thesis on phonic

8/20/2019 thesis on phonic

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KINDERGARTEN READING READINESS: AN INTERVENTION PLAN

A thesis submitted

by

Carrie Chumley Driver

t

LaGra!"e Clle"e

i! #artial $ul$illme!t $

the re%uireme!t $r the

de"ree $

&ASTER O' ED(CATION

i!

Curri)ulum a!d I!stru)ti!

LaGra!"e* Ger"ia

+uly ,-* ,.//


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Kindergarten Reading Readiness 2

Abstra)t

The #ur#se $ this a)ti! resear)h 0as t determi!e i$ a readi!" i!terve!ti! #la!

0uld i!)rease the basi) 1i!der"arte! readi!ess s1ills $ stude!ts i! 1i!der"arte!2

E3#lri!" e$$e)tive strate"ies t build letter a!d su!d re)"!iti!* si"ht 0rd re)alli!"*

a!d readi!" )m#rehe!si! $r stude!ts $rm l0 s)ie)!mi) ba)1"ru!ds 0as a!

im#rta!t #art $ this study2 Data )lle)ti! $r this study )!sisted $ mi3ed4methds2

5ua!titative data 0as used $r #re a!d #st s)res2 A )!trl "ru# that did !t re)eive

the i!terve!ti! #la! 0as used $r )m#arative data2 'r the %ualitative #rti! $ the

study* a tea)her $)us "ru# 0as made2 The stude!ts #arti)i#ati!" i! the study 1e#t a

#i)t"ra#h2 Thru"h the a!alysis $ multi#le sur)es $ data* the 1i!der"arte! readi!"

readi!ess i!terve!ti! #rved t have "ai!s ! stude!ts6 s)res ! the Le3ia Readi!"

Assessme!t2


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Table $ C!te!ts

Abstra)t7777777777777777777777777777772227ii

Table $ C!te!ts7777777777777777777777777722272iii

List $ Tables7222777777777777777777777777777222iv

Cha#ter /: I!trdu)ti!77777777777777777777777772222/Stateme!t $ the Prblem77777777777777777777772/

Si"!i$i)a!)e $ the Prblem77777777777777777777222228

Thereti)al a!d C!)e#tual 'rame0r1s77777777777777722229

')us 5uesti!s7777777777777777777777777222-Overvie0 $ &ethdl"y777777777777777777772272

;uma! as Resear)her77777777777777777777772272<

Cha#ter ,: Revie0 $ Literature7777777777777777777777/.C"!itive Devel#me!t77777777777777777777727/.

S)hl Readi!ess777777777777777777777777222//Readi!" Readi!ess7777777777777777777777772//

I!terve!ti! Pla!s77777777777777777777777272/=

Observati! a!d Assessme!ts77777777777777777772222/Stude!t Su))ess77777777777777777777777772/<

Cha#ter 8: &ethdl"y7777777777777777777777777,/

Resear)h Desi"!77777777777777777777777772,/Setti!"77777777777777777777777777777,/

Sub>e)ts a!d Parti)i#a!ts777777777777777777772227,,

Pr)edures a!d Data Clle)ti! &ethds77777777777777222222,8Validity* Reliability* De#e!dability* a!d ?ias 777777777777722,@

A!alysis $ Data7777777777777777777777777,-

Cha#ter 9: Results777777777777777777777777777228.

Cha#ter =: A!alysis a!d Dis)ussi! $ Results777777777777772227228-

A!alysis $ Results2227777777777777777777777222228-Dis)ussi!777777777777777777777777777229.

Im#li)ati!s7777777777777777777777777222729/

Im#a)t ! Stude!t Lear!i!"7777777777777777772227798Re)mme!dati!s $r 'uture Resear)h7777777777777222772298

Re$ere!)es7777777777777777777777777777722799

A##e!di)es77777777777777777777777777777729-


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List $ Tables

Tables

Table 82/ Data Shell777777777777777777777777222,=

Table 92/ Pre Test $r I!terve!ti! Gru# a!d C!trl Gru#77777727728/

Table 92, Pst Test $r I!terve!ti! Gru# a!d C!trl Gru#777777778/

Table 928 I!terve!ti! a!d C!trl Gru# Pre a!d Pst Test Cm#aris! 727278,


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L0 SES stude!ts a)%uire la!"ua"e s1ills at a sl0er #a)e* e3hibit delayed

lettersu!d re)"!iti! a!d #h!l"i)al se!sitivity* a!d mst are at a hi"h ris1 $r

readi!" di$$i)ulties Ai1e!s B ?arbari!* ,..2 Resear)h has revealed that ral la!"ua"e

is the base $ litera)y devel#me!t ass)iated t this is devel#me!t i! #h!emi)

a0are!ess* 0hi)h is a valid #redi)tr $ later readi!" by the e!d $ 1i!der"arte!

&a)D!ald B 'i"uered* ,./.2 Early i!terve!ti! )a!!t 0ait u!til $irst "rade2

A))rdi!" t &a)D!ald a!d 'i"uered ,./.* early dete)ti! a!d i!terve!ti! is

e3tremely )riti)al a!d the 0i!d0 $ ##rtu!ity )lses %ui)1ly2

I! the State $ Ger"ia* based ! the Ger"ia Ki!der"arte! I!ve!try $

Devel#i!" S1ills G4KIDS* 1i!der"arte! stude!ts are assessed ! the $ll0i!"

Readi!" 'lue!)y a!d Readi!" Cm#rehe!si! sta!dards: a reads #reviusly tau"ht hi"h

$re%ue!)y 0rds at 8. 0rds a mi!uteH b reads #reviusly tau"ht te3t 0ith e3#ressi!H )

liste!s t a!d reads a variety $ literature a!d i!$rmati!al te3ts* dma1es #redi)ti!s

$rm #i)tures a!d titlesH e tell mea!i!" $rm !arrative usi!" #rir 1!0led"e* "ra#hi)s*

a!d %uesti!sH $ be"i!s t disti!"uish $a)t $rm $i)ti! i! read4alud te3tH a!d " retells

$amiliar eve!ts a!d im#rta!t $a)ts2 I have see! i! my years $ tea)hi!" that the l0

SES stude!ts d !t master the sta!dards $r ea)h $ the !i!e 0ee1 testi!" #erids2 This

is due i! #art t their la)1 $ basi) #rir 1!0led"e $ readi!" devel#me!t2 There$re*

the #ur#se $ this study is t determi!e i$ a 0ee1ly i!terve!ti! #la! $r l0 a)hievi!"

stude!ts 0ill im#rve test s)res2 This study 0ill $)us ! the readi!" devel#me!t

as#e)t $ l0 SES Ki!der"arte! stude!ts2


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Significance of the Problem

Ki!der"arte! stude!ts e!ter s)hl 0ithut the basi) #rir 1!0led"e $r several

reas!s2 'amily e!vir!me!t has mst $te! bee! a reas! be)ause it is thu"ht t be the

#ri!)i#le )!tributr t di$$ere!)es i! early la!"ua"e a!d litera)y devel#me!t ass)iated

0ith l0 SES Ai1e!s B ?arbari!* ,..2 Resear)h is abu!da!t 0ith studies l1i!" at

the relati! bet0ee! stude!t a)ademi) a)hieveme!t a!d $amily )limates $ l0 SES2

Stude!ts 0ith l0 SES have less e3#sure t b1s at hme a!d are less li1ely t be read

t by #are!ts Ai1e!s B ?arbari!* ,..2 A! a!alysis )m#leted by the (2S2 De#artme!t

$ Edu)ati!6s Early Childhood Longitudinal Study sa0 "reat di$$ere!)es i! the )"!itive

abilities $ )hildre! >ust starti!" 1i!der"arte! ?1s* ,..92 As re#rted i! the

(SDOE6s study* stude!ts $rm 0ealthy $amilies s)red si3ty #er)e!t @. hi"her tha!

stude!ts $rm #rer $amilies2 Str!" evide!)e i!di)ates that s)ie)!mi) status

a))u!ts $r mre $ the u!i%ue variati! i! )"!itive s)res tha! a!y ther $a)tr by

$ar ?1s* ,..9* #2 /.,2

Ki!der"arte! )hildre! ! l!"er "et t )lr* #ai!t* #lay* a!d !a# all day l!"2

Ki!der"arte! )lasses tday have a )urri)ulum that is #a)1ed 0ith sta!dards ea)h !i!e

0ee1s related t readi!"2 Ki!der"arte! readi!" sta!dards are $ hi"her e3#e)tati!s tha!

i! years #ast2 Ki!der"arte! tea)hers li1e t see stude!ts e!teri!" the drs i! Au"ust

havi!" the ma>rity $ #rir basi) readi!" devel#me!t s1ills already lear!ed2 'r these

stude!ts* mst have a smth saili!" i!t lettersu!d re)"!iti!* #h!i)s* 0rd re)all*

a!d se!te!)e readi!"2 The l0 SES stude!ts 0h d !t have the #rir basi) readi!"

devel#me!t s1ills s#e!d at least the $irst !i!e 0ee1s bei!" e3#sed t the basi)

devel#me!tal s1ills2 ?y this time these stude!ts are $urther behi!d i! the readi!"


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devel#me!t s1ills area2 Jith di$$ere!tiated i!stru)ti!* tea)hers )a! meet 0ith the

delayed stude!ts !e4!4!e r i! a small "ru# setti!" 0ith readi!" devel#me!t

i!stru)ti! based slely ! the stude!t6s i!dividual !eeds2

Theoretical and Concetion !rame"or#s

?asi) #rir 1!0led"e readi!" devel#me!t )a! be tra)ed ba)1 t Vy"ts1y6s

vie0 $ )"!itive devel#me!t2 Vy"ts1y believed that )"!itive devel#me!t is hi"hly

li!1ed t i!#ut $rm thers Slavi!* ,..82 ;is mst !ted )!tributi! is a! em#hasis !

the s)i)ultural !ature $ lear!i!"2 Vy"ts1y )!)luded that lear!i!" ta1es #la)e 0he!

)hildre! are 0r1i!" i! their !e $ #r3imal devel#me!t2 'u!)ti!s 0ithi! the !e

$ #r3imal devel#me!t are !es that )hildre! )a!!t yet d i!de#e!de!tly but )uld d

0ith the assista!)e $ a hi"her rder thi!1i!" #eer r tea)her2 Vy"ts1y6s theries have

t0 mai! im#li)ati!s2 O!e is the ut)me $ setti!" u# )#erative lear!i!" sets am!"

