Structured External Assignment

Karen D. Letonoff

Wilmington University

Reading Assessment Data Table

MEE 7998 – Fall 2014

Learning to reading can be a daunting and challenge task for many students. It can be the cause of stress, frustration, and a feeling of failure for all of those involved in the process. Choosing the appropriate assessment, can provide important information about a student’s learning style, strengths, and weaknesses, and will serve as a guide for the teacher to follow during instruction.  It can ease the stress and frustration which a struggling student may be feeling, while aiding in the process of attaining his/her individual educational goals.

With a vast selection of assessment tools which test for a variety of different abilities and screen for many different disabilities, selection of the appropriate assessment can be confusing at best. There are guides such as “Common Educational Tests used for Assessments for Special Education,” (DREDF) to help teachers and parents select the appropriate test for evaluation a struggling learner. Many schools have preferred assessments which they utilize for the evaluation of their students.  

The following compares and contrasts several diagnostic assessments:

Slosson Intelligence Test (SIT)

The Slosson Intelligence Test is widely used to provide a quick, reliable index of intellectual ability in children age four through adults. There are several great aspects of this test which include; the relatively short amount of time to administer, it does not penalize individuals who are slower to complete, fearful, or uncooperative, and it is applicable for visually impaired students. Scoring is calculated simultaneously while the test is being administered for quick results. The weaknesses are that this test is expensive and a degreed professional must administered. There is a wide range of education and physiological professionals who can administer this test which makes it appealing in a school environment.

Slosson Oral Reading Test (SORT)

 The Slosson Oral Reading Test assess the level of oral word recognition, word calling or reading level in learners from pre-school age through adulthood. The test is very quick to administer taking only about five minutes. SORT determines the students reading level and is highly reliable. SORT is utilized in conjunction with the SIT test for a well-rounded evaluation; however it does not measure word knowledge and comprehension, only oral reading can be measured. A flow with SORT is that large differences exist in student’s geographical location, occupational status level, and age levels. SORT is useful as a screening instrument, to assess progress, determine a student’s grade level for reading, and determine if further diagnostic assessment is appropriate.

           

BRI (Basic Reading Inventory)

            The BRI determines a student's instructional and independent reading levels, rate, accuracy, and prosody. It is easy to administer and includes all of the tools teachers need to assess, interpret, and develop responsive reading instruction while remaining inexpensive. Test can be utilized for reading levels from pre-primer to grade 12. Drawbacks for use of the BRI are that all test forms which are given may not exactly line up with all students learning levels and it is time consuming to administer. Students can lose focus during the lengthy testing process. It does however cover a wide range of students reading abilities, is easy to use and interpret, it’s an all in one format makes it easy to follow and score. While some may say that the BRI is old and outdated it remains a valuable evaluation tool among educators.

Wepman’s Auditory Discrimination Test  (WADT)

            The Wepman’s Auditory Discrimination Test identifies children who are slower than average in developing auditory discrimination and who may have trouble learning to read. The WADT’s test is a quick, five-minute test and identifies difficulties in phonemes. It must be administered by a Level B certified  administer, is not  appropriate for all ages, ages four to eight only, and is expensive. Further drawbacks are that it is best for English language learners and students who are bi-lingual. It can however, be administered at half year intervals for baseline and track progresses and the examiner reads the pairs of words aloud, so no reading is required by the student.

Test of Visual-Perceptual Skills, 3rd Edition

The Test of Visual-Perceptual Skills is used to determine a child's visual perceptual strengths and weaknesses. The test includes 16 plates for each perceptual are. A comprehensive evidence-based assessment-intervention system in reading, writing, and math is provided by the results of this assessment. The new third edition covers all of the ages that were previously served by two earlier versions: TVPS-R and TVPS(UL)-R covering ages four to thirteen and twelve to eighteen bracket. It was created for use by occupational therapists, psychologists, education diagnosticians, developmental optometrists, learning specialists, and other assessment professionals who provide individual and school wide screening. The test can be administered in ten to twenty minutes with responses being made vocally or by pointing, which is ideal for children with disabilities. The downsides to the test are that the administrator must be a qualified Level B,  it is very expensive, and scoring is done manually.

