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I ndividual P honemic A wareness (IPA)

I ndividual P honemic A wareness (IPA). 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

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I ndividual P honemic A wareness (IPA)

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  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.

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