Malika Romine

Administered and Analyzed Phonics Inventory Assessment

A. VOWEL SOUNDS
Aaron was presented with five words. He was only able to identify two vowels
sounds: strip (short i) and trap (short a)
B. DOUBLE VOWELS
When asked what happens when two vowels come together, Aaron was not
able to explain that the first vowel says its name. He was able to correctly
pronounce the double vowel sound in one word, but said the wrong word
(sweep instead of seep). He recognized and correctly pronounced the word
raid.
C. FINAL E
Aaron was able to explain the finale e and said that the e is silent and
the vowel sounds the stays [sounds] the same. He was able to identify two
words joke and wife. He was able to correctly read all the words in the
sentence: Mike likes to write a note and tell a joke.
D. DIPHTHONGS
Aaron was able to correctly identify one dipthong out of eight listed. He was
able to correctly read three diphthongs in the sentence: Paul will pout if he is
not paid coins for the green toy.
E. SHORT VOWELS
Aaron did not understand the concept of reading the short vowels sounds in
make believe words. He was able to correctly read two out of the twelve
provided. All the other make believe words Aaron said a real word, for
example, ruft was called raft. Aaron was not able to correctly read the short
vowel words in the sentence: Pat is at the vet with his dog.
F. REVERSALS
Aaron was able to correctly identify eleven out of the seventeen words as
quickly as he could in this section. He did not reverse any of the letters.
Errors included missing middle vowels sounds and ending consonants.
G. PREFIXES
In this section Aaron was able to correctly identify and pronounce three words
out of the eleven words with prefixes. He was able to say two prefixes, but
could not correctly read the root word. For example, repan he said remap
and excry he said express.
H. SUFFIXES
Aaron could only identify two words out of ten words with suffixes: smalling
and booker. He could identify two base words, but could not correctly say the
suffixes.
I. COMPOUND WORDS
Aaron was able to read one whole compound word correctly. He was able to
correctly read parts of three compounds words.
J. SILENT LETTERS
Aaron was able to correctly identify six out of the twelve words with silent
letters. In the sentence: Did you know that Mary walked the lamb past the

sign in the gym? Aaron was able to identify and read two words with a silent
letter in the sentence.
K. VOWEL + R
Aaron was not able to read any of the five words provided the list. Three out
of the five words he did not pronounce or add the /r/ sound. The sentence
that he read had a total of five vowel + r words. He was able to correctly
read one word within the sentence.
L. SYLLABICATION
Aaron was not able to correctly identify or break down any part of the words
in the syllabication section.
Aaron hit frustrational in all the phonics skills. He was able to correctly answer 29
out of 117 problems. This places Aaron below the expected end of the year
benchmark for early fluent readers, who are expected to be in the range between
81-84. He will need intensive strategies and interventions to help him improve his
sounds of letters, letter groups, and syllables. Teaching and reviewing Alphabetic
Principal will help the student understand that words we use in print represent the
sounds we use in speech.
The following skills should be directly taught to the student.
1. Letter Recognition
-Name and match letters of the alphabet
-Have students match a picture with a letter-A goes with Apple, B goes with
Ball
2. Letter Sound Correspondence
-Object letter-sound matching
-Tactile letters
3. Onset & Rime
-Word Families
-CVC drills
4. Word Study
-Short vowel and long vowel sort
-letter blending and silent e games: rag & rage, at & ate
5. Syllable Patterns
-Multisyllabic word puzzles
-Organize/segment words with one to four syllables
6. Morpheme Structures
-Compound word puzzles
-Prefix/suffix flip book