"ru#s $ stude!ts 0ith di$$eri!" levels $ ability2 Tutri!" by tea)hers 0uld be mst

e$$e)tive i! a)hievi!" "r0th 0ithi! the !e $ #r3imal devel#me!t2 Se)!d* tea)hers

!eed t #ut a! em#hasis ! s)a$$ldi!"* 0ith stude!ts ta1i!" ! mre a!d mre

res#!sibility $r their 0! lear!i!" Slavi!* ,..82 This a)ti! resear)h thesis 0ill

i!)r#rate Vy"ts1y6s theries by im#leme!ti!" small "ru# a!d i!dividual tutr time as

0ell as all0i!" stude!ts t ma1e "ai!s i! their lear!i!" devel#me!t at their 0! #a)e2

This thesis relates t LaGra!"e Clle"e Edu)ati! De#artme!t6s ,./.

Conceptual Framework, u!der Te!et / a!d Te!et ,2 Te!et /: E!thusiasti) E!"a"eme!t i!

Lear!i!"* Cm#ete!)y Cluster /28: K!0led"e $ Lear!ers* states that tea)hers

u!dersta!d their stude!ts a!d h0 they lear!2 The tea)hers u!dersta!d h0 t "ive

di$$ere!tiated lear!i!" ##rtu!ities based ! stude!ts sta"es $ devel#me!t a!d that


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tea)hers u!dersta!d that $a)trs i!side a!d utside e$$e)t stude!ts6 lives a!d lear!i!"2

K!0i!" that stude!ts are made u# di$$ere!tly a!d that the stude!ts lear! di$$ere!tly is

vital t this resear)h thesis as stude!ts 0ill be "ru#ed t tar"et l0 a)hievi!" stude!ts2

LaGra!"e Clle"e Edu)ati!al De#artme!t6s ,./. Conceptual Framework

Te!et ,: E3em#lary Pr$essi!al Tea)hi!" Pra)ti)es* Cm#ete!)y Cluster ,: Assessme!t

S1ills* states that tea)hers i!vlve the stude!ts i! sel$4assessme!t t hel# them be)me

a0are $ their 0! stre!"ths a!d !eeds2 This all0s the stude!ts t set #ers!al "als $r

their lear!i!" a)hieveme!t2 Stude!ts li1e t #hysi)ally see h0 they are a)hievi!"2

Thru"hut this resear)h study* i!terve!ti! assessme!ts a!d stude!t made assessme!ts

0ill be #sted as t 0here the stude!t )a! mar1 a!d see their a)hieveme!t "als

This thesis relates t the Nati!al ?ard $r Pr$essi!al Tea)hi!" Sta!dards

N?PTSM ,./. u!der Pr#siti! / a!d Pr#siti! 82 Pr#siti! / states Tea)hers

are )mmitted t Stude!ts a!d Their Lear!i!"2 (!der Pr#siti! / are stateme!ts that

are related t this thesis:

• N?CT Nati!al ?ard Certi$ied Tea)hersM are dedi)ated t ma1i!"

1!0led"e a))essible t all stude!ts2 They believe all stude!ts )a! lear!2

• They treat stude!ts e%uitably2 They re)"!ie the i!dividual di$$ere!)es

that disti!"uish their stude!ts $rm !e a!ther a!d they ta1e a))u!t $r

these di$$ere!)es i! their #ra)ti)e2

• N?CT u!dersta!d h0 stude!ts devel# a!d lear!2

• They res#e)t the )ultural a!d $amily di$$ere!)es stude!ts bri!" t their

)lassrm2 #ara2 F /2

Pr#siti! 8 states Tea)hers are Res#!sible $r &a!a"i!" a!d &!itri!" Stude!t

Lear!i!"2 (!der Pr#siti! 8 are stateme!ts that are related t this thesis:


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• N?CT 1!0 h0 t assess the #r"ress $ i!dividual stude!ts as 0ell as

the )lass as a 0hle2

• They use multi#le methds $r measuri!" stude!t "r0th a!d

u!dersta!di!"* a!d they )a! )learly e3#lai! stude!t #er$rma!)e t #are!ts

#ara2 F 82

This thesis relates t the Georgia Framework for Teaching Ger"ia Pr$essi!al

Sta!dards Cmmissi!* !2d2 u!der Dmai! , a!d Dmai! 92 Dmai! ,: K!0led"e $

Stude!ts a!d Their Lear!i!" states that Tea)hers su##rt the i!telle)tual* s)ial*

#hysi)al* a!d #ers!al devel#me!t $ all stude!ts2 (!der Dmai! , are stateme!ts that

are related t this thesis:

• ,2/ believe that all )hildre! )a! lear! at hi"h levels a!d hld hi"h e3#e)tati!s $r

all2

• ,2, u!dersta!d h0 lear!i!" ))urs i! "e!eral a!d i! the )!te!t areas

• ,28 are se!sitive* alert* a!d res#!sive t all as#e)ts $ a )hild6s 0ell4bei!"

• ,29 u!dersta!d h0 $a)trs i! e!vir!me!ts i!side a!d utside $ s)hl may

i!$lue!)e stude!ts6 lives a!d lear!i!"

• ,2= are i!$rmed abut a!d ada#t their 0r1 based ! stude!ts6 sta"es $

devel#me!t* assessme!t strate"ies t evaluate a!d e!sure the )!ti!uus

devel#me!t $ all lear!ers #ara2 F ,2

(!der Dmai! 9 are stateme!ts that are related t this thesis:

• 929 i!vlve lear!ers i! sel$4assessme!t* hel#i!" them be)me a0are $ their

stre!"ths a!d !eeds a!d e!)ura"i!" them t set #ers!al "als $r lear!i!"


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• 92@ use assessme!t data t )mmu!i)ate stude!t #r"ress 1!0led"eably a!d

res#!sibly t stude!ts* #are!ts* a!d ther s)hl #ers!!el #ara2 F92

!oc$s %$estions

As #reviusly stated* l0 SES 1i!der"arte! stude!ts e!ter s)hl 0ith a! abse!)e

$ basi) #rir 1!0led"e $ readi!" s1ills2 Jith the #ur#se $ the study bei!" t

im#rve the basi) readi!" a!d la!"ua"e s1ills $r 1i!der"arte! stude!ts* the verar)hi!"

resear)h %uesti! $ h0 the e3tra tutr time be!e$its l0 SES 1i!der"arte! stude!ts is

br1e! d0! i!t three s#e)i$i) $)us %uesti!s2

/2 Jhat is the mst e$$e)tive 0ay t im#leme!t a! i!terve!ti! $r 1i!der"arte!

readi!" readi!ess,2 Jhat e$$e)ts 0ill a! i!terve!ti! have ! 1i!der"arte! stude!ts6 a)ademi)

a)hieveme!t82 ;0 0ill the tea)her a!d 1i!der"arte! stude!ts $eel abut the i!terve!ti!

Ki!der"arte! s)hl years are a )riti)al #erid $ "r0th $r stude!ts6 emer"e!t

litera)y s1ills &a)D!ald B 'i"uered* ,./.2 Oral la!"ua"e i!terve!ti!s )m#leted

duri!" 1i!der"arte! "ive stude!ts a! additi!al sur)e $ su##rt at a )riti)al time i! their

emer"e!t litera)y devel#me!t2 Studies that assess the e$$e)t $ tutri!" #r"ram

i!terve!ti!s )hara)teristi)ally re#rted su))ess2 I! mst )ases the l0est a)hievi!"

stude!ts at the start $ the i!terve!ti! had the lar"est "ai!s i! la!"ua"e devel#me!t2 A!

i!terve!ti! tutr #r"ram !eeds t be s1ills s#e)i$i) a!d $)used* !t >ust mre $ the

same thi!" ver a l!"er time $rame &a)D!ald B 'i"uered* ,./.2

O&er&ie" of 'ethodolog(

This is a! a)ti! resear)h study )!du)ted i! a 1i!der"arte! )lassrm $ a l)al

Title I s)hl2 The sub>e)ts $ this study 0ere three 1i!der"arte! stude!ts2 They 0ere


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sele)ted be)ause $ their l0 s)res $rm the Le3ia Readi!" Assessme!t2 The

i!terve!ti! 0as s#e)i$i) t ea)h stude!t6s !eeds $ readi!" a!d ral la!"ua"e

devel#me!t s1ills2 The i!terve!ti! time $rame 0as $rm &ar)h ,.// t &ay ,.//2

?th %ualitative a!d %ua!titative data 0ere used $r measuri!" stude!t ut)mes $ the

readi!" a!d ral la!"ua"e devel#me!t s1ills2 The methd $ )lle)ti!" data 0as a

daily0ee1ly data )he)1list $ the s1ills !eeded2 As ea)h stude!t mastered a s1ill* heshe

mved ! t the !e3t s1ill !eeded2 G4KIDS assessme!t 0as #er$rmed $ur times

thru"hut the year ea)h !i!e 0ee1 #erid t measure stude!t "ai!s a!d Le3ia

assessme!t 0as admi!istered three times thru"hut the year Au"ust* De)ember* a!d

&ay t measure stude!t "ai!s2 I 1e#t a >ur!al re"ardi!" the i!terve!ti! #r)ess t

re)rd the resear)h #r)ess a!d h0 stude!ts rea)t t i!terve!ti! time2 Stude!ts 0ere

"ive! a survey t assess their $eeli!"s ! the i!terve!ti! time2

H$man as a Researcher

I am a Ki!der"arte! tea)her i! a l)al Title I eleme!tary s)hl i! Tru# Cu!ty2

I have bee! tea)hi!" $r !i!e yearsH tea)hi!" $irst "rade $r $ur years a!d tea)hi!"

