150
will have any problem with this. For practical purposes she is now functioning at a
beginning second grade math level.
Reading
Melody had been reading in the Edmark program prior to the 1978/79 academic
year. She was able to "read" at a high first grade level, but had practically no
comprehension. In fact, sometimes she would read the passage from right to left.
Since Fall, Melody has made the transition between a one-to-one sight reading
program to the Distar Reading II (unrevised) program. The latter is a phonetic
approach to reading. Additionally, she was placed in a small group situation. These
are radical changes, and she has made a good adjustment.
Melody is currently reading at an early to mid second grade level within the
program. She has mastered the phonetic approach and rarely needs to stop to
"sound out" a word within a lesson. She always reads from left to right.
In terms of comprehension, she is reaching the point of being able to verbally
answer questions relating to the lesson, but this continues to be her weakest area.
However, given the scope of change in format and also that we did not begin her at
the start of the program, but rather at about lesson 120, she is showing real
progress. She is being given early reading comprehension worksheets to help in-
crease her comprehension and logic relating to what is on paper. Hopefully this will
bring her comprehension more in line with her reading abilities.
Writing (manuscript)
Melody can group letters into words and generally maintains her letters within
the boundary of primary paper. She copies directly from the chalkboard and many
sight words she simply reads and then writes on her paper. (As opposed to having to
copy letter for letter, she spells.) She always reads her "boardwork" independently
prior to copying it. Her legibility needs more work, but it is readable.
At the start of the year, Melody was able to print her first name. At that point,
she was given a "dot-to-dot" model for practice and space to copy directly below the
model on primary paper.
Speech and language
While she made herself understood at the beginning of the year, she generally
used only one or two word phrases. This, combined with poor articulation, especially
of the sibilants, resulted in a lot of situations where we had to say, "show me".
However, a formal program with our C.D.S. and patterning of appropriate short
sentences which we required her to repeat "Say the whole thing," has led to a
situation in which Melody habitually uses short complete sentences about half of
the time.
In terms of articulation, I have found that if I pattern a word for her, emphasiz-
ing sounds she is leaving out, until she repeats it correctly, she has a tendency to
retain the correct pronunciation.
Language and articulation are areas which will need continued support services
in the future. However, there has been real growth in both areas this year.
Social development
When the year began, Melody played by herself. She would select a puzzle, poppet
beads, or other items and generally return to her seat, even when approached by
others. When on the playground at recess, there was a tendency to stand near the
teacher and watch the others, or to play by herself.
As the year ended, Melody would not only share play items with others, she
would initiate group action. She has learned to jump rope if it is a "single person"
rope and she wants very much to participate in "group" jumping where two other
persons turn the rope. She will join such groups and takes her turn with the others.
She also plays tag with the children outdoors and has generally turned into a very
social person.
There is no question that Melody has made great strides in every area of aca-
demic and social and physical development this year. The progress is quite remark-
able. If it were not for some re-grouping of classrooms and teachers, she would be
well placed in an E.M.R. program. For the coming year she can continue to be
challenged in this program; but a change in status would not be surprising as she
continues to mature and develop the self confidence necessary to perform outside of
the security of the classroom.
MARION A. KENNEDY.
