Assessment Description

Oral language forms the foundation of reading comprehension and affects our understanding of the symbol systems that are used for reading and writing. Teachers have opportunities to promote reading and writing through various activities that involve oral language such as group activities that engage students in conversations about what they read and write.

Review the following case study to inform the assignment below:

Student: Raymond

Age: 6.1

Grade: K

Raymond is having difficulty mastering basic reading skills and his teacher is concerned. Most of the students are able to rhyme CVC (consonant-vowel-consonant) words. However, Raymond is having difficulty identifying rhyming words. He can match all upper and lower case letters and can identify all upper case letters. Raymond has trouble with lower case letters, he mixes up /b/ and /d/, /g/ and /j/, /m/ and /n/, and /p/ and /q/.

His teacher is also concerned about Raymond’s comprehension skills. He enjoys listening to stories and is able to identify the characters and setting of the story. He is able to identify what happened at the beginning and at the end of the story, but has difficulty sequencing the middle of a story.

His teacher has spoken with his parents about the possible need for additional support and his parents have agreed to help at home with any activity the teacher sends home. The following are goals for Raymond to achieve:

• Given a list of CVC words, Raymond will match the rhyming words.
• Given a CVC word, Raymond will produce rhyming words.
• Identify lower case letters.
• After listening to a story, Raymond will identify the main ideas.
• After listening to a story, Raymond will sequence three or four events.

Case study adapted from:

Sayeski, K., Paulsen, K., & the IRIS Center. (2003). Early reading. Retrieved from http://iris.peabody.vanderbilt.edu/wp-content/uploads/pdf_case_studies/ics_earrd.pdf  All rights reserved.

In a 500-750 words, describe the effect of oral language on decoding, reading comprehension, and written expression.  In addition, describe communicative strategies that teachers can use to improve Raymond’s reading and written expression skills.  include:

• A discussion with examples about how oral language affects decoding, reading comprehension, and written expression.
• Describe at least two communicative strategies that can be used to develop Raymond’s reading skills. Explain how these strategies improve decoding and comprehension.
• Describe at least two communicative strategies that can be used to develop Raymond’s written expression skills. Explain how these strategies improve the quality of writing samples.
• At least two examples of assistive technology that could be used to support the development of Raymond’s reading and writing skills.

Include at least three scholarly sources to support.