Ki!der"arte! $r the #ast $ive years2 I $eel that I am %uali$ied t )m#lete this thesis

study be)ause I see $irstha!d h0 Ki!der"arte! stude!ts e!ter the )lassrm 0ith a vid


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$ basi) ba)1"ru!d 1!0led"e $ readi!" s1ills2 This !e"atively a$$e)ts their readi!"

ability i! Ki!der"arte!2 I $eel that i!terve!ti!s t i!)lude i!terve!ti!s 0ith

Ki!der"arte! Readi!ess a!d Ph!i)s a!d De)di!" S1ills* Dl)h Si"ht Jrds* a!d

Readi!" I!$rmal 0ill "reatly hel# the stude!ts su$$eri!" 0ith readi!" a!d ral la!"ua"e

s1ills2 I 0a!t su))ess i! my )lassrm $r all stude!ts a!d all stude!ts deserve t be

su))ess$ul2

CHAPTER T)O: RE*IE) O! THE +ITERATURE

The #ur#se $ this a)ti! resear)h is t determi!e i$ a di$$ere!tiated i!terve!ti!

0ill stre!"the! the s)res $ Ki!der"arte! Readi!ess a!d Ph!i)s a!d De)di!" S1ills $

stude!ts i! 1i!der"arte!2 This resear)h 0ill als determi!e 0hi)h strate"ies are mst


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e$$e)tive a!d h0 the tea)her a!d stude!ts $eel abut the i!terve!ti! time2 This )ha#ter

0ill re$le)t u#! resear)h that has bee! #er$rmed by thers ! this t#i)2

Cogniti&e De&eloment

Vy"ts1y believed that stude!ts are a)tive see1ers $ their 0! 1!0led"e2 ;e

did !t vie0 them as slitary a"e!ts Pa#ad#uls* Charalambus* Ka!ari* B Liiu

,..92 I! his thery* ri)h s)ial a!d )ultural )!te3ts "reatly a$$e)ted stude!ts6 )"!itive

devel#me!t2 There$re* me!tal a)tivity is )!sidered u!i%uely huma!2 It is the result $

s)ial lear!i!"* $ the i!ter!aliati! $ s)ial si"!s a!d $ )ulture a!d s)ial

relati!shi#s2 Vy"ts1ia! edu)ati!al a!d #sy)hl"i)al a##li)ati!s $$er ##rtu!ities

$r a)tive #arti)i#ati! a!d a))e#ta!)e $ i!dividual di$$ere!)es2 These a##li)ati!s als

#rmte assisted dis)very as 0ell2 Tea)hers may "uide stude!ts lear!i!"* tailri!" their

i!terve!ti!s t ea)h stude!t6s !e $ #r3imal devel#me!t i! rder $r hi"hest

lear!i!" t ta1e #la)e Pa#ad#uls et al2* ,..92 The $u!)ti!s $ the !e $ #r3imal

devel#me!t are !es that )hildre! )a!!t yet d al!e but )uld d 0ith hel# $ a #eer

r tea)her Slavi!* ,..82 Jithi! the Vy"ts1ia! thery lies t0 im#li)ati!s2 O!e is

the ut)me $ setti!" u# )#erative lear!i!" "ru#s 0ith stude!ts $ di$$eri!" levels $

ability2 The ther is tea)hers #utti!" a! em#hasis ! s)a$$ldi!" a!d all0i!" stude!ts t

ta1e ! mre a0are!ess $ their res#!sibility $ lear!i!" Slavi!* ,..82

School Readiness

S)hl readi!ess is !t >ust measured by stude!t #r$i)ie!)y ! a)ademi) r

)"!itive s1ills Childre! N0* ,..


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areas: / #hysi)al 0ell4bei!" a!d mtr devel#me!t* , s)ial a!d emti!al

devel#me!t* 8 a##ra)hes t0ard lear!i!"* 9 )mmu!i)ati! a!d la!"ua"e usa"e*

a!d = )"!iti! a!d "e!eral 1!0led"e #a"e ,2 The #a!el als em#hasied that

s)hl readi!ess i!vlves $amilies* s)hls a!d )mmu!ities2 Jithut their )lle)tive

#re#arati! a!d i!vlveme!t )hildre! have a di$$i)ult time bei!" ready $r s)hl2 I!

rder t hel# stru""li!" stude!ts i! 1ey devel#me!t a!d s1ill areas* sme states have

e!a)ted #li)ies t hel# e!sure )hildre! arrive i! 1i!der"arte! #re#ared a!d that s)hls

#rvide them the su##rts they !eed t tra!siti! su))ess$ully2 Clle)ti!" a!d shari!" $

mea!i!"$ul s)hl readi!ess data is esse!tial t su))ess$ul 1i!der"arte! tra!siti!2

S)hl readi!ess data als hel# #rvide $amilies* s)hls* a!d )mmu!ities6 i!$rmati!

t determi!e h0 t best hel# yu!" stude!ts su))eed Childre! N0 ,..ustme!t t s)hl C1e* Kretl0* B ;el$* ,./.2 A))rdi!" t

Ta!1ersley ,..8* The Nati!al Readi!" Pa!el Re#rt states that the level $ #h!emi)

a0are!ess that )hildre! #ssess 0he! $irst be"i!!i!" readi!" i!stru)ti! a!d their

1!0led"e $ letters are the t0 best #redi)trs $ h0 they 0ill lear! t read duri!" the

$irst t0 years $ $rmal readi!" i!stru)ti!* Ta!1ersley* ,..8* #2 @2

Oral la!"ua"e is the $u!dati! $ litera)y devel#me!t a!d li!1ed t #h!emi)

a0are!ess 0hi)h is a valid #redi)tr $ later readi!" i! 1i!der"arte! &a)D!ald* B

'i"uered* ,./.2 Stude!t i!terve!ti!s must ))ur early be)ause 1i!der"arte! stude!ts

)a!!t a$$rd t 0ait u!til $irst "rade $r i!terve!ti!2 The 1i!der"arte! years are a


16/56


)riti)al #erid $ "r0th $r emer"e!t4litera)y a!d ral la!"ua"e i!terve!ti!s2 This

"ives the stude!ts a! additi!al su##rt li!e at a )riti)al time 0he! readi!" readi!ess

ta1es #la)e &a)D!ald B 'i"uered* ,./.2 Readi!" readi!ess s1ills are the im#rta!t

#rere%uisite s1ills stude!ts !eed t master t su))eed a)ademi)ally i! later "rades2 These

s1ills i!)lude a2 #hysi)al health a!d mtr devel#me!t* b2 s)iemti!al

devel#me!t* )2 a##ra)hes t lear!i!"* d2 la!"ua"e a!d )mmu!i)ati! devel#me!t*

e2 early litera)y s1ills* a!d $2 )"!iti! a!d "e!eral 1!0led"e C1e et al2* ,./.*

#2 F/8-2 Si3 esse!tial threads $r readi!" are: readi!"#h!i)s a0are!ess* #h!i)s a!d

de)di!"* $lue!)y* v)abulary* a!d 0rd re)"!iti!2 Jithut havi!" ea)h thread

#rese!t i! the ta#estry $ a stude!t6s readi!" abilities be)mes hles a!d the 0eave 0ill

!t hld ti"ht a!d 0ill !t $u!)ti! $r li$el!" use Ta!1ersley* ,..8* #2 ,2 &st states

e3#e)t 1i!der"arte! tea)hers t em#hasie readi!ess s1ills by i!)r#rati!" them i!t

their )!te!t sta!dards C1e et al2* ,./.2 S)hl readi!ess matters i! the l!" ru! a!d

addressi!" )hildre!6s devel#me!tal !eeds be$re a!d duri!" their $irst year $ s)hl

0ill bst their )ha!)es $ su))ess2 Sadly* mst )hildre! d !t atte!d a hi"h4%uality

#res)hl a!d ma!y d !t e!ter 1i!der"arte! $ully #re#ared2 These stude!ts $all behi!d

i! the 1!0led"e $ s1ills that 0ill $a)ilitate their ability t su))eed i! 1i!der"arte! a!d

bey!d Childre! N0* ,..


17/56


i!dividualied* a!d i!te!sive i!terve!ti!2 There is evide!)e t su##rt that i!terve!ti!s

"ive! i! a small "ru# $rmat )a! substa!tially redu)e the !umber $ stude!ts 0h

e3#erie!)e l!" term readi!" #rblems Daily* Cha$uleas* B S1i!!er* ,..=2

The verall e$$e)ts $ i!terve!ti!s are )ertai!ly #sitive a!d #rmisi!"2 Jhe!

the ut)mes $r i!dividual )hildre! are a!alyed it is ty#i)ally $u!d that there are a

substa!tial amu!t $ )hildre! 0h )!ti!ue t be severely im#aired i! readi!"* des#ite

i!te!sive i!terve!ti!s2 These stude!ts are ultimately ide!ti$ied as lear!i!" disabled a!d

re%uire s#e)ial edu)ati!al servi)es S)a!l! et al2* ,..=2 Stude!ts 0h stru""le 0ith

early readi!" la)1 $a)ility 0ith the #h!l"i)al stru)ture $ the E!"lish la!"ua"e

Simm!s et al2* ,..-2 These stude!ts la)1 se!sitivity t the #h!emes i! 0rds* a!d

they stru""le 0ith the al#habeti) #ri!)i#le a!d r the ability t de)de u!$amiliar 0rds2

Stude!ts 0h su$$er $rm early readi!" di$$i)ulties )a!!t ma1e the )!!e)ti! bet0ee!

the su!ds $ ur la!"ua"e a!d the #ri!ted )u!ter#arts that re#rese!t s#ee)h2 As a

result* they $a)e mu!tai!s $ bsta)les i! tra!slati!" #ri!t t s#ee)h a!d $ail t devel#

ease a!d $a)ility 0ith 0rd re)"!iti!2 This* i! ha!d* limits their hld $r hi"her level

)"!itive #r)esses related t )m#rehe!si! a!d* ultimately* the 0rd a!d 0rd

1!0led"e they "ai! $rm readi!" Simm!s et al2* ,..-2

Stude!ts bel0 #re4#rimer i!stru)ti!al level su$$er $rm ma!y a)ademi) issues

Cald0ell B Leslie* ,..=2 The issues i!)lude but are !t limited t:

• &ay !t re)"!ie the #ur#se $r readi!"

• La)1 basi) #ri!t )!)e#ts

• &ay !t 1!0 h0 t hld a b1 u#ri"ht

• &ay !t 1!0 lettersu!ds

• Are l""ra#hi) readers 0h d !t u!dersta!d that letters sta!d $r

su!ds a!d that 0rds re#rese!t mea!i!"

