action reading fundamentals

Action reading FUNdamentals is a phonics-based program designed to assist an instructor with effective methods of reading instruction. The intention of this program was to allow students or adults a way to enhance their skills of reading. The idea behind this program is to help develop a love of reading. This course provided the opportunity for a college student to teach this program effectively to a student within four weeks. Profile of student; Jake is a white, eight year old, male, he lives with both parents and his two siblings.

His family is currently on governmental assistance, since his father’s honorable discharge from the United States Army last year. His father is of average intelligence and received his high school diploma before entering the military; his mother did not graduate and struggled in school. Jack has a history of speech and hearing complications because has struggled with several sets of ear tubes because of ear infections. Jack never received early education opportunities currently he is in the third grade. Jack is currently reading below his grade level; because of this, the school administered a standardized test to document his reading level.

The test results indicated a low average range of reading and writing skills. He has an IEP (Individualized Education Program). The IEP requires implementation of accommodations in all subjects to address his weaknesses in reading and writing. The expectations of accommodations are required in all regular education classrooms. Jack and other students will be broken down into small groups, given extended time limits, questions and directions are to read aloud, a scribe, and frequent breaks given. The Fundamentals-Phonics Tutorial: Action Reading program: disc one and two has much information.

The introduction to the workbook pages one through twenty-four during week one. Jack began using the workbook and flashcards. His opportunity to listen or practice the modules on these discs has been limited. The instructor has limited Jack’s use of materials because the instructor’s impression was to develop a curriculum designed to fit the student. Jack with the help of the instructor used these target sounds to sound out his nightly reading assignment from school. In a limited time, Jack was able to produce most of the alpha mobile sounds. “Alphabetic Principle A writing system designed to associate major speech sounds (phonemes) with a limited set of alphabet letters” (Phonics Online). The instructor introduced disc two; short cuts and 2:4:1 sounds. The instructor continued to have Jack practice the Aah, Bah, Cuh alpha mobile sounds aloud along with the flashcards. Jack has begun to notice the sounds in the songs that coincide with the Action Reading program. Teaching Phoneme-grapheme Correspondence There are two sides to using the power of phonemic awareness that help children as they learn to read.

One side focuses on distinguishing sounds in words. The other side starts with the letters that represent these sounds (phonemes) and moves towards reproducing the spoken sounds the letters represent (Phonics Online). The following morning as Jack was driven to school he was quizzed on the sounds; suh, tuh, ouh, puh spells STOP, cuh, aah, nuh spells CAN. He was able to identify twelve out of fifteen words. “Using grapho – phonemic cue Letters represent sounds and enable readers to sound out words towards recognition” (Phonics Online).

Jack has continued to practice with the workbook and some games are now in the early stages of introduction. During the second week of the Action Reading Program: introduction of disc three and four of the program. The workbook consisted of twenty-three new pages. These pages consisted of Consonant Digraphs – two consonants combined to represent one sound (e. g. , sh, ck, th, ch). Vowel digraphs – two vowels together that represent one vowel sound. The first vowel often stands for the long sound and the second vowel is silent; e. g. , ai, ea, oa. Also the shortcuts; ar, or, er, ir, and ur” (Phonics Online).

The instructor began the week by reviewing the sounds of the alphabet and utilizing the songs on disc eight, such as, number two Aah is for Apple and number four Engine sounds. The introduction of new songs, number nine- Where have you been Billy Green? in addition, number twelve the Muscle Song (Bingo) which focused on vowel sounds. The instructor and Jack have continued to work on action reading fundamentals. Jack has had practice with analytic phonics- “taught a number of sight words and then breaks them into discreet phonics elements” (Phonics Online).

Jack does seem to be responding more to synthetic phonics, “student learns the sounds represented by letters and letter combinations, blends these sounds to pronounce words, and learns to identify patterns or phonics generalizations” (Phonics Online). Jack was able to practice most of these sheets, tic – tac – toe on page twenty-five instead of X’s and O’s, two for ones were used. He had to write the letters of his sound, pronounce the sound, circle the combination, and provide an example of the combination. Jack used ch- chair, lunch, and much. Then wh- was used on the second game, wheel, when, and what.

He continued working on two for ones throughout the remaining pages, underlining shortcuts and marking the changing of vowel sounds from weak to strong. Jack played many games, cards thirteen, twelve, eight, and five. The dart board game, which is card number twelve, was great practice for Jack, because he was able to provide many examples of words that use the combination of those constants. He landed between wh and sh constants the word example he gave was whoosh; the instructor was very impressed. The instructor already sees a difference in Jacks’ reading skills. Before beginning this program, Jack would not even try to sound out words.

He would read very fast, skipping words, expecting the words to be something else, and reading to read not to comprehend. He would give up and say, “I don’t know that word”. Now, Jack is beginning to slow down, to take his time, and to comprehend what he is reading. His decoding skills are coming along quite well. This week Jack had to read a book for school. He read, Froggy and his baby sister, this book was on a third grade reading level. The book did take him thirty minutes to read. However, he did read it and he was able to give the instructor feedback on the theme of the book.