Process Assessment of the Learner – 2nd Edition (PAL-II)

The Process Assessment of the Learner – 2^nd Edition is a comprehensive evidence-based assessment-intervention system in reading, writing, and math for RTI levels 1,2, and 3. Any educational professional can administer this manual scoring test, however a one-hour instructional webinar is recommended prior to administration. This test is for students who are in kindergarten through the sixth grade. The downside is that it is very expensive and completion times vary. Three tiers organize the test: prevention, problem solving and diagnosis.

The administration, evaluation, and determination of a plan of action as the result of these assessments, can provide enormous benefits to a student who is struggling to read, the teacher who is differentiating instruction, and to the parents who may be feeling helpless in the efforts to assist their child.       

  

                                                       References

Disability Rights Education & Defense Fund, (2014). Berkeley, CA. Online

https://dredf.org/special_education/Assesments_chart.pdf

Johns, Jerry L., Laurie Elish-Piper, and Beth Johns. Basic Reading Inventory: Pre-primer through Grade Twelve and Early Literacy Assessments. Dubuque, IA: Kendall/Hunt Pub., (2012). Print.

Kendall Hunt. (2014). “Basic Reading Inventory: Pre-Primer through Grade Twelve and Early Literacy Assessments”.  Johns, J., Dubuque, IA. Online.

https://www.kendallhunt.com/bri/

Kids IQ Test Center. (2014).  Online

http://www.kidsiqtestcenter.com/slosson-oral-reading-test.html

Multi-Health Systems Inc. (2014). North Tonawanda, NY.  Online.

http://www.mhs.com/product.aspx?gr=edu&prod=tvps&id=overview

Pearson. (2014). San Antonio, TX. Online.

http://www.pearsonclinical.com/education/products/100000583/process-assessment-of-the-learner-second-edition-diagnostics-for-reading-and-writing-pal-ii-reading-and-writing.html#tab-training

Pearson. (2014). San Antonio, TX. Online.

http://pearsonassessmentsupport.com/support/index.php?View=entry&EntryID=533

Slosson Educational Publications, Inc. (2014). East Aurora, NY. Online

http://www.slosson.com/onlinecatalogstore_i2900083.html?catId=204560

Western Psychological Services. (2014). Torrance, CA. Online.

http://www.wpspublish.com/store/p/2649/wepmans-auditory-discrimination-test-second-edition-adt

Zahn, A. (2009). “Why Use The Basic Reading Inventory Developed by Jerry Johns?”

Chicago, Illinois. Online.