• &ay !t 1!0 that letters #ut t"ether ma1e a 0rd


18/56


• Nt u!dersta!d that readi!" is le$t t ri"ht

• Se!te!)es have 0rds 0ith s#a)es i! bet0ee! Cald0ell a!d Leslie* ,..=*

#2 /9

Stude!t i!terve!ti!s !eed t be e3a)tly 0hat the stude!t des r des !t 1!0 a!d

!eeds t #rvide e3#erie!)es t mve ! t the !e3t sta"e $ the readi!" #r)ess

Cald0ell B Leslie* ,..=2 Gd i!terve!ti! is !e that i!)ludes e3#li)it a##ra)h t

i!stru)ti! i! 0hi)h letters are tau"ht i! islati! a!d the! ble!ded t $rm 0rds Daily

et al2* ,..=2

&a!y stude!ts be"i! 1i!der"arte! 0ith "reat di$$ere!)es i! v)abulary 1!0led"e

Cy!e* &)Ca)h* B Ka##* ,..-2 Sme stude!ts e!ter s)hl 0ith thusa!ds $ hurs

$ e3#sure t b1s a!d a 0ealth $ ri)h a!d su##rtive ral la!"ua"es e3#erie!)es

#eers 0h have a ri)h v)abulary 1!0led"e2 Other stude!ts be"i! s)hl 0ith very

limited 1!0led"e $ la!"ua"e a!d 0rd mea!i!"s2 Sadly* the v)abulary "a# "r0s

lar"er i! the early "rades as stude!ts 0ith limited v)abulary 1!0led"e "r0 mre

dis)re#a!t ver time $rm their #eers 0h have ri)h v)abulary 1!0led"e Cy!e et al2*

,..-2

u!" stude!ts 0h $all behi!d i! devel#i!" v)abulary 1!0led"e are at a hi"h

ris1 $r e3#erie!)i!" ma>r readi!" a!d lear!i!" di$$i)ulties a!d eve!tually are ide!ti$ied

as havi!" a la!"ua"e r readi!" disability Cy!e et al2* ,..-2 Literature su""est that

stru)tured a!d su##rted ral la!"ua"e a)tivities* su)h as liste!i!" t a!d dis)ussi!"

stryb1s are dire)t 0ays t #rmte la!"ua"e a!d v)abulary devel#me!t i! yu!"

stude!ts2 This ty#e $ a)tivity is !t e%ually e$$e)tive $r all stude!ts2 Stude!ts 0h are

at ris1 $r readi!" disabilities 0ith l0er i!itial v)abularies are less li1ely tha! their

#eers 0ith hi"her v)abularies t lear! 0rds i!)ide!tally 0hile liste!i!" t stries2 This


19/56


is %uite #ssible i! #art be)ause these stude!ts are less able t ma1e use $ )!te3t t

i!$er 0rd mea!i!"s be)ause $ their limited v)abulary a!d )!te!t 1!0led"e2 Due t

this $i!di!"* resear)hers have a)ted $r mre i!te!ti!al* tea)her4dire)ted v)abulary

i!stru)ti! a!d i!terve!ti! t )m#leme!t traditi!al readi!" a)tivities $r stude!ts 0h

are at ris1 $r la!"ua"e a!d readi!" di$$i)ulties2 Stude!ts 0ith 0ea1er v)abularies are

less li1ely t lear! !e0 0rds $rm liste!i!" t stries tha! )hildre! 0ith lar"er

v)abularies2 Thus* tea)hers !eed t #rvide mre !e4!4!e r small "ru# e3#li)it

v)abulary i!stru)ti! $r stude!ts 0ith smaller v)abularies Cy!e et al2* ,..-2

Inter&ention Plans

There is )ertai!ly ! disa"reeme!t that a su))ess$ul early eleme!tary s)hl

e3#erie!)e is a hi"hly #redi)tive $a)tr $ later #sitive a)ademi) ut)mes C1e et al2*

,./.2 Stude!t i!terve!ti!s !eed t be based ! i!dividual !eeds t #rvide e3#erie!)es

t "ai! 1!0led"e i! rder t " ! t the !e3t sta"e $ the readi!" #r)ess Cald0ell B

Leslie* ,..=2 Gd i!terve!ti! is !e that i!)ludes e3#li)it a##ra)h t i!stru)ti! i!

0hi)h letters are tau"ht i! islati! a!d the! ble!ded t $rm 0rds Daily et al2* ,..=2

I!terve!ti!s shuld be stimulati!"* !t bri!"2 Early litera)y )a! devel# thru"h

tea)her i!terve!ti! i! the s#e)i$i) s1ills !eeded2 I!terve!ti!s shuld be $)used ! a

level that all0s hi"h rates $ su))ess$ul stude!t #er$rma!)e Daily et al2* ,..=2

Early i!terve!ti! literatures su""est that there is a di$$ere!)e i! #i!i! as t

relative im#rta!)e $ early a)ademi) s1ills a!d 0he! early readi!ess i!terve!ti! shuld

be"i!2 O!e 0ay $ addressi!" bth readi!ess s1ills a!d early i!terve!ti! is t be"i!

0ith readi!ess s1ills duri!" the $irst semester $ 1i!der"arte! a!d 0aiti!" t #rvide

su##leme!tal readi!" i!stru)ti! u!til the se)!d semester $ 1i!der"arte!2 Tea)hers


20/56


0h have tried this methd #re$erred the a##ra)h be)ause it all0ed stude!ts 0h have

#rblems i! bth areas sme time t ad>ust t "e!eral s)hl e3#erie!)es* ruti!es* a!d

e3#e)tati!s a!d $ull )lass i!stru)ti! be$re 0r1i!" i! small #ull4ut "ru#s $r early

readi!" i!terve!ti!s2 ;0ever* the e$$e)t $ delayi!" readi!" i!terve!ti! is lss $

#r"ress that mi"ht be made 0ith su##leme!tary small "ru# i!stru)ti! a)rss the $ull

year C1e et al2* ,./.2

Resear)h #ertai!i!" t i!terve!ti!s #rvides evide!)e that #h!emi) a0are!ess*

al#habeti) u!dersta!di!"* a!d de)di!" are i! $a)t tea)hable Simm!s et al2* ,..-2

I!dividualied i!terve!ti! i!stru)ti! results i! si"!i$i)a!t "ai!s $r mst stude!ts2 A!

em#hasis ! al#habeti) s1ills a!d #h!l"i)al a0are!ess #sitively i!$lue!)es bth

#h!emi) a0are!ess a!d 0rd readi!" ut)mes2 A))rdi!" t Ta!1ersley* ,..8 The

Nati!al Readi!" Pa!el6s ,... sy!thesis $ e3#erime!tal studies )llabrated a set $

attributes $ i!stru)ti! as bei!" #sitively related t 1i!der"arte! #h!emi) a0are!ess

a!d #h!i)s ut)mes i!)ludi!":

• Em#hasis $ a $e0 #ririty #h!emi) a0are!ess s1ills

• I!te"rati! $ letters 0ith su!ds

• Small "ru# i!stru)ti!

• (se $ e3#li)it* systemati) i!stru)ti! #a"e F=2

O!e validated mdel $r #rvidi!" early a)ademi) i!terve!ti! is the use $ tiered

i!stru)ti!2 I! a tiered mdel $ i!stru)ti!* all stude!ts re)eive the )re r Tier /

i!stru)ti!2 Stude!ts re%uiri!" sme additi!al hel# re)eive small "ru# su##leme!tary

Tier , i!stru)ti!2 Stude!ts 0h re%uire i!te!sive i!dividualied su##rt re)eive

i!stru)ti! desi"!ed $r tier 82 Studies usi!" tiered mdels $ i!terve!ti! have

)!siste!tly sh0! that #rvidi!" dire)t* e3#li)it a!d systemi) i!stru)ti! i! the evide!)e


21/56


based )m#!e!ts $ readi!" i!stru)ti! t stude!ts at ris1 $ readi!" $ailure i! early

"rades* e$$e)tively #reve!ts ma!y l!" term readi!" di$$i)ulties a!d redu)es the

li1elihd $ re$erral a!d #la)eme!t #r"rams C1e et al2* ,./.2

T0 areas ma1e u# %uality i!terve!ti!: I!stru)ti!al Time a!d I!stru)ti!al

Desi"!2 The mst )!siste!t edu)ati!al $i!di!" is that the amu!t $ i!stru)ti!al time

that )hildre! are a)tively e!"a"ed i! results i! tas1s that they )a! #er$rm su))ess$ully

Simm!s et al2* ,..-2 Over $ur de)ades a"* a! edu)ati! resear)her !amed +2?2

Carrll )ame u# 0ith a mdel $ s)hl lea!i!" t "uide the sluti! $ edu)ati!al

#rblems "ru!ded i! the e)!mi)s $ i!stru)ti!2 ;is mdel 0as based ! the idea that

!ly a ha!d $ull $ )riti)al variables i!$lue!)e stude!t lear!i!"* a!d im#rta!t t this

mdel 0as time r ##rtu!ity t lear!2 Carrll es#used the belie$ that e)!my $

lear!i!" )a! be see! 0he! time s#e!t i! lear!i!" e%uals time !eeded $r lear!i!"2 Gi!"

al!" 0ith his mdel* it is )mm! #ra)ti)e t devte mre time bey!d ty#i)al

alltme!ts $r )hildre! 0h stru""le t read2 'r the #ast de)ade* su##leme!tal readi!"

i!stru)ti! that i!)reases ##rtu!ity t lear! has be)me a )mm! $)us $ edu)ati!al

resear)h a!d #ra)ti)e Simm!s et al2* ,..-

I!stru)ti!al Desi"! is the 0ay a #arti)ular dmai! is sele)ted* #riritied*

se%ue!)ed* r"a!ied* a!d s)heduled $r i!stru)ti! 0ithi! a hi"hly r"a!ied series $

less!s a!d materials that ma1e u# a )urse $ study2 Simm!s et al2 ,..- re$er t the

i!stru)ti!al desi"! as systemati) #r)ess $ tra!slati!" #ri!)i#les $ lear!i!" a!d

i!stru)ti! i!t #la!s $r $ i!stru)ti!al materials a!d a)tivities #2 88,2

Obser&ations and Assessments


22/56


Devel#me!tally a##r#riate bservati!s a!d assessme!ts $ yu!" stude!ts

have bee! su##rted by !ati!ally re)"!ied early )hildhd e3#erts2 I! Childre! N0

,..i!t stateme!t abut the value $ 1!0i!" the !eeds* stre!"ths a!d #r"ress $

yu!" )hildre!2 The stateme!t said that devel#me!tally a##r#riate bservati! a!d

assessme!t methds )a! i!$rm the three #i!ts $r be!e$i)ial reas!s:

/2 &a1i!" slid de)isi!s abut lear!i!" a!d tea)hi!"

