1 / 46

ResTTRS E.May-BrennekerBDA308

Results of a Research Project into the possible Impact on Literacy and Attitude of SEN pupils by Making Links through TTRS: Touch-Type Read Spell Presented at BDA International Conf. 03/‘08 Eleanor May-Brenneker MA (Independent SEN Consultant) “Tudor Manor”

ifeoma-santiago
Download Presentation

ResTTRS E.May-BrennekerBDA308

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Results of a Research Project into the possible Impact on Literacy and Attitude of SEN pupils by Making Links through TTRS: Touch-Type Read Spell Presented at BDA International Conf. 03/‘08 Eleanor May-Brenneker MA (Independent SEN Consultant) “Tudor Manor” Beckenham Pace Park, BECKENHAM, Kent BR3 5BP U.K. Tel. 0044 (0)20 8658 6657 ResTTRS E.May-BrennekerBDA308 ResTTRS E.May-BrennekerBDA308 1

  2. Impact on Literacy and Attitude by Making Links through TTRS WHAT IS TTRS? TTRS =Touch-Type Read Spell: A multi-sensory, computer aided course. It uses word lists/sentences based on Hornsby & Shear’s phonological method ‘Alpha to Omega’. The TTRS program consists of: 25 Levels with 30 Modules each. LINKING SOUND AND SYMBOL ResTTRS E.May-BrennekerBDA308

  3. WHO? WHERE? WHEN? WHY? HOW? 44 SEN pupils randomly chosen yr.5&6, yr.3&4,St.Augustine’s Primary School Deprived Inner London Area Sept.’06-Dec.’07 (4 terms/4 phases) Verify claims of positive impact on Literacy and Attitude with TTRS Procedure: 11 pupils receive 2 x week 30 minutes TTRS for 1 term at lunch break. Controls become TTRS pupils next term. Research Project:Impact on Literacy and Attitude by Making Links through TTRS ResTTRS E.May-BrennekerBDA308

  4. Research Project Methods to establish possible Impact on Literacy and Attitude with TTRS intervention Quantitative Qualitative Objective -> Subjective Outsider perspective -> Insider perspective Outcome oriented -> Process oriented Replicable data -> Rich, deep data Seek facts -> Seek understanding Apply tests -> Apply surveys HYBRID ResTTRS E.May-BrennekerBDA308

  5. Quantitative Literacy Tests: Comprehension SRS Suffolk Reading Scale 2 (F. Hagley, NFER Nelson) Reading and Spelling WRAT 3 Wide Range Achievement Test (G. S. Wilkinson) Qualitative Surveys for: Teachers Pupils Parents Research Methods:Pre~ Post TTRS Tests/Surveys administered ResTTRS E.May-BrennekerBDA308

  6. Pre~/ Post Tests SRS Compr. Stand. Score SRS Compr. Percentile WRAT Read Stand. Score WRAT Read Percentile WRAT Spell Stand. Score WRAT Spell Percentile TTRS nr. 1003 - 1013 +3.4 +9.3 +14.8 +27.3 +6.5 +13.6 Ctrl. nr.1014 - 1024 +0.6 +1 +5.1 +11.3 +4.4 +10.7 Overview Research Project Phase 1A:09/06-12/06 (TTRS n.11 & Ctrl. n.11)in~ decreasing Impact on Literacy Discrepancy 2.8 8.3 9.7 16 2.1 2.9 ResTTRS E.May-BrennekerBDA308

  7. ResTTRS E.May-BrennekerBDA308

  8. Pre~/ Post Tests SRS Compr. Stand. Score SRS Compr. Percentile WRAT Read Stand. Score WRAT Read Percentile WRAT Spell Stand. Score WRAT Spell Percentile TTRS nr 1014 - 1024 +4.2 +6.9 +1.6 +4.9 +1.8 +0.6 Ctrl. nr. 1003 - 1013 -3.5 -7.7 -13.4 -19.9 +1.8 +3.4 Overview Research Project Phase 1B:01/07-03/07TTRS n.11 & Ctrl. n. 11 in~ decreasing Impact on Literacy Discrepancy 7.7 14.6 15 24.8 0 -2.8 ResTTRS E.May-BrennekerBDA308

  9. ResTTRS E.May-BrennekerBDA308

  10. Pre~/ Post Tests SRS Compr. Stand. Score SRS Compr Percentile WRAT Read Stand. Score WRAT Read Percentile WRAT Spell Stand Score WRAT Spell Percentile TTRSnr.1025 -1035 -0.5 -1.5 +6.6 +15.9 +4.7 +12.3 Ctrl. nr.1036 - 1046 -3.2 -7 -2.8 -5 +1.6 +4.5 Overview Research Project Phase 2A:04/07-07/07 TTRS n. 11 & Ctrl. n. 11 in~ decreasing Impact on Literacy Discrepancy 2.7 5.5 9.4 20.9 3.1 7.8 ResTTRS E.May-BrennekerBDA308

