Conclusions Based on Literature Review and Reaearch Study Teacher Reflection
Recommendation and Implications
Conclusions and Implications
Conclusions Based Upon Literature Review and Research Study
As previously stated, spelling is a very controversial topic with many educators. Some educators feel that spelling instruction should be taught as a whole class lesson (Zutell, 1998), while others feel that spelling is a developmental process and needs small group instruction (Heald-Taylor, 1998). Child-centered instruction is in the best interest of the student’s enhancement of spelling knowledge (Ganske, 1999).This process can be time consuming as well as difficult, especially when the capabilities of students within a class are likely to span several grades and represent several stages of spelling development.
The researcher concludes that the students who received the intervention of developmental spelling instruction showed some growth in their daily encoding ability. The students met in a small group instruction setting for 8 weeks and had the opportunity to experiment and manipulate words and spelling patterns. In addition, the students received immense practice with reading fluency. The students had opportunities for fluency practice using Reader's Theater, reading poetry, and repeated reading. Fluent reading comprises three elements: accurate reading of connected text at a conversational rate with appropriate prosody or expression (Hudson, Mercer, & Lane, as cited in Hudson, Lane & Pullen 2005). The students also had the opportunity to read to younger children (Book Buddies) as an effort to enhance prosody.
At the conclusion of the research study, the researcher gathered the data and reflected on the positive aspects of the study. All students made gains over the 8-week intervention period. Each possessed unique ways of coping with the assignments and activities. Most enjoyed the interactive activities that accompanied the lessons but did not enjoy the individual assignments and one-on-one time with the researcher. The researcher could see the anxiety in their expressions when asked to join the researcher at the reading table. However, the students did rejoice when success and accomplishment were made. The researcher determined that the duration of the intervention needed to be longer. She felt that the students would have made greater gains if the intervention lasted more than an 8-week period. The intervention period being interrupted with MCAS preparation and administration, which also skewed the results. The students needed to back track once the MCAS was over to review spelling patterns learned and refocus on group work. The researcher also feels that the intervention may have had better results if it took place earlier in the school year. The students could have the initial assessment in the fall, and intervention could take place throughout the school year until students reach the appropriate developmental level.
As I reflect upon my experience as a researcher, I realized that classroom research is more difficult than I expected. I scheduled the students to meet three times a week for thirty minutes. This would last for 8 weeks. As a result, the sessions had to be moved around, because of extenuating circumstances (student teacher, absences and MCAS etc.) This also created frustration for the children. Sometimes they were expecting to meet and we didn’t or if they didn’t expect to meet, we did. In addition, I learned that I needed to be more flexible and conscious of the fact that sometimes the children‘s inflexibility resulted in students’ inattentiveness.
However, I did enjoy and rejoice in the success of the students’ accomplishments. Developmental Spelling is a great way to reach struggling readers. the research indicated that they can increase their word knowledge, reading level, and feel success among their peers.
Recommendations and Implications for Future Instruction
The researcher would like to see the study replicated but with younger children, and the intervention lasting more than 8 weeks. The researcher does not feel that an 8-week period is long enough for internalization and transfer of the spelling patterns. The researcher would also like to follow the children for a 2-year period for retention and internalization of strategies. The researcher would be interested to find out if students are given intervention earlier in their literate lives, then does it make a difference in the reading ability and spelling acquisition.