,2 Ide!ti$yi!" "reat )!)er!s that may re%uire $)used i!terve!ti! $r i!dividual

)hildre!

82 ;el#i!" #r"rams im#rve the edu)ati!al a!d devel#me!tal i!terve!ti!s #a"e

F 92

?y ta1i!" the "uideli!es i!t )!siderati!* a )m#lete 1i!der"arte! readi!ess

bservati! #r)ess )a! be a##r#riately )reated t measure the brad ra!"e $

devel#me!t a!d s1ills ass)iated 0ith s)hl readi!ess2 Ki!der"arte! readi!ess

bservati!s shuld als utilie several methds t )m#ile detailed i!$rmati! !

i!)mi!" 1i!der"arte! stude!ts* i!)ludi!" a! i!strume!t $r tea)hers t bserve a )hild i!

hisher s)hl e!vir!me!t a!d a #are!t survey2

Childre! N0 ,..


23/56


Ger"ia has sme $rm $ 1i!der"arte! bservati!* s)ree!i!" r assessme!t a!d Ger"ia

is re%uired t use a tl that measures mre tha! )"!itive devel#me!t s1ills2

St$dent S$ccess

&st stude!ts e!ter s)hl 0ith sel$4i!te"rated #ers!alities a!d ea"er t lear! t

read ?l)1* ,..82 ;0ever* i$ su))ess a!d a##rval are re#eatedly de!ied* lear!ed

hel#less!ess a stude!t6s belie$ that they )a!!t be su))ess$ul ! matter h0 mu)h they

try )a! result2 De$e!se me)ha!isms may als devel# sh0i!" !e"ative behavirs r

attitudes that divert stude!ts6 0! as 0ell as ther6s atte!ti! a0ay $rm their less tha!

desired level $ litera)y a)hieveme!t2 Persiste!)e )a! arise $rm i!)reased i!tri!si)

mtivati!* #sitive )!)e#t $ sel$ as reader* #sitive attitudes* i!terest stimulati! a!d

#rdu)tive emti!s that "ive !e0 )"!itive )mmitme!t2 L0 #er$rmi!" stude!ts !eed

mtivati!2 &tivati! that is )ru)ial t them is the im#ulse t i!itiate a!d dire)t

behavir 0ith drive $r )m#ete!)e that is sustai!ed a!d au"me!ted by dee# $eeli!"s $

sel$ e$$i)a)y2 Sel$ e$$i)a)y re$ers t the de"ree t 0hi)h a stude!t e3#e)ts a!d values the

su))ess$ul )m#leti! $ )ertai! tas1 based ! assessme!ts2 Stude!t su))ess results $rm

ability a!d e$$rt rather tha! $rm lu)12 Readi!" i!terve!ti! "ru#s $r yu!" stude!ts

mst li1ely !eed t be e3ter!ally mtivated as t 0here the stude!ts 0r1 $r re0ards

$rm the tea)her2 This 0ill hel# i!)rease i!terest i! the litera)y area2 I!terest has the

#0er t aruse a!d i!sti"ate behavir* "ive dire)ti! r #ur#se t behavir* a!d

)!ti!ue t all0 a behavir t #ersist2 I! rder t build stude!t i!terest tea)hers !eed t

use #e! tas1 a!d stude!t )hi)e2 O#e! tas1 is all0i!" the stude!ts t de)ide 0hi)h

i!$rmati! they 0ill use a!d r 0hat they 0a!t t read2 Stude!t )hi)es are tas1s 0ith

several available #ti!s ?l)1* ,..82


24/56


Tutr i!terve!ti!s are a 1ey )m#!e!t $ su))ess$ul ral la!"ua"e a!d readi!"

s1ills &a)D!ald B 'i"uered* ,./.2 Studies ! the e$$e)ts $ tutr i!terve!ti!s sh0

su))ess2 Stude!ts bei!" tutred made "reat "ai!s ! la!"ua"e a!d readi!" assessme!ts

tha! !! tutr stude!ts2 The l0est stude!ts at the be"i!!i!" $ the i!terve!ti!s e!ded

u# ma1i!" the "reatest "ai! i! la!"ua"e a!d readi!" devel#me!t2 &a)d!ald B

'i"uered* ,./.2

CHAPTER THREE: 'ETHODO+O,-

Research Design

The #ur#se $ this a)ti! resear)h study 0as t determi!e i$ e3tra i!terve!ti!s

0uld im#rve the s)res $ three 1i!der"arte! stude!ts i! the areas $ Ki!der"arte!

Readi!ess* Ph!i)s a!d De)di!" S1ills* Dl)h Si"h Jrds* a!d Readi!" I!$rmal ! the

Le3ia Test2 A)ti! based resear)h "ives tea)hers a! idea $ 0hi)h areas t $)us !*

)lle)t data* assess stude!ts !* see the results* a!d the! be able t #la! $r mre

di$$ere!tiated i!stru)ti! based ! the stude!ts6 results Gay* &ills* B Airasia!* ,..


25/56


i!terve!ti! 0r1ed a!d 0hi)h !es did !t 0r1 a!d r )a! be im#rved2 I! rder t

)lle)t data* mi3ed methds 0ere used2 ?th %ua!titative a!d %ualitative data 0ere

a!alyed usi!" a t4test $r de#e!de!t a!d i!de#e!de!t sam#le "ru#s2 Tea)her a!d

stude!t >ur!als 0ere als used t )lle)t data2

Setting

The 1i!der"arte! i!terve!ti! t1 #la)e i! a Title I s)hl i! rural Tru# Cu!ty

Ger"ia2 This s)hl a!d )lass 0ere )hse! be)ause I 0r1ed there2 There 0ere =/<

stude!ts $rm Pre4K thru"h =th Grades2 'rty t0 #er)e!t $ the stude!ts re)eived $ree

lu!)h a!d $ive #er)e!t re)eived redu)ed lu!)h2 The stude!t bdy 0as made u# $ ,9

"irls a!d ,-/ bys2 The ra)ial brea1d0! 0as as $ll0s: /= A$ri)a! Ameri)a!*

-- Jhite* 2..8e)ts $r the i!terve!ti! resear)h 0ere de)ided u#! be)ause $

their l0 s)res ! the Ki!der"arte! Readi!ess* Ph!i)s a!d De)di!" S1ills* Dl)h

Si"ht Jrds* a!d Readi!" I!$rmal #rti!s $ the Le3ia Test2 T0 $ the sub>e)ts 0ere

si3 years ld a!d !e is $ive years ld2 All three are $emale Cau)asia! stude!ts2 All three

re)eive $ree lu!)h a!d are $rm l0 s)ial e)!mi) $amilies2 The sub>e)ts are $rm

either divr)ed r br1e! $amilies2 T0 $ the stude!ts are at the )rre)t me!tal a"e $

$ive a!d !e is at a me!tal a"e $ abut three years ld2 O!e $ the stude!ts has s#ee)h

a!d la!"ua"e disrders a!d is )urre!tly bei!" served by the s)hl S#ee)hLa!"ua"e


26/56


Pathl"ist2 The three sub>e)ts are i! a! EIP Readi!" "ru# a!d a! EIP &ath "ru#

t"ether2 T0 $ the sub>e)ts re)eive 9. mi!utes $ tutr time ea)h 0ee1 #rvided by

middle s)hl stude!ts2 The tutr 0r1s 0ith the sub>e)ts ! letter a!d su!d

re)"!iti!s2 The third sub>e)t des !t 0r1 0ith a middle s)hl tutr due t her

s#ee)hla!"ua"e disrder2 This stude!t des h0everH 0r1 0ith a )erti$ied tea)her $r

,. mi!utes a day 0r1i!" ! s)ial a!d la!"ua"e s1ills2 All three stude!ts 0r1 e3tra

time ! Su))ess&a1er &ath a!d Readi!" )m#uter #r"ram2

The 1i!der"arte! )lass that served as the )!trl 0as at the same s)hl a!d had

abut the same ma1e4u# $ the sub>e)t i!terve!ti! "ru#2 Three 1i!der"arte! tea)hers

als #arti)i#ated i! this study as evaluatrs $ my i!stru)ti!al #la!2 O!e tea)her had

bee! tea)hi!" $r ,. years* !e tea)her $r $ur years a!d the last tea)her 0as ! her

se)!d year2 T0 $ the tea)hers had !ly tau"ht 1i!der"arte! a!d the ther tea)her had

tau"ht $irst "rade as 0ell as #re41 ver the years2

Proced$res and Data Collection 'ethods

A)ti! resear)h $r this i!terve!ti! started 0ith the )reati! $ a! i!stru)ti!al

#la! see A##e!di3 A2 Ne3t* a )llea"ue revie0ed the i!terve!ti! i!stru)ti!al #la!2

?ased ! the test s)res $rm the Le3ia Test admi!istered i! &ar)h ,.//* three sub>e)ts

had the i!terve!ti! a!d the ther 1i!der"arte! )lassrm did !t2 The #ur#se $ this

a)ti! resear)h 0as t determi!e i$ a! i!terve!ti! 0ill i!)rease s)res ! the &ay ,.//

testi!" 0i!d02 The i!terve!ti! "al 0as t raise ea)h stude!t6s s)re t ,=2

The i!terve!ti! 0as i!)r#rated i!t the small "ru# readi!" time i! 0hi)h the

three sub>e)ts are "ru#ed i!t t"ether2 The i!terve!ti! 0as t0 9= mi!ute se"me!ts a


27/56


0ee1 #rese!ted by the tea)her a!d the tea)her assista!t2 The i!terve!ti! be"a! i! &ar)h

a!d e!ded i! &ay2 The i!terve!ti! )!sisted $ usi!" letter a!d su!d )ards* #i)ture

)ards* si"ht 0rd )ards* sele)ted readi!" #assa"es* letter mat)hi!" "ame* su!d#i)ture

