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Action Research

Action Research. First Grade Trace Crossing Elementary/Samford University Lindsey Rae Atkins ESEC 2013. Meet the Student. The child will be referred to as Student M throughout the presentation. Reason Selected: Student qualifies for Tier III intervention, and is a non-reader.

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Action Research

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  1. Action Research First Grade Trace Crossing Elementary/Samford University Lindsey Rae Atkins ESEC 2013

  2. Meet the Student The child will be referred to as Student M throughout the presentation. • Reason Selected: Student qualifies for Tier III intervention, and is a non-reader. • Areas of Focus: Alphabetic principle and phonemic awareness. • Additional Information: Student has a challenging home situation, and excessive absences.

  3. Addressing the Issue • What are evidence-based, effective strategies for increasing alphabetic knowledge? --How might I help my student improve her letter recognition?

  4. What the Experts Say… • “letter-name knowledge promotes phonological awareness and discovery of the alphabetic principle.” (Penney, 2009) • “Research has shown that poor phonological skills con- tribute to the inability of some beginning readers to automatically use the alphabetic principle successfully; there- fore, early reading intervention should include instruction on these skills.” (DiLorenzo, 2010) • “Although multisensory curricula that include integrated picture mnemonic (e.g., Itchy’s Alphabet and others) have received growing attention from early childhood teachers, to date, the empirical support for these curricula has been limited.” (DiLorenzo, 2010)

  5. Continued • “Research evidence clearly points out that print concepts, phonological/phonemic awareness, and letter name knowledge are critical stepping stones towards early reading success.” (Ruetzel & Cooter, 2012) • “Letter name knowledge, including letter sound knowledge, is the single best predictor of later reading success in the primary grades.” (National Reading Panel, 2000) • “When teaching letter recognition…learners [should] rely on the physical characteristics of the letter rather than its place in the alphabet to identify it.” (Ruetzel & Cooter, 2012)

  6. Initial Assessment The assessment used was the Letter Recognition test. Student M scored 45 out of 52 points. She recognized letters at beginning and end of alphabet, but struggled with those in the middle.

  7. Strategies and Observations

  8. Monitored Progress

  9. Final Assessment The assessment used was the Letter Recognition test. Student M scored a 51 out of 52. She was able to recognized letters with greater accuracy and speed. Greater pride and self-confidence was clearly evident.

  10. Reflection • This experience not only taught me the importance of keeping a record of data and progress, it was a special time of getting to see a student grow academically and as a person. • In retrospect I wish I would have been more proactive about meeting with Student M throughout the week, and that I also would have been better organized • For future candidates, I would recommend that when working with a Tier II or Tier III student the candidate collaborate with the intervention specialists to ensure complimenting instructing.

  11. Works Cited • DiLorenzo, K. E., Rody, C. A., Bucholz, J. L., & Brady, M. P. (2010). Teaching Letter-Sound Connections With Picture Mnemonics: Itchy's Alphabet and Early Decoding. Preventing School Failure, 55(1), 28-34. • Lonigan, C. J., Shanahan, T., & National Institute for, L. (2009). Developing Early Literacy: Report of the National Early Literacy Panel. Executive Summary. A Scientific Synthesis of Early Literacy Development and Implications for Intervention. National Institute For Literacy, • Penney, C. G., Drover, J., & Dyck, C. (2009). Phonological processing deficits and the acquisition of the alphabetic principle in a severely delayed reader: a case study. Dyslexia (10769242), 15(4), 263-281. doi:10.1002/dys.374 • Ruetzel, D. R. & Cooter, R. B. (2012). Teaching children to read (6th ed.). Boston, MA: Pearson Education Inc.

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