Data analysis and literature review

Other (Not Listed) Instructions:

EDEN503 Assessment Task 2: Data analysis and literature review Word count: 1000 (+ or - 10%) Learning outcomes assessed: LO1, LO2, LO3 Weighting: 40% of final unit mark Data: You will be provided with the raw data of assessment results taken in the middle of the year for various children aged 4-8 years using tools explored in Modules 1-4 in the unit. For example, DIBELS 8th Edition (LNF, NWF, WRF) and possibly other relevant assessments (e.g. LeST, SoS and SoB). Instructions: Review, collate and analyse the assessment data for ONE (1) child into a meaningful format: Carefully examine the provided assessment results, noting the child's scores on each test. Present your collated data in a meaningful format (e.g. a table of information drawing together results from various tests). There is no word count for this table. It is typically around half a page in length. You can refer to the DIBELS benchmark tables to see what levels are expected at the DIBELS based tests at various year levels in the (M) middle of the year. There is not a published benchmark table for SoS and SoB (Kohnen & Banales, 2024) yet. Tip: What are the child's strengths? Are there areas where they are exceeding expectations for their age/grade level? Where does the child need additional support? Are there any specific skills that appear to be lagging behind? Which skills need to be taught first? Use the Scope & Sequence as a guide to help you see the suggested order of skill development. SMART Goals (200 words): Using your analysis in Step 1, write THREE (3) SMART learning goals to progress the child’s skills. Tip: Prioritise skills; be specific; use the SMART acronym to structure the learning goals. Summary Statement for Teachers (500 words): Write a brief explanation demonstrating your knowledge of effective, explicit instruction and how your proposed goals address the child’s literacy needs and aligns with the sequence of skill development. Use APA 7 referencing style for in-text references to at least three sources to support your reasoning. References APA 7 for all citations and references. They must be within 5 years. Minimum of 10 resources NOTE: Please refer to the rubric often throughout your research and writing process to ensure you are meeting the criteria. IMPORTANT: AT2 ASSIGNMENT STRUCTURE AND RESOURCES Here are links to files to support this task. Data sources for AT2. Choose ONE literacy learner as the basis for your assessment from this selection Final Samples.zip Download Final Samples.zip Structure for assessment task 2 DIBELS 8 Australasian materials Links to an external site. Link to DIBELS 8th Edition benchmark goals in TESTING RESOURCES Links to an external site. Info re: writing SMART goals (Select IEP Summary GUIDE file and then read samples and template on pp. 6-7) Links to an external site. SMART Goals video refresher Links to an external site. What is Explicit Instruction - 'I do, We do, You do? Links to an external site. Links to an external site. Reference for script for teaching GPCs used by ACAL in tutorial slides: Carnine, D. (2006). Teaching struggling and at-risk readers: A direct instruction approach. Prentice Hall. EDEN503 AT2 worked example 2025-1.pdf Choose ONE Scope & Sequence document as the basis for checking content covered in year levels in various states from this selection: https://education(dot)nsw(dot)gov(dot)au/teaching-and-learning/curriculum/english/planning-programming-and-assessing-english-k-6/english-k-6-scope-and-sequences OR https://www(dot)speldnsw(dot)org(dot)au/literacy/ NO AI USED IN THIS ASSIGNMENT

Other (Not Listed) Sample Content Preview:

Data Analysis and Literature Review Student Name Institution Course Professor Date Child ID: Koah Grade/Year Level: Kindergarten, Mid-Year Assessment Tools and Results Test Correct Incorrect Notes Letter Naming Fluency (LNF) 8 letter names The majority of letters were not attempted or were incorrect Well below mid-year benchmark (25+). Struggles with automatic recognition of letter names. Phonemic Segmentation Fluency (PSF) 6 phonemes segmented Missed medial/final sounds At an intensive level (benchmark 15+). Identifies some initial/final sounds but is not able to consistently segment full CVC words. Nonsense Word Fluency (NWF) Correct Letter Sounds (CLS) 5 letter sounds Many graphemes unknown Below benchmark (15+). Can say a few isolated sounds but lacks blending skills. Nonsense Word Fluency (NWF) Whole Words Read (WRC) 0 All CVC nonsense words left unblended Cannot yet blend sounds to form words. Requires explicit blending instruction. Word Reading Fluency (WRF) 0 words No attempts at decodable or irregular words Well below benchmark (10+). No sight word or decodable word recognition is evident. Strengths: Emerging recognition of some letter names. Early phonological awareness is shown by identifying some initial and final sounds. Areas for Growth: Increasing automatic recognition of letter names and their corresponding sounds. Developing phonemic segmentation skills, especially identifying medial and final sounds to fully segment CVC words. Learning to blend phonemes to decode and read CVC nonsense words. Building a bank of high-frequency and decodable words to support early reading. SMART Goals Goal 1: Grapheme–Phoneme Correspondences Specific: Koah will focus on learning 5 new grapheme–phoneme correspondences (simple code). Measurable: He will demonstrate this knowledge by saying the letter name and sound with 80% accuracy. Achievable: Instruction will be delivered in small-group sessions with teacher support three times per week. Relevant: Strengthening GPC knowledge is the foundation for phonics and early decoding, supporting his next steps in reading development. Time-bound: By the end of the year. Goal 2: Blending CVC Words Specific: Koah will develop blending skills to read CVC words using continuous phonation. Measurable: He will accurately blend and read 10 CVC words with at least 70% accuracy. Achievable: This will occur through daily reading practice with teacher prompting. Relevant: Blending is a critical next step for moving from isolated sounds to decoding words, aligning with Early Stage 1 Scope & Sequence. Time-bound: By the end of the year. Goal 3: High-Frequency Words Specific: Koah will learn 10 high-frequency words from the Early Stage 1 Scope & Sequence. Measurable: He will look, say, spell, and write these words, independently reading and writing at least 8 correctly. Achievable: This will be taught in daily small-group sessions with explicit practice. Relevant: High-frequency words are essential for building fluency and accessing decodable texts. Time-bound: By the end of the year. Summary Statement for Teachers The mid-year evaluation data of Koah indicate great difficulty in all the foundational literacy skills. Although he has improved since February, especially in letter naming (LNF 3 8) and phonemic segmentation (PSF 0 6) skills, his overall performance is still below Kindergarten levels. He needs a vigorous, explicit instruction to unify grapheme-phoneme correspondences (GPCs), blending skills in CVC words, and to start a repertoire of high-frequency words. These requirements align with the developmental sequence o...

Updated on December 6, 2025

Get the Whole Paper!

Not exactly what you need?

Do you need a custom essay? Order right now:

Order

👀 Other Visitors are Viewing These APA Essay Samples:

Educational Resource Kit

7 pages/≈1925 words | No Sources | APA | Education | Other (Not Listed) |
Lesson sequence

8 pages/≈2200 words | No Sources | APA | Education | Other (Not Listed) |
Planning Commentary

1 page/≈275 words | No Sources | APA | Education | Other (Not Listed) |