http://www.harperhighschool.org/ourpages/auto/2009/2/17/61155853/Prosody.pdf

Test	Purpose	Strengths	Weaknesses	Appropriateness
Slosson Intelligence Test (SIT) http://www.slosson.com/ onlinecatalogstore_i2900083.html?catId=204560	Provides a quick, reliable index of intellectual ability in children age 4 through adults. Widely used in schools and clinics by many different facilitators. Tests 6 different cognitive domains: general information (GI), comprehension(CO), quantitative(QN), similarities and differences(SD), vocabulary(VO), auditory memory(AM).	Does not penalize individuals who are: extra careful, methodical, fearful, easily upset under the pressure of speed, poorly motivated, uncooperative, misunderstanding the importance of the task at hand, or have reading handicaps. Can be used for students who are visually impaired or blind. Scoring is done simultaneously with the administration of the test.	Expensive Must have an education degree to purchase	This test can be completed and scored quickly, 10-20 minutes. There is a wide age range of people for which this test can be administered. There is a wide range of education and physiological professionals who can administer this test.
Slosson Oral Reading Test (SORT) http://www.kidsiqtestcenter.com/ slosson-oral-reading-test.html	Assess the level of oral word recognition, word calling or reading level. Quick screening test to determine a student’s reading level.	Quick: 3-5 minute test High reliability Good sampling of test items Test specific for oral reading Used in concurrently with SIT, Passage Comprehension from the Woodcock-Johnson Test of Achievement and Reading Comprehension from the Woodcock-Johnson Test of Achievement	Expensive Does not measure word knowledge and comprehension Only oral reading can be measured Large differences exist in student’s geographical location, occupational status level and age levels.	Preschool-adult age test Screening instrument, assess progress, determine a student’s grade level for reading and determine if further diagnostic assessment is needed.
Basic Reading Inventory (BRI) http://www.harperhighschool.org/ourpages/ auto/2009/2/17/61155853/Prosody.pdf https://www.kendallhunt.com/bri/	BRI determines a student's instructional and independent reading levels, rate, accuracy and prosody.	Easy to use Includes all of the tools teachers need to assess, interpret, and develop responsive reading instruction Inexpensive Graded levels from beginner to grade 12.	All test forms given may not exactly line up with all students learning levels Time consuming to administer Students can lose focus	Passages, word lists, and early literacy assessments for all students pre-primer to high school Covers a wide range of students reading abilities Easy to use and interpret, it’s an all in one format
Wepman's Auditory Discrimination Test (WADT) http://www.wpspublish.com/store/p/2649/wepmans-auditory-discrimination-test-second-edition-adt	Quickly identifies children who are slower than average in developing auditory discrimination and who may have trouble learning to read	Quick: 5 minute test Identifies difficulties in phonemes	Must be level B certified to administer the test Not appropriate for all ages Expensive	Ages 4-8 Best for English language learners Can be administered at half year intervals for baseline and track progress Examiner reads the pairs of words aloud
Test of Visual-Perceptual Skills, 3rd Edition http://www.mhs.com/product.aspx?gr=edu&prod=tvps&id=overview Process Assessment of the Learner – 2nd Edition (PAL-II) http://www.pearsonclinical.com/education/products/100000583/process-assessment-of-the-learner-second-edition-diagnostics-for-reading-and-writing-pal-ii-reading-and-writing.html#tab-training http://pearsonassessmentsupport.com/support/index.php?View=entry&EntryID=533	Determine a child's visual perceptual strengths and weaknesses. There are 16 plates for each perceptual area; each is normed separately so that you can reliably differentiate the various visual perceptual processes. Comprehensive evidence-based assessment-intervention system in reading, writing, and math	The new third edition covers all of the ages that were previously served by two earlier versions: TVPS-R and TVPS(UL)-R. Designed for use by occupational therapists, psychologists, education diagnosticians, developmental optometrists, learning specialists, and other assessment professionals Responses are made vocally or by pointing, which is ideal for children who may have motor, speech, hearing, neurological, or cognitive impairments 10-20 minutes Individual and school wide screening Covers reading, writing and math Assessment and intervention tool RTI for levels 1,2, and 3. Paper and pencil	Administrator must be Qualified Level B Very expensive Handscored format Manual scoring Completion time varies dependent on selection of subtests Expensive  Recommended 1 hour webinar for test administrator Paper and pencil	TVPS-3 uses black and white designs as stimuli for all of the perceptual tasks arranged in a developmental progression Age range 4 to 13 years and UL (12-18 years) K-6 grade PAL-II is a research-based assessment and intervention tool based on NICHD (reading and writing) and US Department of Education (math) funded research completed by the author. The measures are organized by three tiers: Prevention, Problem Solving and Diagnosis

Reading Strategies Jigsaw Activity

Jigsaw to do the MOST amount of information with the LEAST amount of time.  

Pick one article. 
Read. Close read. 
Take notes in the margins. 
Prepare a summary. 

Report to the class. 

Article:

RTI and Reading: Response to Intervention in a Nutshell
By G.Emerson Dickman

How Children Learn to Read

Learning to read begins at birth. The development of language starts the moment we are born and our parents begin to communicate verbally with us. By speaking, reading, and even singing, our parents ignite our language development, setting the stage for our individual paths as lifelong reader.

During the first year of life, children begin to associate words and sounds with wants and needs. This develops into an association of names with people, pets and objects. Around the time that a child reaches his/her first birthday, the ability to linking words to meaning has begun. Children have a vocabulary base of approximately 50 to 75 words by the time they are toddlers and begin to combine words to form basic sentences. By age three, a child will understand most of what is said to them. Around their fourth birthday, children have a vocabulary base of about 1,500 words and are speaking in relatively complex sentences.(GS. 2014)

When a child enters kindergarten, phonemic awareness has been in place for some time and usually has moved onto the phonics stage. Many students are beginning to read simple books. However, the range of reading readiness is extensive and a teacher or a parent should never make comparison between individual student’s abilities.

