Sounds picture sorting pockets, picture cards
(see Appendix D), Record Keeping Chart (see Appendix M)
4. Procedures
Introduction: All words are made up of sounds. If you say the sounds
in words slowly, you will be able to count the number of sounds
in each word. Some words have more sounds than others. For
example, the word dog. Dog: /d/ /o/ /g/. The word dog has
three sounds. What about the word plane. Sound it out with
me: /p/ /l/ /a/ /n/. The word plane has four sounds. (Make sure
student realizes that /pl/ is not an individual phoneme.) It is
important to listen to all of the sounds in a word so that you can
tell which letters are in them.
Body: Today we are going to do an activity in which we have to sort
picture cards based upon how many sounds each word has.
Remember to sound out the word slowly so that you hear all of
the sounds. As you sound out the word, you should count how
many soundsnot syllablesyou hear and then you may put the
picture card into the pocket with the correct number of sounds
written on it. Allow student to sort the cards and record where
he sorts each word on the record-keeping chart.
Closing: Go through the students answers and go over the correct
answers with the student. For each word that the student sorted
incorrectly, have the student say the sounds in each word slowly
2 or 3 times and re-sort it.
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Impact on Student Learning Study

5. Assessment
The student will be assessed based upon the number of correctly
sorted picture cards. I will be recording where each picture card was
sorted using the Record Keeping Chart. The student will meet the
objective, if he is able to sort the words with 80% accuracy.
6. Differentiation
This activity is very hands-on and multimodal with tactile,
kinesthetic (putting the cards in the pockets), and visual (the
picture cards) components.
I also want the student to be saying the words as he sorts
them, which includes an auditory component.
I will tell the student the word on the picture card if he is
unable to figure it out
I model in the beginning so that the student knows what is
expected of him during the activity.

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Impact on Student Learning Study

Rhyme
Subject/Topic/Activity: Literacy
1. Standards:
CCSS.ELA-LITERACY.RF.K.2 Demonstrate understanding of
spoken words, syllables, and sounds (phonemes).
CCSS.ELA-LITERACY.RF.K.2.A Recognize and produce rhyming
words.
2. Objectives: Given rhyming activities, the student will be able to
identify and produce rhyming words with 80% accuracy.
3. Materials: Rhyme Family Cards (onset and rime), Rhyme Matching
Worksheet, Rhyme Family Flowers Worksheet, Rhyming Pair
Worksheet, Rhyme Circling Worksheet (see Appendix E), Record
Keeping Charts for each worksheet/activity (see Appendix M)
4. Procedures
Introduction: Today we are going to talk about rhyme. Rhyming is
used in many things like poetry and song lyrics. It occurs when
two or more words have the same ending sound. For example
the words love and dove rhyme. However the words love and
move do not rhyme even though they end in the same three
letters because they sound different at the end. Today we are
going to practice identifying rhyming words.
Body: Now I am going to have you complete a few activities for me in
which I will be asking you to say, find, and create rhyming words.
Ready? We are going to start with some rhyme families. I want
you to take these cards and say all of the rhyming words
(matching the color of the onset and rime). Allow student to say
all of the words in the rhyme family and record whether or not he
says them correctly. Now I would like you to complete this
matching worksheet (Rhyme Matching Worksheet). I want you to
draw a line from the words in this column (left) to the words that
rhyme with them in this column (right). Record the
correct/incorrect matches in record keeping. Now, on this
worksheet (Rhyme Family Flowers Worksheet), I want you to use
the letters in the flowers to create words that rhyme. Record the
correct/incorrect words. Next, on this worksheet (Rhyming Pair
Worksheet) I want you to fill in the letters that would make the
word match the picture and rhyme with the word above. Record
correct/incorrect words created. Finally, on this worksheet, I
want you to circle the pictures that rhyme with the picture in the
13

Impact on Student Learning Study

first column. There may be more than one. Record
correct/incorrect responses.
Closing: Go through the students answers and go over the correct
answers with the student. If the student identified incorrect
rhyming words, make sure the student understands why they
were incorrect and ask him to try to correct his answers.
5. Assessment
The student will be assessed based upon the number of correct
rhyming words that the student is able to say, identify, and produce. I
will be recording the students oral and written responses using the
Record Keeping Chart. The student will meet the objective, if he is able
to complete the activities in this lesson with 80% accuracy.
6. Differentiation:
This activity has tactile (the rhyme family cards) and auditory
components (speaking the rhyming words).
I will tell the student words on the worksheets if the pictures are
unclear.
I model in the beginning so that the student knows what words
sounds like when they do or do not rhyme.