  11. ResTTRS E.May-BrennekerBDA308

  12. Pre~/ Post Tests SRS Compr. Stand. Score SRS Compr. Percentile WRAT Read Stand. Score WRAT Read Percentile WRAT Spell Stand. Score WRAT Spell Percentile TTRS nr.1036 - 1046 +5.3 +12.7 +16.3 +30.5 +4.2 +7.6 Ctrl. nr. 1025 -1035 -0.1 -0.8 -5.9 -15 -3.3 -7.6 Overview Research Project Phase 2B:09/07-12/07 TTRS n.11 & Ctrl. n. 11 in~ decreasing Impact on Literacy Discrepancy 5.4 13.5 22.2 45.5 7.5 15.2 ResTTRS E.May-BrennekerBDA308

  13. ResTTRS E.May-BrennekerBDA308

  14. Pre~/ Post Tests SRS Compr. Stand. Score SRS Compr. Percentile WRAT Read Stand. Score WRAT Read Percentile WRAT Spell Stand. Score WRAT Spell Percentile TTRS 1A +2.2 +8.3 +9.7 +16 +2.1 +2.9 TTRS 2A +2.7 +5.5 +9.4 20.9 +3.1 +4.5 Research Phases 1A-2A combined: 14Higher Literacy Test Scores for both TTRS Intervention Groups TTRS n.22 compared with Ctrls n.22 ResTTRS E.May-BrennekerBDA308

  15. Overview Research Project ALL 4 Phases 09/06-12/07 (TTRS n. 44 & Ctrl. n. 44)in~decreasing Impact on Literacy Pre~/ Post Tests SRS Compr. Stand. Score SRS Compr. Percentile WRAT Read Stand. Score WRAT Read Percentile WRAT Spell Stand. Score WRAT Spell Percentile TTRS +12.4 +27.4 +39.3 +78.6 +17.2 +34.1 Ctrl. -6.2 -14.5 -17 -28.6 +4.5 +11 Discrepancy 18.6 41.9 56.3 107.2 12.7 23.1 ResTTRS E.May-BrennekerBDA308 ResTTRS E.May-BrennekerBDA308 15

  16. ResTTRS E.May-BrennekerBDA308 ResTTRS E.May-BrennekerBDA308

  17. Overview Research Project ALL Phases 09/06-12/07 (TTRS & Ctrl. MEAN)in~decreasing Impact on Literacy Pre~/ Post Tests SRS Compr. Stand. Score SRS Compr. Percentile WRAT Read Stand. Score WRAT Read Percentile WRAT Spell Stand. Score WRAT Spell Percentile TTRS +0.28 +0.62 +0.89 +1.79 +0.39 +0.78 Ctrl. -0.14 -0.33 -0.39 -0.65 +0.1 . +0.25 Discrepancy +0.42 +0.95 +1.28 +2.44 +0.29 +0.53 ResTTRS E.May-BrennekerBDA308 ResTTRS E.May-BrennekerBDA308 17

  18. ResTTRS E.May-BrennekerBDA308

  19. Post Phase 1A Pupils’ Survey: Has TTRS had an Impact on your Literacy and Attitude? ResTTRS E.May-BrennekerBDA308

  20. Post Phase 1B Pupils’ Survey: Has TTRS had an Impact on your Literacy and Attitude? ResTTRS E.May-BrennekerBDA308

  21. Post Phase 2A Pupils’ Survey: Has TTRS had an Impact on your Literacy and Attitude? ResTTRS E.May-BrennekerBDA308

  22. Post Phase 2B Pupils’ Survey: Has TTRS had an Impact on your Literacy and Attitude? ResTTRS E.May-BrennekerBDA308

  23. Overview Research Pupils’ Survey: Has TTRS had an Impact on your Literacy and Attitude? ResTTRS E.May-BrennekerBDA308

  24. ResTTRS E.May-BrennekerBDA308

  25. Phase 1A Research Parents’ Survey: Has TTRS had an Impact on your Child’s Literacy and Attitude? ResTTRS E.May-BrennekerBDA308

  26. Phase 1B Research Parents’ Survey: Has TTRS had an Impact on your Child’s Literacy and Attitude? ResTTRS E.May-BrennekerBDA308

  27. Phase 2A Research Parents’ Survey: Has TTRS had an Impact on your Child’s Literacy and Attitude? ResTTRS E.May-BrennekerBDA308

  28. Phase 2B Research Parents’ Survey: Has TTRS had an Impact on your Child’s Literacy and Attitude? ResTTRS E.May-BrennekerBDA308

  29. Overview Research Parents’ Survey: Has TTRS had an Impact on your Child’s Literacy and Attitude? ResTTRS E.May-BrennekerBDA308