The National Institute for Professional Practices (NIPP, 2014) website, outlines beginning instructional levels as similar to the following:

•           Awareness and Exploration of Reading Stage (typically pre-K)

•           Emergent Reading Stage (typically pre-K to early Kindergarten)

•           Early Reading Stage (typically Kindergarten to early Grade 1)

•           Transitional Reading Stage (typically late Grade 1 to Grade 2)

•           Fluent Reading Stage (typically Grade 3 and higher)

Phonemic awareness, phonics, fluency, vocabulary and reading comprehension begins at home but are emphasized in the elementary school classroom.  In a pre-school setting students are learning the letters of the alphabet and what sounds those letters represent. The first stage of language is Phonemic Awareness. “This is where learning to read starts. Phonemic awareness means that children become aware that speech is made up of individual sounds. It is a critical part of "reading readiness," so it is often a focus of early learning programs. However, since writing isn't speech, phonemic awareness isn't enough to allow children to learn to read. In order to learn how to read, children must be able to recognize that the marks on a page represent the sounds of a language. Those marks, of course, are letters.” (Bainbridge)

As a student progresses on to kindergarten, linking what is heard and spoken into written form, begins with writing your name and beginning to understand that words linked together make sentences. The second stage is Phonic. “This is more than just memorizing the alphabet. Learning the alphabet is part of reading readiness, but to be able to read, children must be able to do more than simply memorize the letters. They must also be able to identify which sounds in the language (phonemes) go with which letters. “(Bainbridge) Early reading begins with simple sight words and word families are introduced.

As student progresses through first and second grade, vocabulary expands and spelling is work on daily. “In this stage, children have memorized all the sounds represented by the letters and can read words by recognizing each letter in a word and the way the sounds represented by those letters blend together to form words. They can tell the difference between talk, take, and tack.” (Bainbridge)

By the end of third grade, fluency in reading is expected and with that, so too is comprehension. Understanding what has been read and having the ability to retell, answer questions, make predictions, and form conclusions are skills most student have obtained. “Once children can recognize enough words relatively quickly and easily, they are ready to move from reading individual words to reading sentences and then paragraphs. At that point, they can start to focus on comprehending what they are reading. Most children reach this stage sometime during third grade.” (Bainbridge)

            If a teacher can understand and remember that every child learns to read and develops at his/her own pace, then half the battle has been won. These developmental stages give teachers an estimate of when to expect milestones to be reach. However, it is only an estimate and not every student will arrive at the same place at the same time.  Through assessments, the teacher will be able to differentiate instruction for those students who need it. Intervention for some students will be needed and accommodations will be made for others. The most important part of teaching students to read is to make it a fun activity; an activity which students will enjoy and look forward to doing, not a burdensome task which one must get through before he/she can go play at recess.

References

Bainbridge, Carol. (2014).  How Do Children Learn to Read? Online.

http://giftedkids.about.com/od/gifted101/a/How-Children-Learn-to-Read.htm

Great Schools. (2014). Developmental Milestones: Ages 3 through 5. Online.
http://www.greatschools.org/special-education/health/724-developmental-milestones-ages-3-through-5.gs

Johns, Jerry L., Laurie Elish-Piper, and Beth Johns. (2012) Basic Reading Inventory: Pre-primer through Grade Twelve and Early Literacy Assessments. 11^th Edition.

 Dubuque, IA: Kendall/Hunt Pub.

National Institute of Professional Practices. (2014). Developmental Stages of Learning to Read

Online. http://www.professionalpractice.org/about-s/developmental_stages_of_learning_to_read/

Resource/Instructional Critique

There are many different forms of instructional materials to supplement today’s educational needs. Technology has opened the doors of learning and lead teachers to a vast array of instructional materials just the click of a mouse away. What used to take hours of hard work on the part of the teacher, now takes a few minutes to create. Differentiating instruction can be easy to obtain, if you have the right tools in front of you. Keeping students actively engaged in activities throughout the day is crucial. The use of computers, ipads, and  Smartboards have opened up a world of learning for both the students and teachers.

The following sites are some of my personal favorites for supplementary lesson plans, instructional materials, and activities. I hope you enjoy all of them as much as I do.

SRA Reading Labs: http://www.srareadinglabs.com/

This reading program allows students to move through the reading program at their own pace. It fits in well with a Montessori style educational program. The Jefferson School uses it for the first and second grade levels, and I have had the opportunity to assist students who are using it. They really seem to enjoy the independent aspects of selecting their own stories to read within color-coded level and completing the assessments at the end. When they complete the assessment, they bring the answer key to one of the teachers and we check for accuracy together. The students really seem engaged with this program. I was checking into the online interactive version which seems like it would be beneficial for several students. The adaptive program and computer graphics are appealing to keep of several students with attention issues actively engaged. The computer version is very expensive which is why I am certain TJS only has the hard copies.