"ame* su!d tub items* #h!emi) a0are!ess a)tivities* )ha!ts re)alli!" letter a!d

)rres#!di!" su!ds* a!d mti!s t re)all letters a!d su!ds2

Duri!" the time $ the i!terve!ti!* a re$le)tive >ur!al 0as 1e#t by me s that

thu"hts* ideas* a!d bservati!s 0uld be re)rded2 (si!" >ur!al #rm#ts see

A##e!di3 ? the >ur!al e!tries 0ere a )mbi!ati! $ the tea)her a!d the tea)her

assista!t2 The sub>e)ts als 1e#t a #i)ture >ur!al2 ?ased ! starters #rvided see

A##e!di3 C* they 0rte a!d )lred #i)tures $ the material they 0ere lear!i!" a!d h0

they $elt abut their #r"ress2 The #ur#se $ the >ur!als 0as t see 0hi)h #arts $ the

i!terve!ti! 0r1ed* 0hi)h !es !eed im#rveme!t* a!d 0hi)h !es did !t 0r1 at all2

The tea)her $ the )!trl "ru# did !t )ha!"e her tea)hi!" methds duri!" the

resear)h time $rame2 She used the same tea)hi!" methds that she had used all year l!"2

At the e!d $ the i!terve!ti!* the Le3ia Test 0as "ive! t the three sub>e)ts a!d

the )!trl "ru#2 These s)res 0ere used t determi!e 0hether r !t the i!terve!ti!s

#rved t be su))ess$ul i! raisi!" the Le3ia Testi!" s)res as )m#sed t thse $ the

)!trl "ru#2

A tea)her $)us "ru# 0as used $r this study t )lle)t %ualitative data2 The

$)us "ru# )!sisted $ the three ther 1i!der"arte! tea)hers $r the )!trl "ru#s2 I

$eel that the $)us "ru# had be!e$i)ial e3#erie!)e t hel# 0ith this resear)h study2 The

%uesti!s as1ed t the $)us "ru# 0ere devel#ed by me based ! the literature

#rese!ted i! Cha#ter T0 $ this study see A##e!di3 D2


28/56


The #r)edures a!d data )lle)ti! methds are ali"!ed 0ith my $)us %uesti!s

a!d resear)h2 The data shell see Table 82/ sh0s h0 the $)us %uesti!s* literature*

a!d data )lle)ti! 0ere ali"!ed a!d a!alyed2

Table 3.1. Data Shell

')us 5uesti! Literature

Sur)es

Ty#e: &ethd*

Data* Validity

;0 are data

a!alyed

Rati!ale

Jhat is the

mst e$$e)tive

0ay t

im#leme!t a!

i!terve!ti! $r

1i!der"arte!readi!"

readi!ess

C1e*

Kretl0* B

;el$ ,./.

Daily*

Cha$uleas* BS1i!!er ,..=

Cald0ell

,..=

Ty#e $

&ethd:

I!stru)ti!al

Pla! a!d IP

I!tervie0

Ty#e $ Data:

5ualitative

Ty#e $

Validity:

C!te!t

Cded $r

themes:

Re)urri!"

Dmi!a!t

Emer"i!"

L1i!" $r

)ate"ri)al a!d

re#eati!" data

that $rm

#atter!s $

behavirs


29/56


Jhat e$$e)ts

0ill a!

i!terve!ti!

have !

stude!ts6

a)ademi)

a)hieveme!t

?l)1 ,..8

Pa#ad#uls*

Charalambus*

Ka!ari* B

Liu ,..9

Slavi! ,..8

Ty#e $

&ethd: Le3ia

Readi!" Test

Ty#e $ Data:

5ua!titative*

Nmi!al

Ty#e $

Validity:

C!te!t

De#e!de!t T

I!de#e!de!t T

T determi!e i$

there are

si"!i$i)a!t

di$$ere!)es

bet0ee! mea!s

$rm !e "ru#

tested t0i)e*

si"!i$i)a!t

di$$ere!)es

bet0ee! mea!s

$rm t0

i!de#e!de!t

"ru#s

;0 0ill

tea)hers a!d

stude!ts $eel

abut the

i!terve!ti!

?l)1 ,..8

&a)D!ald B

'i"uered

,./.

Pa#ad#uls*

Charalambus*

Ka!ari* B

Liu ,..9

Ty#e $

&ethd:

Re$le)tive

+ur!al*

Stude!t

Pi)t"ra#h*

')us Gru#

Ty#e $ Data:

5ualitative*

Nmi!al

Ty#e $

Validity:

C!stru)t

Cded $r

themes:

Re)urri!"

Dmi!a!t

Emer"i!"

L1i!" $r

)ate"ri)al a!d

re#eati!" data

that $rm

#atter!s $

behavirs2

*alidit(/ Reliabilit(/ Deendabilit(/ and 0ias

Validity* reliability* de#e!dability* a!d bias $ i!strume!ts a!d ut)mes are very

im#rta!t 0he! )!du)ti!" a)ti! resear)h2 Validity is the #r#erty $ a! assessme!t tl

that sh0s that the tl des 0hat it says it des Sal1i!d* ,./.2 Reliability is de$i!ed by

Sal1i!d ,./. as 0hether a! i!strume!t 0uld #rdu)e the same results )!siste!tly2

De#e!dability is )lsely related t the )!)e#ts $ a))ura)y a!d )!siste!)y Sal1i!d*


30/56


,./.2 ?ias is the %uality $ a! assessme!t i!strume!t that $$e!ds r u!$airly #e!alies a

"ru# $ i!dividuals P#ham* ,..2 ')us

%uesti! !e $ this a)ti! resear)h study as1 0hat is the mst e$$e)tive 0ay t

im#leme!t a! i!terve!ti! $r 1i!der"arte! readi!" readi!ess2 The data "atheri!"

methds )!sisted $ a! i!stru)ti!al #la! a!d i!tervie02 The Le3ia test 0as used t

)lle)t i!terval data $rm bth the i!terve!ti! "ru# a!d the )!trl "ru#2 5ualitative

data 0ere used i! this study2 C!te!t validity 0as e!sured thru"h the )m#arative

desi"! $ the resear)h bet0ee! a!d 0ithi! the i!terve!ti! "ru# a!d the )!trl "ru#2

Reliability is assured usi!" a test4retest )rrelati! $r de#e!de!t t4test2 De#e!dability is

i! ta)1 by mai!tai!i!" 0ell r"a!ied data a!d thru"h )m#lete a!d a))urate su##rti!"

data2 Ste#s have bee! ta1e! t assure abse!)e4$4bias2 O$$e!sive!ess ))urs 0he!

!e"ative sterety#es $ )ertai! sub"ru# members are #rese!ted i! a test P#ham* ,..2

(!$air bias arises 0he! a stude!t6s test #er$rma!)e is distrted be)ause $ the stude!t6s

"ru# membershi#2 Dis#arate im#a)t ))urs i$ s)res $ di$$ere!t "ru#s are de)idedly

di$$ere!tly P#ham* ,..2 N #art $ the i!terve!ti! r Le3ia test 0ill distrt a

stude!t6s #er$rma!)e based ! bias2

The se)!d $)us %uesti! i! this a)ti! resear)h study addressees the e$$e)ts that

a! i!terve!ti! 0ill have ! stude!ts6 a)ademi) a)hieveme!t2 The Le3ia test 0as used t

)lle)t #re a!d #st test %ua!titative data2 C!te!t validity sh0s the stude!t6s ability

s1ills $ ea)h sessi! tested2 The test sh0s reliability be)ause it is a )u!ty 0ide

sta!dardied test that is used by all stude!ts i! "rades 1i!der"arte! thru"h $i$th "rade2

Data )lle)ti! a!d treatme!t are 1e#t )!siste!t t "ive de#e!dable results2 There are !

biases that 0uld a$$e)t the results $ the assessme!t2


31/56


;0 0ill tea)hers a!d stude!ts $eel abut the i!terve!ti! #r)ess is the "al $

$)us %uesti! three2 The resear)her 1e#t a >ur!al re"ardi!" the i!terve!ti! #r)ess2

The stude!ts i!vlved i! the i!terve!ti! #r)ess 1e#t a #i)t"ra#h >ur!al2 A tea)her

$)us "ru# )!sisti!" $ three ther 1i!der"arte! tea)hers a!d the s#ee)h a!d la!"ua"e

#athl"ist 0as als used2 This %ualitative data 0ill sh0 the $eeli!"s a!d thu"hts $

the tea)hers a!d the i!vlved stude!ts2 The )!te!t matter is reliable a!d de#e!dable due

t the #ers!al )!!e)ti!s $ the tea)her a!d stude!ts2 Data )lle)ti! a!d treatme!t are

1e#t )!siste!t2 The le!"th $ time $r data )lle)ti! is #ersiste!t a!d #rl!"ed2 There

are ! biases that 0uld sh0 i! the tea)her >ur!al r stude!t #i)t"ra#h2

Anal(sis of Data

&i3ed methds 0ere used t )lle)t a!d a!alye data $r the resear)h i! this

study2 'r $)us %uesti! !e* the %ualitative data $ the study 0as )lle)ted i! the $rm

$ a! i!stru)ti!al #la! rubri) a!d i!tervie0 $rm three 1i!der"arte! tea)hers2 Data $rm

ea)h $ these methds 0ere a!alyed by )di!" t establish themes that related t the

study $)us %uesti!s2

')us %uesti! t0 re#rese!ts the %ua!titative data se)ti! $ this study2 A

de#e!de!t t4test a!d a! i!de#e!de!t t4test 0ill be used t a!alye the #re#st test data2

These data 0ere )lle)ted i! the $rm $ a #re4test a!d a #st4test that 0as admi!istered

t bth the i!terve!ti! "ru# a!d the )!trl "ru#2 The resulti!" %ua!titative data 0ere

a!alyed i! t0 0ays2 A de#e!de!t t4test $r de#e!de!t mea!s 0as used t determi!e the

)ha!"e bet0ee! the #re#st tests 0ithi! ea)h "ru#2 A! i!de#e!de!t t4test 0as used t

determi!e the "ai!s $rm the i!terve!ti! "ru# a!d the )!trl "ru#2 The "ai!s $ the


32/56


i!terve!ti! "ru# 0ere a!alyed a!d )m#ared t the "ai!s $ the )!trl "ru#2 A!

e$$e)t sie a!alysis 0ill be used ! bth t4test2

')us %uesti! three data 0as )lle)ted thru"h %ualitative data2 5ualitative data

0ere l1ed at a!d a!alyed by l1i!" at the attitudes a!d $eeli!"s $ the i!terve!ti!

