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Student is in 1st grade and doesn't know most of letters or sounds. He also reads at a level A.

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Student is in 1st grade and doesn't know most of letters or sounds. He also reads at a level A.

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With my student we are hung up his ability to remember letters and sounds.

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With my student we are hung up his ability to remember letters and sounds.

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He was using picture clues during his reading.

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He was using picture clues during his reading.

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We are working on phonics skills, sight word skills, reading connected text, and language skills (speech) to support growth in reading and writing. 

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We are working on phonics skills, sight word skills, reading connected text, and language skills (speech) to support growth in reading and writing. 

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I observed student sounding out words and looking at illustrations to support reading. 

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I observed student sounding out words and looking at illustrations to support reading. 

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Oral language deficits and ecolalia make it difficult to gather the most accurate assessment of true ability. However, student has some measurable decoding skills and can use picture clues to read with success. 

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Oral language deficits and ecolalia make it difficult to gather the most accurate assessment of true ability. However, student has some measurable decoding skills and can use picture clues to read with success. 

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Using visuals to support gathering information. 

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Using visuals to support gathering information. 

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Where do I get materials for phoneme awareness?

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What assessment do I need to do to know where the student is at in the sound structure of language?

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Please remember to just listen the first time and then have them read again and identify errors based on Science of Reading.

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Student is having difficulty decoding words and reading multi-syllabic words.

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Having trouble with phoneme awareness in segmentation of words.

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He is looking around and having trouble tracking.