Jack took his time, sounding out words, blending sounds and shortcuts together. When presented with words, he could not figure out; one or two prompts from the instructor helped Jack get back on track. He did not even appear to be overwhelmed, he was able to finish his book, and he seemed pleased with the job he did. As week three began, Action Reading program introduced discs five and six. The instructor has continued to work with Jack on reviewing the sounds of the Aah, Bah, Cuh alphabet, along with the shortcuts, two for one’s, and vowel sounds. Jack has continued to use the song Cd for practice with his sounds.

The instructor has continued with phonics instruction “Children learn to master the sounds and letter blends that make up words through drills and analyses” (Phonics Online). The lessons this week began on page forty – nine of the workbook and continued until page ninety – eight, forty – nine practice sheets introduced this week, six new songs and three new games. The instructor and Jack continue taking time to work through these new lessons. There are a few new lessons that Jack understands really well. These are cousin Y, can say I or E, long I, long O, and letter C can say Kuh or Suh.

To help Jack work through this week, the instructor relied heavily on the disc exercises such as practicing vowel sounds with jumping jacks or toe touches. Jack really enjoys singing along with songs. He really liked Sheriff Kindly – Outlaws, I am a Pirate – Surprise sounds and the Aah, Bah, Cuh race. Jack thought the race was funny and he was trying to go as fast as the people on the disc. He does know the sounds of the alphabet and he can go fast, but not nearly as fast as the disc. Jack and the instructor were able to work with the three new games: nine, ten, and fifteen.

Game card fifteen is ringing sounds this was one of Jack’s favorite this time. He seemed to catch onto the game rather quickly especially when he played the game along with song twenty – one. When introduced to Ringing Sounds, Jack liked the idea that the words sounded as if they were Chinese. He said it felt like he was speaking a different language. Jack did not enjoy game nine – The Surprise Ship, because the game used vowel digraphs (two vowels together that represent one vowel sound. The first vowel often stands for the long sound and the second vowel is silent; e. g. ai, ea, oa) and vowel diphthongs (two or more letters that begin with one vowel sound and glide into another vowel sound; e. g. , oy, aw as in toy and saw) (Phonics Online). When Jack and the instructor played game ten-, Pot of Gold this game was a lot more difficult. It seemed difficult for Jack to remember all the new sounds and to keep the other sounds straight. With the instructor’s help, Jack did okay. Jack does seem to have use word recognition (the ability to recognize a previously learned word and its meaning without needing to sound out the word first) (Phonics Online) with many of the smaller words that he is comfortable using.

The instructor is hopeful that with more practice Jack will begin to use more of the decoding skills he is learning through this program. This week Jack seemed overwhelmed by all the new material presented, so overwhelmed in fact that he refused to use his new skills to read his book for school. The book he was to read Click, Clack, Moo Cows That Type, this book was a second grade level. He refused to sound out words, use shortcuts or even blend sounds together. Jack did not want to read aloud, but by the end of the week, things did seem to turn around.

The final week of the Action Reading program finishes with disc seven, which introduces the last four pages of the workbook. On these four pages, the silent letters presented wr, kn, ps, gn, gh, ph = f, tion, sion, tial, cial, tient, cient, cious, tious, ough= ow, = uff, = auff, = oo, = o and augh= aff. Over time and after much practice Jack will have a strong foundation of reading. During this final week, Jack and the instructor continued to work on disc five and six and disc seven. There is much information presented through this program that is helpful for Jack to feel some accomplishment.

The instructor can see areas of vast improvement after just a few weeks of using this program. Jack is decoding skills, “The various skills a person uses to decipher a printed sentence into an understandable statement” (Phonics Online). have increased significantly. He was very excited the other night as he began his homework for school. Proudly he announced, “I can read the directions! ” He came over to the instructor and read the directions. The only word he needed assistance with was symmetry.

The fluency, “Achieving speed and accuracy in recognizing words and comprehending connected text, and coordinating the two” (Phonics Online). in which he is using is still in progress. Jack’s word recognition, “is the ability to recognize a previously learned word and its meaning without needing to sound out the word first” (Phonics Online). has begun to see much improvement. In conclusion, FUNdamentals a research – based, phonics tutorial program is a very nicely designed program. This program is easy to use and is simple enough that even children with reading or learning disabilities can gain knowledge as well.

Jack, is an eight year old, third grader with a diagnosed learning disability. Jack has demonstrated much improvement in the last few weeks while using this program. Unfortunately, because the instructor is not in the school system she cannot have Jack evaluated to see is significant progress. However, with Jack’s statement, “I can read the directions! ” the instructor feels that some progress has been made. References Phonics Online (unknown, N. D. ) pasted from http://www. indiana. edu/~reading/phonics/glossary/a_c. html. Retrieved 01/31/2011

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