Action Research

By: Lindsey Jackson 2nd Grade

Mrs. Norris

Background Information

Worked with 2 students for the whole time

1 ELL student

What did we work on?Plan was to work on improving identification of long and short vowels skills

What is my Question?

For this project my question was..

What are the most effective strategies in teaching vowel sounds?

DATA Collected

Student A

Student B

0

1

2

3

4

5

6

7

Pre Assessment

Mid point As-sessment

Post Assessment

DATA- Initial Assessment

Student A Student B0

1

2

3

4

5

6

7

8

3

5

7 7

4

2

Correct

Assisted

Incorrect

Students Being Assessed

Nu

mb

er

of

Qu

esti

on

s

DATA-Mid Point Assessment

Student A Student B0

2

4

6

8

5

77 7

2

5

CorrectAssistedIncorrect

Students Being Assessed

Nu

mb

er

of

Qu

esti

on

s

DATA-Final Assessment

Student A Student B0

2

4

6

8

6

77 7

1

0

CorrectAssistedIncorrect

Students Being Assessed

Nu

mb

er

of

Qu

esti

on

s

What Are The Best Strategies?

Systematic Approach

What is it?

“Systematic phonics instruction enhances children’s success in learning to read and is significantly more effective than instruction that teaches little or no phonics”

Structured

Small group- Tutorial Setting

Hammil, D. D., & Swanson, L. H. (2006, September). The National Reading Panel’s Meta‐Analysis of Phonics Instruction: Another Point of View. The Elementary School Journal, 107(1), 17-26. Retrieved November 30, 2012, from Academic One File.

Code-Based Strategies

What is it?

Code based strategies are taught based on the child’s current level and text they are reading

Adjusts to the child

Provides opportunities for application to daily life

Gelheiser, L. M., Scanlon, D., Velluntino, F., Hallgren-Flynn, L., & Schatschneider, C. (2011, December). Effects of the Interactive Strategies Approach—Extended: A Responsive and Comprehensive Intervention for Intermediate-Grade Struggling Readers. The Elementary School Journal, 112(2), 280-306. Retrieved November 30, 201

Small Groups

Easy to get over whelmed with phonics

Track students progress

Hands on activities

Reutzel, D.r & Cooter, R.B (2012) Teaching Children to Read: The Teacher Makes the Difference. Boston. Pearson

What I did!

First game an initial assessment

Needed engaging activities

Used hand motions

Color by vowel worksheet

Short vowel BINGO

Long vowel poem

What I did!

What I Did

Final Assessment

After several weeks BOTH students showed improvement!!

Student A- went from 3/7 to 6/7 correct on assessment

Student B-went from 4/7 t0 7/7 correct on assessment

Impact on Student Achievement

Provided the students with several examples of vowel sounds and strategies to break each word down

What did I learn??

The teachers attitude will effect the students attitude!

Have several opportunities for practice

Things I would Change

Differentiate the assessment- the students caught on and just memorized the answers