After 20 weeks of receiving BSLA instruction, students are once again assessed to evaluate their progress and identify areas for further development. This assessment will provide valuable insights into their phonological awareness, blending skills, and overall literacy growth.
Student Summary: Student MH shows strong proficiency in identifying and manipulating individual sounds in words, with solid skills in decoding unfamiliar words, as reflected in their Early Tupu score.
Student Summary: Student LA shows strong phonological awareness in phoneme identity, but improvement is needed in non-word reading and spelling, as indicated by scores of 40% and 57%, requiring further practice and support.
Student Summary: NWA has shown excellent progress in Early Tupu non-word reading and spelling, achieving scores of 100% and 92%. However, there is decline in her performance in Late Tupu, in both reading and spelling, showing a need for additional support to enhance her skills at this level.
Student Summary: JJ demonstrates strong foundational skills in non-word reading and spelling up to the Early Tupu level, achieving high accuracy rates of 97% in reading and 89% in spelling. However, performance declines at the Late Tupu level, suggesting a need for support to improve confidence and skills with more complex word structures and spelling patterns.
In summary, while all students are making good progress in some areas, targeted interventions are necessary to address specific gaps in skills, particularly at the Late Tupu level, to ensure continued development.