Thinkfinity: http://www.thinkfinity.org/  Thinkfinity is an amazing website created by Verizon to assist teachers in the classroom. It is loaded with great information on many different subject matters, wonderful lesson plan ideas and it utilizes different teaching techniques, including technology based instruction. Students can explore the site independently, for student guided learning, either individually or in small groups. Then they could choose which lesson they would like to explore further as independent research, in small groups for presentations or as a whole class.

Shel Silverstein: http://www.shelsilverstein.com/learning/#lessons-and-activities Who doesn’t love Shel Silverstein?  April is poetry month and this is a great way to introduce poetry to students. The kids love his crazy poems and books. The activities on his website are FREE! Teacher packets are downloadable and contain different writing activities, discussion ideas, vocabulary activity sheets and more. Students are actively engaged in reading, writing, listening, and sharing their own poems. It has interactive games on the site which students can use independently or in small groups. Whole class participation could take place on a Smartboard. All of the activities are aligned with the CCSS so there is no guesswork as to which standard you are covering. I LOVE this site!

Bit Strips for School: http://www.bitstripsforschools.com The use of Graphic Novels as a teaching tool for elementary students is on the rise. Students learn about emotions and expression with the help of speech bubbles, each bubble style indicates a different type of expression.  Sequencing is taught as the student’s form cohesive thoughts with the arrangement of the panels. Students can create their own caricatures and create different storylines. There is a charge of $9.95 a month for individual teacher/classroom accounts. It could be a great way to get struggling students engaged in reading and writing stories. There are different prompts to choose from including such topics as Fire Prevention, Internet Safety, and Science Gone Wrong! The activities are categorized by; subject, topic, and grade level to be age appropriate. Additional benefits from Graphic Novels in an elementary setting are:  comprehension, imagery, visualizing, making inferences, predicting, retelling, digital/media literacies, visual literacy, literary elements, literature-based instruction, and motivation/engagement. Kids love this!

Discovery Education Puzzlemaker:  http://www.discoveryeducation.com/free-puzzlemaker/

Puzzlemaker is a puzzle-generating tool for teachers, students and even parents. Create and print customized word search, criss-cross, math puzzles, cryptograms, and more using your own vocabulary words. It is free and easy to use. Students could use it in small groups to crate word searches for the rest of the class during research projects. Spelling words can easily be inserted into fun activities for homework assignments or as differentiated instruction. There are lesson plans for teachers at each grade level and different subject matter.

Assignment 1:  

Prezi link   http://prezi.com/s0jsum7ccfps/teaching-students-with-dyslexia/

Teaching Students with Dyslexia

Karen D. Letonoff

Wilmington University

MEE 7998

 

Teaching Students with Dyslexia

            Dyslexia is a language based learning disorder which, research suggests affects about 17 percent of the population in the United States alone (PBS). Its effects include; difficulty reading, language skills difficulty in pronouncing words, spelling and writing. However, no two dyslectics are alike as this learning disability manifest differently in each individual. The exact cause of dyslexia is still unknown, however research suggests; that the dyslexic brain processes information differently, dyslexia is genetic and can even skip a generation. Dyslexia is a lifelong disorder, for which many people have found techniques to compensate. With the proper skill set and assistance, they thrive and ultimately live to their full potential, often exceeding the expectations of teachers and family members. As young students learning to read and write the dyslexic student may require extra support within the classroom, special accommodations and in extreme cases, a special education classroom setting is the best option.

            A kindergarten or first grade teacher may start to notice a student having difficulties when the dyslexic student begins to learn to read and write. An otherwise intelligent student may begin to exhibit qualities such as: not testing well, daydreaming or zoning out, confusing right from left, difficulty with reading comprehension, and  difficulties with; phonemic awareness, handwriting, and time management. Every student is different and the level of strength and weaknesses varies from student to student. The key to success lies within the diagnosis.

