8/3/2019 Instructional Program Reflection Diana

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Alyssa Margulis

Phase 1

S- Phonics

Instructional Program Reflection

Baseline Data (Taken From Informal Assessment)

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1112

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Decoding Ability

Decoding Ability

8/3/2019 Instructional Program Reflection Diana

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8/3/2019 Instructional Program Reflection Diana

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engaged in the lesson and helped him to really want to participate fully in increasing

his phonics skills. I think the most important think we see when looking at the data

that S was generally (except in one occasion) passing his probe by getting a score

of either 14/15 or 15/15 words correct.

-Discuss any revisions (if any) were made to the original proposal and

describe their effect on the student(s) performance

No revisions were made to the program. Each day the Wilson program was doneconcretely and in the same way.

-Describe the program components and environmental variables that 

seemed to contribute to the success of the program

I think the components that contributed to the success of the program were the

consistency it was given in. S received this instruction every single day, and was ableto make to follow a pattern/routine. I think this was important for him because he

really began to make the connections to the different sounds and the blends we

were focusing on in that lesson. I also think the most important component that 

helped make S successful was that he was given multiple opportunities to practice

each word (tapping them out, going over them on flashcards, practicing silently to

himself, writing them out). He was able to really see how they were used in different 

contexts, in isolation and within sentences. This helped him to be able to say the

word when he was probed on his 15 words for the day.

-Describe the program components and environmental variable that seemedto limit student progress

I think the only thing that limited Ss progress is the distraction of the otherstudents. It is really easy to hear them saying their words, or what to focus on what 

they are doing. There was constant redirection of what needed to done by S, andsometimes getting distracted hindered his own progress.

-Referring back to the above components and variables that may havelimited the success of the program, describe the changes and strategies you might 

use to address those limitations and promote future success of the program

I think that what I did was the best thing. Redirecting and focusing his attention

back on the task usually got him back on track. However, if S was not able to

concentrate, we would place him in an alternate setting in the room. This would

help him to better concentrate and focus.