"ru# thru"h stude!t #i)t"ra#hs a!d a re$le)tive >ur!al by the tea)her2 The

#i)t"ra#hs a!d re$le)tive >ur!al added t the results $ the #re4test a!d #st4test $r the

i!terve!ti! "ru#2 A tea)her $)us "ru# #rvided details re"ardi!" $eeli!"s*

e3#erie!)es* a!d verall thu"hts re"ardi!" i!terve!ti!s2 Data )lle)ti! $rm ea)h $

these methds 0ere a!alyed by )di!" t establish themes that relate t the $)us

%uesti!2

Validati! $ this study 0as determi!ed by the $a)ulty revie0 #r)ess2 Eis!er

/ur!al* stude!t #i)t"ra#h* a!d the Le3ia test

are i!)luded i! this study2 Eis!er /


33/56


ar"ume!t* )here!t )ase a!d have str!" evide!)e t assert >ud"me!ts2 Eis!er /


34/56


A 1i!der"arte! readi!" readi!ess i!terve!ti! #r"ram 0as im#leme!ted i!t a

small "ru# $ 1i!der"arte! stude!ts ver a time #erid $ ei"ht 0ee1s2 The Le3ia

Readi!" Assessme!t sessi! $ur #re4test 0as "ive! t the stude!ts i! the i!terve!ti!

"ru# a!d t the stude!ts i! the )!trl "ru# #rir t be"i!!i!" the i!terve!ti! #r)ess2

Duri!" the i!terve!ti! the stude!ts 0ere sh0! $lash )ards )!tai!i!" !!se!se

0rds 0rds stude!ts must su!d ut* si"ht 0rds* a!d stry sam#les2 The i!terve!ti!

stude!ts used "ames a!d )ha!tss!"s t lear! h0 t su!d !!4se!se 0rds2 The

stude!ts 0ere i!vlved i! a)tivities that rei!$r)ed the use $ si"ht 0rds by si"ht 0rd

)lri!" #a"es* 0riti!" the si"ht 0rds* a!d usi!" the si"ht 0rds i! se!te!)es2 The

stude!ts als #ra)ti)ed readi!" sam#le readi!" #assa"es $rm 'ull Cir)le Readi!"

Pr"ram2

The stude!ts used their i!terve!ti! materials t0 sessi!s a 0ee1 at !e hur #er

sessi!2 T0 $ the stude!ts als re)eived a! e3tra t0e!ty mi!utes a day $rm $i$th "rade

tutrs2 The third stude!t re)eived a! e3tra $rty4 $ive mi!utes a 0ee1 $rm the s#ee)h

a!d la!"ua"e #athl"ist2 At the e!d $ the i!terve!ti!* a #st test 0as "ive! t bth

"ru#s2 The #st test 0as the S#ri!" sessi! $ the Le3ia Readi!" Assessme!t2

The i!terve!ti! "ru# sh0ed "ai!s $rm the #re test t the #st test2 Data als

sh0s a small "ai! i! the )!trl "ru# $rm #re test t #st test2 The $ll0i!" tables

sh0 data a!alysis $ the i!terve!ti! "ru# $rm #re test t #st test a!d the )!trl

"ru# $rm #re test t #st test2

Table 234:

Pre Test for Inter&ention ,ro$ and Control ,ro$

t-Test: T!-Sa"#le $ss%"ing &'%al (arian)es

Intervention Control


35/56


Group Group

*ean3.66666666

73.9166

67

(arian)e14.0606060

618.810

61

+bser,ati!ns 12 12

!!led (arian)e16.4356060

6

/#!thesied *ean Dieren)e 0

d 22

t Stat -0.15105071

Tt !ne-tail0.44065610

1

t riti)al !ne-tail1.71714433

5

Tt t!-tail0.88131220

2

t riti)al t!-tail

2.07387305

8

Table 235:

Post Test for Inter&ention ,ro$ and Control ,ro$

t-Test: T!-Sa"#le $ss%"ing &'%al(arian)es

Interventio

n GroupControlGroup

*ean

5.5833333

33

(arian)e19.719696

97

+bser,ati!ns 12

!!led (arian)e21.344696

97/#!thesied *eanDieren)e 0

d 22

t Stat0.4860064

89

Tt !ne-tail

0.3158841

42

t riti)al !ne-tail1.7171443

35

Tt t!-tail0.6317682

85

t riti)al t!-tail2.0738730

58


36/56


Table 236:

Inter&ention and Control ,ro$ Pre and Post Test

Comarison

t-Test: aired T! Sa"#le !r *eans

InterventionGroup(Pre

test)Intervention

Group (Post test)

*ean 3.666666667 5.583333333

(arian)e 14.06060606 19.71969697

+bser,ati!ns 12 12

ears!n !rrelati!n 0.940858828


d 11

t Stat

-

4.244464616Tt !ne-tail 0.000689247

t riti)al !ne-tail 1.795884814

Tt t!-tail 0.001378495

t riti)al t!-tail 2.200985159

t-Test: aired T! Sa"#le !r *eans

ControlGroup

(Pre test)

Control Group

(Post test)*ean 3.916666667 4.666666667

(arian)e 18.81060606 22.96969697

+bser,ati!ns 12 12

ears!n !rrelati!n 0.991324742


d 11

t Stat-

3.446737588

Tt !ne-tail 0.00272969

t riti)al !ne-tail 1.795884814

Tt t!-tail 0.00545938

t riti)al t!-tail 2.200985159

A! i!de#e!de!t t4test 0as #er$rmed t )m#are the "ai!s $ the i!terve!ti!

"ru# 0ith thse "ai!s $ the )!trl "ru# re$er t table 9282 Si"!i$i)a!t "ai!s 0ere


37/56


$u!d $rm the #re test t the #st test2 The )!trl "ru# als sh0ed "ai!s $rm the #re

test t the #st test2 A! e$$e)t sie )al)ulati! 0as als used t determi!e "ai!s2 E$$e)t

sie is the de"ree t 0hi)h the statisti) is si"!i$i)a!t2 The i!terve!ti! "ru# had a!

e$$e)t sie $ 2,, 0hi)h sh0s "ai!s2 The )!trl "ru# has a! e$$e)t sie $ 2. 0hi)h

sh0s a small "ai!2 This i!di)ates mu)h mre si"!i$i)a!t "ai! by the i!terve!ti! "ru#2

5ualitative data 0as "athered i! the $rm $ a tea)her >ur!al* tea)her

bservati!s* tea)her $)us "ru#* a!d stude!t #i)t"ra#hs2 The >ur!al e!tries 0ere

0ritte! the day $ a! i!terve!ti! "ru# meeti!"2 The stude!t #i)t"ra#hs 0ere

)m#leted 0ee1ly2 The data $rm these measures 0ere a!alyed by )di!" t establish

themes that related t the $)us %uesti!s2

Effects of an Inter&ention Program

Duri!" the i!terve!ti! all three stude!ts lear!ed all $ the )a#ital a!d l0er)ase

letters* a!d all )!s!a!t letter su!ds2 This 0as a "reat milest!e $r the stude!ts2 They

0ere $i!ally able t add their !ame t the I 1!0 all $ the Letters ba!!er that ha!"s

i! the rm2 K!0i!" all $ the letters a!d su!ds is the $irst buildi!" bl)1 $

1i!der"arte! readi!ess2 Stude!ts must 1!0 all su!ds a!d letters i! rder t be"i!

su!di!" ut 0rds a!d readi!" 0rds2 Stude!ts are als able t su!d ut 0rds by

i!dividual su!ds a!d 0rite them2 Stude!ts must be able t su!d ut a!d 0rite their

0rds by the se)!d hal$ $ the 1i!der"arte! year2 Je tea)hers rarely s#ell the 0rds $r

them2 'r the i!terve!ti! "ru# bei!" able t su!d ut a!d 0rite their 0rds 0as a bi"

a))m#lishme!t2

T0 $ the stude!ts mastered three se)ti!s $ the !!4se!se 0rds #rti! $ the

test2 O!e stude!t did !t master the s1ill due mai!ly t her s#ee)h a!d la!"ua"e


38/56


disrders2 The same )a! be said $r the si"ht 0rd #rti! $ the test2 T0 stude!ts read

mst* i$ !t all $ the si"ht 0rds that they 0ere sh0!2 O!e stude!t did !t read a!y $

the 0rds )rre)tly2 The i!terve!ti! stude!ts sh0ed "reat "ai!s ! the readi!"

i!$rmal se)ti! $ the test2 T0 stude!ts read t the third #re4#rimer readi!" #assa"e

0ith / a!d -


39/56


the !!4se!se 0rds be)ause they have t su!d the 0rds ut2 The i!terve!ti! stude!ts

d !t have hi"h s1ills $ su!di!" 0rds ut2 There$re this s1ill remai!ed di$$i)ult $r

them duri!" the ei"ht 0ee1s $ the i!terve!ti! time #erid2 Stude!ts that 0ere !t i! the

i!terve!ti! "ru# 0ere very )urius as t 0hat ur "ru#s 0ere di!" duri!" the

i!terve!ti! times2 They !ti)ed the i!terve!ti! "ru# lear!i!" a!d havi!" $u!2 They

t 0a!ted i! ! the $u! lear!i!"2

&y assista!t a!d I had mi3ed $eeli!"s "i!" i!t the i!terve!ti! #la!2 Je 1!e0

0e had a tu"h >b ahead $ us2 I had hi"h h#es that the i!terve!ti! #la! 0uld 0r12

She 0as a little s1e#ti)al2 She is !t as trai!ed ! di$$ere!tiati! as I am2 Jr1i!" 0ith

very l0 a)ademi) a)hievi!" stude!ts a!d tryi!" t "et them t lear! !e0 a!d

)halle!"i!" material 0as !e0 t her2 ?y the e!d $ the i!terve!ti! time $rame bth my

assista!t a!d I had lear!ed s mu)h abut tea)hi!" t l0 a)hievi!" stude!ts2 Je have t

1ee# i! mi!d that all stude!ts )a! lear! 0e >ust have t #rese!t the i!$rmati! i! varius