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Impact on Student Learning Study

Doggie, Wheres My Bone? Doggie Sound Switch
Subject/Topic/Activity: Literacy
1. Standards:
CCSS.ELA-LITERACY.RF.1.2 Demonstrate understanding of spoken
words, syllables, and sounds (phonemes)
CCSS.ELA-LITERACY.RF.1.2.C Isolate and pronounce initial,
medial vowel, and final sounds (phonemes) in spoken singlesyllable words.
CCSS.ELA-LITERACY.RF.1.2.D Segment spoken single-syllable
words into their complete sequence of individual sounds
(phonemes).
2. Objectives: Given a list of words and picture cards, students will be
able to identify the location of particular phonemes as well as
ascertain which phonemes were switched for pairs of words with
80% accuracy.
3. Materials: Dog Game Board, picture cards, marker (chip/counter)
(see Appendix F), Record Keeping Chart (see Appendix M)
4. Procedures
Introduction: All words have sounds that make them up. It is very
helpful to identify these sounds, especially when you are spelling
words. It often helps to sound out words to figure out where
certain sounds are in order to figure out what letters go in the
words and where those letters should be placed. So today, we
are going to practice identifying the position of certain sounds in
words.
Body: When I say a word, I am going say a sound from that word and I
want you to place this marker on the head of the dog if the
sound is in the beginning, on the body of the dog if the sound is
in the middle, and on the tail of the dog if the sound is at the
end. For example, if I gave you the word dog and then said the
sound/d/, you would put the marker on the head. Record
responses on record keeping chart (where is the sound?). Now I
am going to give you picture cards that have two pictures on
them. I want you to say both words and place the marker on the
dog where the sound in both words is different or where the
sound was switched. For example, if I gave you the words dog
and log, the sounds that were switched are the /d/ and the /l/
which are at the beginning, so I would put the marker on the

15

Impact on Student Learning Study

head of the dog. Record responses on record keeping chart
(phoneme difference).
Closing: Go through the students answers and go over the correct
answers with the student. For each incorrect response, have the
student say the sounds in each word slowly to pinpoint the
location of the switched phoneme. If necessary, allow the
student to move his finger along the dog game board as he says
each sound.
5. Assessment
The student will be assessed based upon the number of times he
correctly identified the position of the spoken phoneme. I will be
recording the responses using the Record Keeping Chart. The student
will meet the objective if he is able to identify the positions of the
phonemes with 80% accuracy.
6. Differentiation
This activity is very hands-on and multimodal with tactile (picture
cards, kinesthetic (moving the marker), visual (the dog game
board), and auditory (saying the words out loud) components.
I will tell the student the words on the picture cards if he is unable
to figure them out.
I model in the beginning so that the student knows how to
complete the activity.

16

Impact on Student Learning Study

Phoneme Swap
Subject/Topic/Activity: Literacy
1. Standards:
CCSS.ELA-LITERACY.RF.1.2 Demonstrate understanding of spoken
words, syllables, and sounds (phonemes)
CCSS.ELA-LITERACY.RF.1.2.C Isolate and pronounce initial,
medial vowel, and final sounds (phonemes) in spoken singlesyllable words.
CCSS.ELA-LITERACY.RF.1.2.D Segment spoken single-syllable
words into their complete sequence of individual sounds
(phonemes).
2. Objectives: Given picture cards, students will be able to identify
the position of phonemes that were switched for pairs of words with
80% accuracy.
3. Materials: Picture Cards (see Appendix G), Record Keeping Chart
(see Appendix M)
4. Procedures
Introduction: Last time, we identified the position of sounds in words
and also the position of sounds that were switched between pairs
of words. Today we are going to practice this some more.
Body: Give student the picture cards that have two pictures on them.
Ask the students to identify the position of the phoneme that was
switched. Record the students responses in the record-keeping
chart. Remember what we did yesterday: I said a word and a
sound from that word and you moved a chip to show me where
the sound is. Today, I am going to give you picture cards with two
pictures on them. First, you say each of the words that
correspond with the pictures. Then, tell me which sound was
switched by saying beginning, middle, or end.
Closing: Go through the students answers and go over the correct
answers with the student. For each incorrect response, have the
student say the sounds in each word slowly and try to correctly
identify the positions of the phonemes and assist if necessary.
5. Assessment
The student will be assessed based upon the number of correctly
identified positions of the phonemes. I will be recording the responses

17

Impact on Student Learning Study

using the Record Keeping Chart. The student will meet the objective if
he is able to identify the positions of the phonemes with 80% accuracy.
6. Differentiation
This activity is multimodal because it includes tactile (handling the
picture cards), visual (the picture cards), and auditory (saying the
words sound by sound) components.
I will tell the student the words on the picture cards if he is unable
to figure them out.

