Phonemic
Awareness & Literacy Survey
December 13, 2002
(Attendees
at the December program were surveyed informally.)
District:
25 school districts
represented (3 outside Oakland County)
Are you providing any Literacy programs/activities? YES: 46
NO: 23
| Briefly describe (Name of specific program, area of focus, etc.) |
| A
variety of programs and strategies were listed. The primary
areas of focus were phonological/phonemic awareness,
literature activities (i.e., book discussions, book talk),
language comprehension/concepts, retelling, sequencing,
auditory processing, written expression and spelling.
Respondents defined Literacy activities very broadly. Some
specific programs mentioned: Phonemic Awareness in Young
Children; Phonic Soup; The Phonics Game; Lindamood-Bell-LIPS;
Sound Reading (C.L.A.P., Emerging, Sound Sense); H.E.L.P;
Earobics. |
| Level (grade, spec. ed., gen. ed.) |
| Primarily working in kindergarten through grade 2, however, literacy activities were listed from preschool through grade 12. Implementing in general and special education settings, in speech-language therapy, resource rooms, self contained programs and general education classrooms. |
| How long have you been doing this? |
| Less than
1 year - 10 About 1 year - 5 2-3 years - 20 More than 3 years - 11 |
| Is your service pull-out, co-teaching, in-class, etc. |
| Use a variety of service delivery
models - 24
Pull Out - 8 Co-teach with a teacher (special and general-ed) - 12 In classroom - 20 |
| Are you collecting data? What kind? |
|
Yes - 31 A variety of
tools are used to collect data - standardized tests,
curriculum-based assessments, program assessments (i.e.,
Language!, Wilson), district developed assessment/screener,
progress notes/anecdotal records/observations, pre/post tests. |
|
Oakland Schools |