            As with any diagnosis of a learning disability, the earlier it is identified; the earlier intervention can take place, so that the student can reach his/her maximum potential. However, as a teacher, one must understand that the family will go through a period of adjustment. It takes on similar characteristics to the grieving process.  Denial, numbness, and shock; Bargaining; Depression; Anger; and finally Acceptance are the five stages of grief which many families experience when a child has been first diagnosed with Dyslexia. It is important to reassure the family that they have not done anything “wrong” to cause the learning disability and that there are many successful people who are dyslexic. For example: Albert Einstein, Bill Gates, Walt Disney, George Washington, Thomas Edison, Tom Cruise, Patrick Dempsey, Steve Jobs, to name a few (PMK). Dyslexic people often can see the big picture but have a harder time with the smaller details of an assignment or project. They frequently choose an entrepreneurial career and are very successful as they recognize their weaknesses and surround themselves with the support staff which they need to succeed. In the words of Albert Einstein, “Once we accept our limits, we go beyond them.” Understanding is crucial in to help the student learn at their own pace. “People with dyslexia have weak phonemic awareness. This means that they have difficulty hearing the fine distinctions among individual sounds, or phonemes, of the language. They also have difficulty rhyming and breaking words down into individual sounds. Phonemic awareness relates directly to learning to decode and to spell words.” (PBS)

There are many programs to assist people with dyslexia who have difficulty writing such as; “Dragon Naturally Speaking for PC users and Dragon Dictate for Mac users is another technological aide that facilitates the learning process for the dyslexic student. It is a voice recognition program that allows you to dictate your ideas and watch your words appear on the computer screen. For those who have word retrieval difficulties, grapho-motor weaknesses or problems committing ideas to paper in a timely fashion, Dragon may be just the tool you need, in order to improve your writing skills.” (Frankenberger) There have also recently been developed fonts such as “Open-Dyslexic” which may ease eye strain for dyslexic readers. While the official research is not yet in, preliminary studies suggest that this font has helped prevent letter shifting and eye fatigue while reading.                       

(Open)

            An effective teacher must differentiate the instruction for the delayed reader. Special accommodations or in many cases, an IEP, Individual Education Plan will be put into action for the dyslexic student. The RTI, Right to Intervention allows for the best possible scenario to be put into place for the student to reach his/her highest possible potential. The Common Core standards for “Grade Range for ELA CCR Anchor Standard:  K–5, Strand:  Reading, Area:  Range of Reading and Level of Text Complexity, Anchor Standard10. Read and comprehend complex literary and informational texts independently and proficiently.” (CCS) and “Area:  Key Ideas and Details. “ (CCS) has paved the way for all struggling readers to receive the help which they need to succeed. During assessments there are “two critical aspects of assessment for a delayed reader: (a) assessment to determine instructional level and (b) assessment to determine strengths and weaknesses.” (Ruddell, p364)

            The effective teacher will focus on the student’s abilities rather than any shortcoming the dyslexic student may have. “Tell me and I forget. Teach me and I remember. Involve me and I learn.” where the words of Benjamin Franklin. With optimism, patience, and tact the lines of communication between the teacher, parents and student must remain open to suggestions and feedback. The dyslexic mind may look at the world from a deferent perspective and many times it is that different vantage point which is needed to solve the most difficult of questions. “I believe that the reason I’ve been able to discover the things my very intelligent colleagues couldn’t is because of my dyslexia. I look at things from a different perspective.” Dr. R. Wyatt (PMK)

   

References

Common Core State Standards (June 2010) Subject:  English Language Arts & Literacy in           History/Social Studies, Science, and Technical Subjects, Grade Range for ELA CCR           Anchor Standard:  K–5, Strand:  Reading, Area:  Range of Reading and Level of Text Complexity

Frankenberger, Ed.M., C.; Jenkins, J. (2013). “Technology”

         Online   www.dyslexia.yale.edu/

Ogburn, Liisa. (2013). Online www.dyslexic-kids.org

Open Dyslexic (2013). Online opendyslexic.org/#widget-title-one

PBS Parents, (2013). “The Facts About Dyslexia,” Online      

       www.pbs.org/parents/readinglanguage/articles/dyslexia/the_facts.html

Positive Messages for Kids, (2013). “Dyslexics, Slow Readers, Out-of-the-Box Thinkers”                 

         Online www.thepowerofdyslexia.com

Ruddell, R., (2006). Teaching Children to Read and Write,

            Pearson Education, Inc.

Hello!
This is Roxy.
She has a lot to learn!