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Impact on Student Learning Study

Whats Left?
Subject/Topic/Activity: Literacy
1. Standards:
CCSS.ELA-LITERACY.RF.1.2 Demonstrate understanding of spoken
words, syllables, and sounds (phonemes)
CCSS.ELA-LITERACY.RF.1.2.C Isolate and pronounce initial,
medial vowel, and final sounds (phonemes) in spoken singlesyllable words.
CCSS.ELA-LITERACY.RF.1.2.D Segment spoken single-syllable
words into their complete sequence of individual sounds
(phonemes).
2. Objectives: Given two sets picture cards, the student will be able
to delete the initial phoneme of a word from the first set of picture
cards to create a new word to match to a picture card from the
second set with 80% accuracy.
3. Materials: 2 sets of picture cards (circle and triangle) (see
Appendix H), Record Keeping Chart (see Appendix M)
4. Procedures
Introduction: Last time, we identified the position of the sounds that
were switched in certain words. Today we are going to try taking
away certain sounds to create new words.
Body: I am going to give you one set of picture cards (circle) and I am
going to lay out the second set (triangle). I want you to say the
word on a picture card from your set, take off the first sound, and
say it again. By taking off the first sound, you will have created a
new word. For example, if I gave you the word glove, you would
take off the /g/ and be left with the word love. After you do this, I
want you to try to find a match in the set of cards that has been
laid out. Record matches and accuracy in record keeping chart.
Closing: Go through the students matches and go over the correct
answers with the student. For each pair that the student
matched incorrectly, have the student say the sounds in each
word slowly and then prompt him to say all off the sounds except
the first one.
5. Assessment
The student will be assessed based upon the number of correct
matches of the picture cards. I will be recording whether the student
19

Impact on Student Learning Study

was able to match the cards and whether he had difficulty on the
Record Keeping Chart. The student will meet the objective, if he is able
to match the cards with 80% accuracy.
6. Differentiation
This activity includes tactile (matching picture cards), auditory
(saying the words without the initial phonemes) and visual
components (the picture cards).
I will tell the student the words on the picture cards if he is unable
to figure them out on his own.
I model in the beginning so that the student knows how to delete
the initial phonemes to create new words.
The matching activity visually reinforces correct answers.

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Impact on Student Learning Study

Word Change
Subject/Topic/Activity: Literacy
1. Standards:
CCSS.ELA-LITERACY.RF.1.2 Demonstrate understanding of spoken
words, syllables, and sounds (phonemes)
CCSS.ELA-LITERACY.RF.1.2.C Isolate and pronounce initial,
medial vowel, and final sounds (phonemes) in spoken singlesyllable words.
CCSS.ELA-LITERACY.RF.1.2.D Segment spoken single-syllable
words into their complete sequence of individual sounds
(phonemes).
2. Objectives: Given picture cards and a game board, the student will
be able to delete the second phoneme of a word from a picture card
to create a new word and match the picture card to the picture of
the new word that was created with 80% accuracy.
3. Materials: Phonemic Manipulating Word Change Activity: Game
board and picture cards (see Appendix I), Record Keeping Chart (see
Appendix M)
4. Procedures
Introduction: Last time, we created new words by taking away the
beginning sounds. Today we are going to create new words by
taking away middle sounds.
Body: I am going to place the picture cards face down and I want you
to pick each one up one at a time. I want you to say the word on
the picture card and take off the second sound from each blend.
A blend is when two consonants are said together, for example
/tr/. If I told you to take away the second sound in the word truck,
the word would become tuck. After you take away the second
sound, say the word you created, and then try to find the new
word that you created on the game board. Record matches and
accuracy in record keeping.
Closing: Go through the students matches and go over the correct
answers with the student. For each pair that the student
matched incorrectly, have the student say the sounds in each
word slowly and then prompt him to say all off the sounds except
the second one.
5. Assessment
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Impact on Student Learning Study

The student will be assessed based upon the number of correct
matches of the picture cards. I will be recording whether the student
was able to match the cards and whether he had difficulty on the
Record Keeping Chart. The student will meet the objective, if he is able
to match the cards with 80% accuracy.
6. Differentiation
This activity includes tactile (use of game board and picture
cards), auditory (saying the words without the second phoneme),
and visual (the picture cards) components.
I will tell the student the words on the picture cards if he is unable
to figure them out on his own.
I model in the beginning so that the student knows how to take off
the second phoneme in a consonant blend to create a new word.
The matching activity provides visual reinforcement of correct
responses.

