Wade 1

Sounds:
I started Sydney off with the consonant sounds, digraphs/trigraphs, vowel sounds,
additional sounds, and welded sounds. She had few issues with consonant sounds but
struggled with digraphs and trigraphs. I did not discontinue after five because I thought there
was a chance that she may know the next one since they’re so different. She was able to say
the basic vowel sounds a, e, i ,o, and u but only pronounced eight of the rest correctly. In total
she scored a 9/56. In the additional sounds section I discontinued after five incorrect
pronunciations. She did fairly well with the welded sounds and scored a 10/16. I can not figure
out why she missed the ones she did because she pronounced /ink/ but not /ank/.
Reading Recording List A:
I originally highlighted lists 1, 2, and 3 but had to discontinue after five miscues on list 2.
Sydney pronounced the first word ‘junk’ correctly but then pronounced the word ‘bang’ as ‘bag’,
‘chomp’ as ‘cromp’, ‘fresh’ as ‘fish’, and ‘crunch’ as ‘crink.’ It is interesting that she ignored the
‘ch’ in ‘chomp’ because in the digraphs section, she was able to pronounce the ‘ch’ sound
correctly. I feel as though if I were to slow her down and point to each letter in these words she
would be able to sound them out correctly. She knows the sound of each letter but when certain
letters are put together she gets lost.
Reading Recording List B:
I had to discontinue after five miscues on list 1. The main issue with list one was that
she would replace letters with letters that were not there and add letters that were not there. For
example, she said, ‘bit’ instead of ‘bid’, ‘splash’ instead of ‘sash’, ‘wet’ instead of ‘web’, and
pronounce the short ‘o’ in ‘moss’ with a long ‘o’. Finally, she pronounced ‘gall’ as ‘gave’. It
seems like when Sydney doesn’t recognize a word she will replace it with the most similar word
she does know.

Nonsense Words:
Sydney was not able to pronounce any of the nonsense words so I discontinued the list
after list 1 since there were only five words. Instead of saying ‘jux’ she said ‘jin’, instead of ‘quot’
she said, ‘quilt’, instead of ‘thill’ she said, ‘til’, instead of ‘cham’ she said, ‘kim’, and instead of
‘valls’ she said, ‘fill’. Again, I do not know why she did not pronounce the ‘ch’ in ‘cham’ because
did when she read the digraphs list. For most of the other words she was either able to get the
initial sound but not the rhyme or she would miss the initial sound but pronounce the rhyme
correctly. Since the letter ‘v’ and ‘f’ have similar placements I can see where she would confuse
the two however, she does know how to pronounce each of those letters which she showed in
reading the consonants list.
Sight Word Checklist:
Sydney was able to read the majority of the sight words correctly but missed 16/72.
Some of the words she missed she has in her vocabulary but has trouble recognizing them
when they are written down. For example, the word ‘month’ she definitely knows but
pronounced it as ‘mouth’ instead. When she came across the words ‘come’, ‘done’, ‘gone’, and
‘none’ she was not able to correctly pronounce the ‘o’ because these words are irregular and
not decodable. Sydney’s reading level requires her to decode words in order to read them.
Words that are over three letters long that she either has not seen before or does not recognize
in writing are difficult for her to sound out. Because she does not know all the rules and
irregularities of many English words, she has to guess.
Spelling Test:
I administered the B-Level spelling test, list 1, to Sydney. I was unaware that I was not
doing the lowest level spelling test and that there was an A-Level test on the other side.
However, Sydney spelled 4/8 words correctly on list 1 but I had to discontinue early into list 2.
Sydney struggled with the concept of silent-e and how it changes the sound of the vowel. We
see this in how she spelled the words, ‘mix’, ‘quill’, ‘shuts’, and ‘thugs’. She also has a lisp when
she pronounces the ‘s’ sound so that could affect how she thinks words like ‘shuts’ should be
spelled. However, she spells ‘shocks’ correctly. It is hard to say what the problem is exactly
because she is inconsistent in her errors.

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Sounds:

Reading Recording List A:

letters are put together she gets lost.

Reading Recording List B:

she does know.

reading the consonants list.

Sight Word Checklist:

irregularities of many English words, she has to guess.

because she is inconsistent in her errors.

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