Project Design

Population            Description of Sample             Selection of Sample          

Overall Project     Specific Interventions             Materials Used          

 Student Progress           Planned Outcomes         Graduate Symposium Presentation

   
 

Home Page

Abstract

Biographical Data

Theory and Related Research

Project Design

Discussion of Findings

Analysis of Data

Conclusions and Implications

References

 

 

 

 

 

 

 

 

 

 

 

       

Population

The research project took place in a small suburb in southeastern Massachusetts.  It is a beautiful residential town.  It is predominately a single family home community with some apartments and condominiums.  The average single family home price is in the range of $450,000.00.  It is an upper class community.   The racial makeup of the town is 97% White, 0.57% African American, 0.10% Native American, 0.96% Asian, 0.02% Pacific Islander, 0.16% from other races, and 0.67% from two or more races.  There are 4,182 households out of which 45.7% have children under of 18 years of age living with them, 7.5% percent have a female head of household, and 20.2% are non-families.  Individuals make up 17.2% of all households, and 7.1% have someone living alone who is 65 years of age or older.  The average household size is 2.95, and the average family size is 3.36.  The median income for a household in town is $75,135.00, and the median income for a family is $85,627.00, with only 1.8% percent of families below the poverty level. 

 

           The school that the research was conducted in has approximately seven hundred students in the school. It sits on the easterly side of town.  The school is approximately six years old.   There are three grades within the school.  The classes are grouped heterogeneously.  All special education services are given outside of the classroom.  There is one transitional classroom.  Each student in the transitional class is part of  a general education classroom for content area subjects (science and social studies) and special subjects (music, art, physical education, computer, and library).  The school had met its Adequate Yearly Progress (AYP) for the Department of Education regarding MCAS results.

 

 

back to top

 

 

Description of Sample

 

         The sample selected for the focus of the research study consists of students who meet a variety of criteria that was predetermined prior to the onset of the study.  The sample needed to be reading or spelling slightly below grade level  and needed to be within the same range of developmental spelling range.  The researcher wanted a mix of gender. However, students were not excluded because of gender. Fourth grade students were accessible to the researcher.

 

back to top

 

 

Description of Manner in Which Sample was Selected

 

            The researcher selected the students by assessing their encoding skills through a developmental spelling assessment. In addition, the researcher assessed daily writing samples. Through the assessment of the writing samples, the researcher determined the students who were not transferring spelling strategies to daily work, but were memorizing spelling words for the weekly test. After the researcher reviewed the results, four students  met the above criteria and were selected.

 

 

back to top

 

 

Detail of Overall Project

 

            This research project involved the researcher investigating the aspects of decoding and encoding deficiencies in struggling reading students in the fourth grade.   If developmental spelling strategy interventions are applied, the students should internalize and utilize these strategies so that decoding and encoding deficiencies are diminished.  The researcher met with students over an 8-week period. There was small group instruction 3 times a week for 30 minutes. 

 

 

back to top

 

 

Description of Specific Interventions

 

 

               The researcher met with the students in a small group situation.  The researcher used a developmental spelling inventory to determine the instructional spelling level of the students.  Once the instructional level was established, the researcher created word lists each week reinforcing the spelling pattern that was to be internalized.  The students had word sorts and word tray activities to complete.  The students worked independently and cooperatively depending on the activity to be completed.  The students also participated in word games.  In addition to word study activities, the researcher involved the students with reading fluency activities. The students were involved with repeated readings, reader’s theatre, and reading to book buddies.  The researcher’s aim was to expose the students to as much reading as possible.  The students’ daily writing assignments were assessed by the researcher; in order to determine if the spelling patterns were internalized.

 

Intervention schedule was as follows:

Ø      The students met with the researcher at the reading table.

Ø  The students sorted words using both open and closed sorts as determined by the researcher

Ø      Lessons were focused and kept to 30 minutes.

Ø      Students worked cooperatively as well as individually depending on the activity

Ø      Students kept individual word walls in their desks

Goals for planning:

Ø      The major goal was to teach the students at their developmental spelling levels.

Ø      All lessons were to incorporate as many past spelling patterns as possible as to constantly review and reuse the pattern learned.

Ø      The students were involved with Reader’s Theater to encourage fluency and prosody while reading. 

Ø      Repeated readings of text were also encouraged.  This allowed students to become familiar with text.  

 

 

back to top

 

 

Description of Materials Used

 

            The researcher used a variety of materials.  The researcher used the intermediate spelling inventory found in Words Their Way (Bear et al., 2004).  Within this inventory, the researcher was able to determine the students’ developmental spelling level. The researcher also implemented various word sorting activities and games to enhance the knowledge of spelling patterns.  The researcher provided the students with individual teacher-made magnetic spelling trays so that the students could manipulate the letters and sounds while completing spelling activities. The spelling trays include multiple letters of the alphabet as well as digraphs and diphthongs. This tactile activity helped to imbed the spelling patterns that the students worked with throughout the study.  The students created personal word wall folders as found in Word Matters, (Pinnell & Fountas, 1998).  This was to encourage the students to focus on their personal words they have a difficult time spelling.  The researcher implemented the use of Reader’s Theatre.  This was to encourage the students to rehearse and practice readings for oral fluency and phrasing.  The researcher also had many poetry books available for repeated readings, again for phrasing and fluency.  The researcher used anecdotal notes and informal reading assessments as well.  The researcher  used informal daily writing assignments.   The researcher used the Developmental Reading Assessment to assess the students' independent and instructional reading levels; as well as other informal reading inventories.   

 

 

back to top

Description of Assessment of Students Progress

            The Intermediate Spelling Inventory was used as the assessment to determine the developmental spelling level of each student at the onset of the research study.   The researcher also assessed the decoding fluency level of each child through the aid of the running record. In addition, the researcher used the Developmental Reading Assessment 4-8 Reading Survey.   The use of the DRA 4-8 Reading Survey assisted the researcher in determining the reading interest level of the student.  The researcher asked the students to reflect upon their decoding and encoding ability through surveys and questionnaires.  Throughout the study, the researcher  used informal observations of daily writing samples. 

 

 

back to top

 

 

Description of Planned Outcomes for Both Students and the Researcher-Teacher

 

            The researcher planned for the internalization of decoding and encoding strategies  for the students' to be positive.  It was hoped that after strategy internalization, decoding and encoding fluency would increase.  From this increase, students will be more confident when reading and writing.

 

back to top