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Impact on Student Learning Study

Final Phoneme Pie
Subject/Topic/Activity: Literacy
1. Standards:
CCSS.ELA-LITERACY.RF.1.2 Demonstrate understanding of spoken
words, syllables, and sounds (phonemes)
CCSS.ELA-LITERACY.RF.1.2.C Isolate and pronounce initial,
medial vowel, and final sounds (phonemes) in spoken singlesyllable words.
CCSS.ELA-LITERACY.RF.1.2.D Segment spoken single-syllable
words into their complete sequence of individual sounds
(phonemes).
2. Objectives: Given picture cards and a game board, the student will
be able to delete the final phoneme of a word from a picture card to
create a new word and match that card to the picture of the new
word that was created with 80% accuracy.
3. Materials: Picture Cards, Final Phoneme Pie Game board (see
Appendix J), Record Keeping Chart (see Appendix M)
4. Procedures
Introduction: Last time, we created new words by taking away middle
sounds. Today we are going to create new words by taking away
ending sounds.
Body: I am going to give you a picture card and what I want you to do
first is say the word on the picture card. Then, I want you to take
off the ending sound and say the word again. For example, if I
told you to take away the last sound in the word boat you would
take off the /t/ to make the word bow. After that, find the match
for that new word on the game board. Record matches and
accuracy in record keeping.
Closing: Go through the students matches and go over the correct
answers with the student. For each pair that the student
matched incorrectly, have the student say the sounds in each
word slowly and then prompt them to say all off the sounds
except the last one.
5. Assessment
The student will be assessed based upon the number of correct
matches of the picture cards. I will be recording whether the student
was able to match the cards and whether he had difficulty on the
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Impact on Student Learning Study

Record Keeping Chart. The student will meet the objective, if he is able
to match the cards with 80% accuracy.
6. Differentiation
This activity included tactile (use of game board and picture
cards), auditory (saying the words without the final phoneme), and
visual (the picture cards) components.
I will tell the student the words on the picture cards if he is unable
to figure them out on his own.
I model in the beginning so that the student knows how to delete
the final phoneme to make new words.
The matching activity provides visual reinforcement of correct
answers.

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Impact on Student Learning Study

Post-Assessment
The first activity, How Many Sounds? served as introductory lesson to
get M used to orally segmenting words. According to Ms pre-test, he
was able to orally segment words with 93% accuracy. However, during
this activity, M was only able to sort the words based on the number of
sounds with 33% accuracy (see Appendix M). So, I decided that I would
return to this activity again after a few weeks of phonemic instruction.
After about 3 weeks, I had M complete this lesson again and he did it
with 86% accuracy, thus meeting his first learning objective. The first
objective also states that M will be able to recognize the position of
phonemes in words. There were two activities that focused on this skill:
Doggie, Wheres My Bone: Doggie Sound Switch and Phoneme Swap. In
the first part of Doggie, Wheres My Bone: Doggie Sound Switch, I had
M simply locate the specific phoneme in the words. He completed this
with 96% accuracy. In the second part of Doggie, Wheres My Bone:
Doggie Sound Switch and Phoneme Swap, M was asked to identify the
position of the phoneme that was changed. M completed Doggie,
Wheres My Bone: Doggie Sound Switch with 85% accuracy and
Phoneme Swap with 88% making his total accuracy in this area about
87% (see Appendix M). So M has met his first objective.
Ms second objective was that he be able to create new words by
removing a phoneme from the beginning, middle, or end of a word with

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Impact on Student Learning Study

80% accuracy. There were three activities that were aligned with this
objective: Word Change, Whats Left?, and Final Phoneme Pie. M was
able to complete these activities with 92%, 88%, and 94% respectively
with minimal help or prompting (see Appendix M). This shows that M
has met his second learning objective. Ms last objective was that he
be able to distinguish rhyming families and pairs with 80% accuracy. I
gave M explicit instruction on rhyming and had him complete multiple
short activities on rhyming. His overall accuracy on all of the rhyming
activities combined was 98%, so he therefore met his third objective as
well.