  30. ResTTRS E.May-BrennekerBDA308

  31. Pre~Post Intervention Teachers’ Survey Sample: Mark pupil’s stage (1=lowest) compared with peers at present ResTTRS E.May-BrennekerBDA308

  32. Phase 1A Results Teachers’ Survey:Impact on Literacy and Attitude Pre~Post TTRS Intervention ResTTRS E.May-BrennekerBDA308

  33. Phase 1B Research Teachers’ Survey: Impact on Literacy and Attitude Post TTRS Intervention (disqualified) ResTTRS E.May-BrennekerBDA308

  34. Phase 2A Research Teachers’ Survey: Impact on Literacy and Attitude Pre~Post TTRS Intervention ResTTRS E.May-BrennekerBDA308

  35. Phase 2B Research Teachers’ Survey:Impact on Literacy and Attitude Pre~Post TTRS Intervention ResTTRS E.May-BrennekerBDA308

  36. Overview Research Teachers’ Survey: Impact on Literacy and Attitude Pre~Post TTRS Intervention ResTTRS E.May-BrennekerBDA308

  37. ResTTRS E.May-BrennekerBDA308

  38. Conclusion Research Project: Impact on Literacy Tests revealed: * Overall, literacy levels increased dramatically even though per phase TTRS was in progress for 1 term only (12 hours=4/25 levels average). * For sustainability in literacy impact longer TTRS intervention is needed. * Reading improved most, followed by Spelling and Comprehension. ResTTRS E.May-BrennekerBDA308

  39. Conclusion Research Project: Impact on Literacy and Attitude Surveys revealed: Teachers unanimous in noticeable improvements in all areas. Parents: 82.5 % noticeable improvements Pupils: 75% noticeable improvements Most Parents and Pupils said YES to partaking in future TTRS projects. ResTTRS E.May-BrennekerBDA308

  40. Conclusion Research Project Impact on Typing Skills * Pupils became familiar with keyboard, 10-finger- typing, using capitals and punctuation, focus on screen instead of keyboard and multi-tasking. * In max. 30 mins. they managed ca. 4-5 modules. * In 12 hrs. they reached ca. level 4 (out of 25). * WPM speed and accuracy increased steadily. * ICT awareness, confidence and skills improved. * Motivation to practise keyboard skills rose. * Bonus:They enjoyed improving their high scores, monitoring their successes on progress cards and receiving a regular print-out of their achievements. This boosted their FGF, Feel Good Factor. ResTTRS E.May-BrennekerBDA308 ResTTRS E.May-BrennekerBDA308 40

  41. Recommendation for TTRS Intervention to create and sustain impact on Literacy, Attitude, Typing Skills • Program to run for 3 terms rather than 1. • The non-competitive approach needs to be maintained, each works at his/her own pace. • Avoid running TTRS in lunch breaks. • Monitoring multisensory aspects: see-hear-say-do, is essential. • Consistent high quality delivery is needed, including: Praise, Praise, Praise….. • Success breeds success! ResTTRS E.May-BrennekerBDA308

  42. Thanks a Bunch to: TTRS Support Team: • Anne Mc Gourty (SENCO) • Mary Kingman • Tonia Young • Pam Lemard • Head of St. Augustine’s • Chair of Governors • Teachers, Parents and SEN pupils From ELEANOR ResTTRS E.May-BrennekerBDA308

  43. Post Phase 1A Pupils’ Survey: Has TTRS had an Impact on your Literacy and Attitude? Total Returns n. 10/11 READING WRITING CONCENTRATION ATT. to LEARNING SELF-CONFIDENCE BEHAVIOUR SOCIAL SKILLS NO 2 4 2 2 4 2 2 YES 7 5 6 6 3 6 7 Don’t Know 1 1 2 2 3 2 1 ResTTRS E.May-BrennekerBDA308

  44. Post Phase 1B Pupils’ Survey: Has TTRS had an Impact on your Literacy and Attitude? Total Returns n. 7/11 READING WRITING CONCENTRATION ATT. to LEARNING SELF-CONFIDENCE BEHAVIOUR SOCIAL SKILLS YES 7 7 5 5 4 4 7 NO 1 Don’t Know 2 2 3 2 ResTTRS E.May-BrennekerBDA308

  45. Post Phase 2A Pupils’ Survey: Has TTRS had an Impact on your Literacy and Attitude? Total Returns n. 11/11 READING WRITING CONCENTRATION ATT. to LEARNING SELF-CONFIDENCE BEHAVIOUR SOCIAL SKILLS YES 8 11 7 8 8 5 8 NO 1 1 1 Don’t Know 2 3 3 3 6 2 ResTTRS E.May-BrennekerBDA308

  46. Research Phases 1A-2A combined: 46Higher Literacy Test Scores for both TTRS Intervention Groups TTRS n.22 compared with Ctrls n.22 ResTTRS E.May-BrennekerBDA308

More Related