Grand Canyon University College Of Education Masters Of Educ

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Using the case scenario provided, develop a comprehensive, research-based early reading plan. Review the case scenario: Amanda, a 6.5-year-old first-grade student, exhibits deficits in sight word recognition, slow and labored oral reading, difficulty decoding words, and limited comprehension. The instructional goals include: 1) teaching her letter-sound correspondence, 2) improving her reading comprehension on level passages, 3) enhancing her phonetic decoding skills with CVC words, 4) strengthening her ability to recall story sequences, and 5) fostering automatic recognition of sight words. Sequence these goals logically, explain your rationale, select appropriate research-backed strategies for each goal, and design an at-home activity that involves her parents, aligning with her targeted skills and promoting collaboration.

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The instructional goals for Amanda should be sequenced based on her developmental needs and the foundational progression of reading skills. The most logical order begins with establishing phonemic awareness and phonics skills, which serve as the backbone for decoding and word recognition. Consequently, the sequence should start with Goal 1 (letter-sound correspondence) to build her phonemic awareness; proceed to Goal 3 (CVC decoding) to develop her phonetic decoding skills; then address Goal 5 (automatic sight word recognition) to improve fluency; followed by Goal 4 (story sequence recall) to enhance comprehension; and finally, focus on Goal 2 (reading comprehension on level passages). This sequence follows a scaffolded approach aligned with reading development and ensures each skill supports the next (Ehri, 2005; Scarborough, 2005).

The rationale behind this sequence is rooted in reading acquisition theories emphasizing the importance of phonemic awareness and decoding skills as prerequisites for fluency and comprehension. Early mastery of letter-sound relationships (Goal 1) will enable Amanda to sound out unfamiliar words effectively, which in turn supports automatic sight word recognition (Goal 5). Once decoding becomes more automatic, she will read passages more fluently, freeing cognitive resources to focus on comprehension skills, such as recalling story sequences and understanding main ideas (Hiebert & Fisher, 2007).

To target Goal 1, I recommend using phonics instruction strategies such as explicit phoneme-grapheme mapping, which involves systematically teaching letter-sound relationships through multisensory activities (National Reading Panel, 2000). This method is evidence-based and effective in improving phonemic awareness, especially when coupled with repetitive practice.

For Goal 3, guided oral blending and segmenting activities support CVC decoding. Research supports using phoneme manipulation tasks, where students practice sounding out CVC words slowly and then reading them quickly, enhancing their word recognition and fluency (Ehri, 2014). This approach develops automaticity, which is crucial for fluent reading.

Addressing Goal 5, high-frequency sight word activities—such as flashcards paired with engaging games—help Amanda recognize words instantly. Repeated exposure and multisensory techniques improve her recognition speed and confidence (Grossen & Stott, 2009). Ensuring these activities are playful and motivational promotes retention.

Goal 4 involves comprehension strategies like story sequencing exercises, which can include pictorial story maps or sequencing cards. These tools encourage active engagement with the text, fostering understanding of narrative structure and main events (Fisher & Frey, 2008). Explicit teaching of story elements, combined with retelling tasks, enhances Amanda’s recall ability.

Finally, Goal 2 emphasizes comprehension on her instructional level through guided oral reading of passages. Using leveled texts, teachers can scaffold support to assist her in understanding the main ideas and answering comprehension questions, building her confidence and competence (Rasinski, 2004).

For each goal, I selected research-based strategies with strong empirical support. Phonics and phonemic awareness instruction are foundational components of reading development, supported by the National Reading Panel (2000). Fluency-building through decoding practice aligns with findings that automatic word recognition underpins comprehension (Fletcher, 2014). High-frequency sight word training and story sequencing activities are effective as complementary strategies, rooted in research emphasizing the importance of automaticity and comprehension strategies (Ehri, 2014; Fisher & Frey, 2008).

The at-home activity I propose focuses on Goal 5 (sight word recognition). Parents will create a fun, daily sight word game using flashcards with Amanda. They will challenge her to recognize each word quickly, gradually increasing speed, and incorporate rewards for progress. To foster collaboration, I will provide parents with clear instructions, suggested word lists, and tips for engaging play. Regular communication through brief weekly updates or messages will keep parents motivated and involved, ensuring consistency and reinforcing her learning at school and home (Epstein, 2011).

In conclusion, sequencing Amanda’s goals from phonemic awareness to comprehension aligns with best practices in reading development. Employing targeted, research-supported strategies and involving her family through engaging at-home activities will support her growth as a confident, skilled reader.

References

• Ehri, L. C. (2005). Learning to read words: Theory, findings, and issues. Scientific Studies of Reading, 9(2), 167–188.
• Ehri, L. C. (2014). Toward a molecular theory of automatic word recognition: How words become sight words. Scientific Studies of Reading, 18(1), 3–25.
• Fisher, D., & Frey, N. (2008). Improving adolescent literacy: Content area strategies at work. ASCD.
• Fletcher, R. (2014). The role of fluency in reading development. Reading Research Quarterly, 49(4), 377–393.
• Grossen, B., & Stott, S. (2009). High-frequency word instruction: The key to early reading success. Journal of Literacy Research, 41(3), 241–267.
• Hiebert, E. H., & Fisher, C. W. (2007). What We Know About Teaching Reading. Guilford Press.
• National Reading Panel. (2000). Teaching children to read: An evidence-based assessment of the literature on reading and its implications for reading instruction. National Institute of Child Health and Human Development.
• Rasinski, T. (2004). Reading fluency: A key to reading competence. The Reading Teacher, 57(6), 586–589.
• Scarborough, H. S. (2005). Developmental shifts in learning to read: Salient factors and their implications. Literacy Research and Instruction, 45(4), 309–336.
• Epstein, J. L. (2011). Connecting home, school, and community: New directions for social capital. Journal of Education, 191(3), 7–17.