Post-Assessment Accuracy
100%
90%

100%

100%
100%
100%
100%
97%

100%
100%
100%

88%

80%

81%

70%
60%
Perecent Accuracy

50%

Area

After the instruction was completed, I administered the two

phonemic awareness post-assessments (see Appendix C & K) on April

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Impact on Student Learning Study

17th. After analyzing the post-assessment data, it can be ascertained
that M has achieved all of his goals (see results below). When the preand post-assessment data are compared, it can be seen that M has
improved

in

all

areas

that needed

improvement.

In

the

pre-

assessment, his main areas of weakness were hearing separate words

in speech, recognizing rhyming words, orally manipulating phonemes,
and isolating ending and middle sounds. After instruction, M has shown
100% accuracy in hearing separate words in speech (20% increase),
81% accuracy in recognizing rhyming words (8% increase), 88%
accuracy in phonemic manipulation (12% increase), and 100%
accuracy in isolating both middle and final sounds (20% and 40%
increase respectively). In addition to the phonemic post-assessments,
I also gave M the Words Their Way Spelling Inventory again. After I
gave M the first 13 words, I decided to stop because many of the words
after that point, and a few before that, were not spelled phonetically
and would not be a direct indication of the instruction that he received.
However, the first 13 words of both spelling inventories can be
compared to determine Ms growth. On the first spelling inventory (see
Appendix A), M was able to spell 4 out of the 13 correctly, giving him
an accuracy of 31%. On the spelling inventory after the instruction (see
Appendix L), M was able to spell 9 out of 13 correctly, raising his
accuracy from 31% to 69% after only 1 month of instruction.

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Pre- vs. Post-Assessment Accuracy

100%
100%
100%
100%
100%
100%
100%
100%
100%
100%
97%100%
92%93%88% Pre
90%
80%81% 76%80% Post
72%
60%

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Reflection
I believe that this phonemic awareness focused unit truly had an
impact on this student. I tailored the lessons to this student, taking his
learning style, learning needs, and areas of weakness and strength into
consideration. This really helped this unit to be appropriate for M. He
was able to complete all of the activities with minimal prompting,
which shows that I was able to use the pre-assessment data and the
background about this student to plan lessons that were challenging
enough to promote growth and yet not too challenging that he became
frustrated. The results of the post-assessments show that these
lessons had a significant impact in raising Ms academic progress both
in phonemic awareness and in spelling.
Even after the instruction, the one area that was lower than the
rest was the recognition of rhyming words. I did not have as much time
as I would have hoped to work with this student. Had I been given
more time, I would have gone deeper into rhyming. Even though M
seemed to understand the concept of rhyming during the instructional
activities and when he was asked to generate rhymes on the pre- and
post-assessments, however, when he was asked whether two words,
let and leg, rhyme in the post-assessment he answered that they did.
He received 81% accuracy in rhyme recognition and this meets his
goal, however, the concept of rhyming is something that M should

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have mastered entirely in previous years, and so I would have liked his
accuracy to be even higher. I think that the rhyming activities that I
used may have been too easy. More challenging activities could have
pushed M to improve more. Next time, I would have more rhyme
recognition practice for the student to do, with words that will get
harder as he progresses through the instruction. This would most likely
be more effective in teaching this student about the concept of rhyme.
This case study only took place over the course of 1 month. I
believe that if I were to continue to work with this student for a longer
period of time that his spelling and phonemic awareness abilities will
continue to get stronger. This student seemed to respond very well to
the one-on-one work and was very excited to work every day. This also
could have contributed to the academic growth that he exhibited.
When students enjoy the activities that they do at school, they will be
more likely to be motivated to learn. Overall, I am very pleased with
the progress M has made over the last month and I think that with
more practice and explicit instruction on both phonemic awareness and
spelling patterns, M could become a competent speller, reader, and
writer.

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APPENDICES
APPENDIX A Words Their Way Spelling Inventory (pre)

APPENDIX B Phonemic Awareness (pre)

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APPENDIX C Phonological Awareness (pre/post)

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APPENDIX D How Many Sounds?

APPENDIX E Rhyming

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APPENDIX F Doggie, Wheres My Bone

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APPENDIX G Phonemic Swap

Left?

APPENDIX H Whats

APPENDIX I Word Change

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APPENDIX J Final Phoneme Pie

APPENDIX K
Phonemic Awareness
(post)

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APPENDIX L Words Their Way Spelling Inventory (post)

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APPENDIX M Record Keeping

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