0ays a!d styles2

A $)us "ru# )!sisti!" $ three 1i!der"arte! tea)hers a!d ur s)hl s#ee)h a!d

la!"ua"e #athl"ist 0as als a sur)e $ data )lle)ti! $r this a)ti! study2 The

tea)hers 0ere as1ed %uesti!s abut my i!terve!ti! i!stru)ti!al #la! a!d i$ they

thu"ht i!terve!ti!s 0uld hel# raise Le3ia Readi!" Assessme!t s)res2

The $)us "ru# be"a! 0ith the %uesti!* D yu thi!1 1i!der"arte! stude!ts )a!

raise their Le3ia s)res thru"h a! i!terve!ti! #r"ram All $ur tea)hers said es2

Tea)her / stated that a! i!terve!ti! #r"ram islates s1ills 0ith 0hi)h the stude!ts are

stru""li!"2 I the! as1ed the tea)hers D yu thi!1 stude!ts shuld lear! the material li1e

every!e else a!d raise their s)res ! their 0! All a"reed a!d said N2


40/56


Tea)her , e3#lai!ed that stude!ts !eed t be "ive! i!itial i!stru)ti!al be$re e3#e)ti!"

them t d it ! their 0!2 Jhy shuld tea)hers 0a!t t i!terve!e a!d hel# raise

stude!ts6 s)res The s)hl6s s#ee)h a!d la!"ua"e #athl"ist stated that it is ur

res#!sibility t di$$ere!tiate ur )urri)ulum a!d i!stru)ti! s that all stude!ts have the

##rtu!ity t be su))ess$ul2 I$ stude!ts !eed s#e)i$i) i!terve!ti!s t raise their s)res*

the! the tea)her shuld be 0illi!"ly a!d "ladly i! rder t hel# their stude!ts be

su))ess$ul2 Lastly I as1ed my tea)hers i$ they thu"ht my i!terve!ti! #la! 0ill be

su))ess$ul2 The three 1i!der"arte! stude!ts stated yes 0hile the s#ee)h a!d la!"ua"e

#athl"ist stated that I may have a di$$i)ult time 0ith !e stude!t due t her s#ee)h a!d

la!"ua"e disrder2

S$mmar(

The %ua!titative results $ this a)ti! resear)h study #rved that a! i!terve!ti!

$r readi!" readi!ess did hel# raise stude!ts6 s)res ! the Le3ia Readi!" Assessme!t2

The stude!ts 0ere #rese!ted the material mre $re%ue!tly tha! the )!trl "ru# a!d

there$re retai!ed mu)h mre $ the i!$rmati!2 A de#e!de!t t4test a!d a! i!de#e!de!t t4

test 0ere d!e ! bth the i!terve!ti! "ru# a!d the )!trl "ru# t )m#are #re a!d

#st tests data2

The %ualitative results $ this a)ti! resear)h study 0ere i! the $rm $ tea)her

bservati!* tea)her >ur!al* stude!t #i)t"ra#h* a!d a tea)her $)us "ru#2 The data

"athered $rm this #art $ the resear)h #rvided i!si"ht a!d strate"ies $r im#rvi!"

readi!" readi!ess i! 1i!der"arte! stude!ts2


41/56


CHAPTER !I*E: ANA+-SIS AND DISCUSSION O! RESU+TS

The #ur#se $ this a)ti! resear)h 0as t determi!e i$ a readi!" i!terve!ti! #la!

0uld i!)rease the basi) 1i!der"arte! readi!ess s1ills $ stude!ts i! 1i!der"arte!2

E3#lri!" e$$e)tive strate"ies t build letter a!d su!d re)"!iti!* si"ht 0rd re)alli!"*

a!d readi!" )m#rehe!si! $r stude!ts $rm l0 s)ie)!mi) ba)1"ru!ds 0as a!

im#rta!t #art $ this study2 Results $rm )m#arable data did sh0 that the i!terve!ti!

had "ai!s ! i!)reasi!" letter a!d su!d re)"!iti!* si"ht 0rd re)alli!"* a!d readi!"

)m#rehe!si!2 I! this last )ha#ter* results $rm the a)ti! resear)h 0ill be a!alyed a!d

dis)ussed2

Anal(sis of Res$lts

The b>e)t $ $)us %uesti! !e is 0hat is the mst e$$e)tive 0ay t im#leme!t

a! i!terve!ti! $r 1i!der"arte! readi!" readi!ess2 The readi!" readi!ess i!terve!ti!

0as im#leme!ted i!t three 1i!der"arte! stude!ts6 small "ru# readi!" time $r a #erid

$ ei"ht 0ee1s2 Three ther 1i!der"arte! stude!ts i! a!ther )lassrm served as the

)!trl "ru#2 ?th "ru#s 0ere "ive! a #re4test Le3ia Sessi! 9 be$re the

i!terve!ti! a!d a #st4test Le3ia S#ri!" Sessi! a$ter the i!terve!ti! time $rame2

C1e et al2* ,./. states that substa!tial resear)h su##rts the !eed $r early

i!terve!ti! e$$rts $r stude!ts at ris1 $r $ailure2 I! the study* a "ru# $ 1i!der"arte!

stude!ts re)eived small "ru# readi!" i!terve!ti! a)rss the $ull s)hl year2 The ther

"ru# be"a! the same i!terve!ti! mid4year2 Stude!ts 0ith a $ull year $ i!terve!ti!

ut#er$rmed thse 0h had !ly hal$ year $ i!terve!ti!2 The early em#hasis !

a)ademi) s1ills has bee! re)mme!ded by !ati!al )mmittees a!d r"a!iati!s su)h as

The Nati!al Resear)h Cu!)il6s Cmmittee ! the Preve!ti! $ Readi!" Di$$i)ulties i!


42/56


u!" Childre! a!d the Nati!al Ass)iati! $r the Edu)ati! $ u!" Childre!2

Results $ e3#erime!tal studies als su##rt the !eed $r early a)ademi) i!terve!ti! $r

stude!ts at ris1 $r readi!" $ailure t e!sure a)ademi) su))ess i! later "rades C1e et

al2* ,./.2 K!0i!" that the 1i!der"arte! years are a )riti)al time $ "r0th $r stude!ts6

emer"e!t4litera)y s1ills* readi!" readi!ess i!terve!ti!s #la)ed duri!" the )urse $ the

1i!der"arte! year "ive stude!ts a! additi!al sur)e $ su##rt at a )riti)al time i! their

devel#me!t &a)D!ald B 'i"uered* ,./.2 &a)D!ald a!d 'i"uered ,./. state

that A! i!terve!ti! #r"ram must be s#e)i$i) a!d $)used* !t >ust the mre $ the

same thi!" ver a l!"er #erid $ time #2 F9.=2

K!0i!" this e$$e)tive i!$rmati! I* the resear)her* 0ill start my i!terve!ti!

#r"ram 0ith at ris1 stude!ts at the be"i!!i!" $ the u#)mi!" s)hl year2 I $eel that the

stude!ts $rm the i!terve!ti! "ru# $ my study be!e$ited "reatly2 Their si"ht 0rd a!d

readi!" s1ills im#rved a!d this hel#ed #re#are them $r $irst "rade2 I am i!terested t

see the e$$e)ts $ im#leme!ti!" my i!terve!ti! #r"ram at the be"i!!i!" $ the s)hl

year a!d $ll0i!" thru"h 0ith it t the e!d $ the s)hl year2

The b>e)t $ $)us %uesti! t0 is 0hat e$$e)ts a! i!terve!ti! 0ill have !

1i!der"arte! stude!ts6 a)ademi) a)hieveme!t2 5ua!titative data 0as a!alyed thru"h

di$$ere!t test2 A t4test $r de#e!de!t mea!s 0as used t determi!e the i!terve!ti! a!d

)!trl "ru#s6 s)res be$re the i!terve!ti! be"a!2 A t4test $r de#e!de!t mea!s 0as

used t determi!e the i!terve!ti! a!d )!trl "ru#s6 s)res a$ter the i!terve!ti!2

Lastly* a! i!de#e!de!t t4test 0as used t )m#are #re a!d #st test $rm bth "ru#s

duri!" the i!terve!ti! time $rame2


43/56


Data results $ the de#e!de!t t4test sh0ed that the i!terve!ti! "ru# sh0ed

"ai!s $rm #re test t #st test2 The "ai!s 0ere si"!i$i)a!t at the PQ2.@ level2 The )!trl

"ru# sh0ed a small "ai! bet0ee! the #re a!d #st test a))rdi!" t the data2 The

i!de#e!de!t t4test sh0ed that the i!terve!ti! "ru# a!d mre si"!i$i)a!t "ai!s tha!

thse $ the )!trl "ru#2 The e$$e)t sie $ the i!terve!ti! "ru# 0as 2,,2 The e$$e)t

sie $ the )!trl "ru# 0as 2.2 E$$e)t sie is de$i!ed as the de"ree t 0hi)h the

statisti) is si"!i$i)a!t Sal1i!d* ,./.2 A small e$$e)t sie )a! ra!"e $rm . t 2,.2 A

lar"e e$$e)t sie )a! be a!y !umber abve 2=.2 A))rdi!" t the !umbers the i!terve!ti!

"ru# made "ai!s "reater tha! the )!trl "ru#2

Duri!" a)ti! resear)h studies* validity a!d reliability $ i!strume!ts a!d

ut)mes are mst im#rta!t2 Validity is a! i!strume!t that measures 0hat it is su##se

t measure2 Reliability is 0hether a! i!strume!t )a! #rdu)e the same results

)!siste!tly2 A )rrelati! $r testretest reliability rei!$r)ed the reliability $ the

#re#st test data2 The mat)hi!" desi"! $ the resear)h bet0ee! a!d 0ithi! the

i!terve!ti! a!d )!trl "ru#s se)ured )riteri! validity2 Three 1i!der"arte! )llea"ues

revie0ed the #re a!d #st test i!strume!t t rid a!y )!)er!s $ bias2 The testi!"

i!strume!t is used yearly a!d tea)hers are very $amiliar 0ith testi!" #r"ram2

The b>e)t $ $)us %uesti! three is h0 the tea)hers a!d i!terve!ti! stude!ts

0ill $eel abut the i!terve!ti!2 Tea)her bservati!s a!d a re$le)tive >ur!al 0ere used

by the resear)her a!d tea)her assista!t t )lle)t %ualitative data2 The i!terve!ti!

stude!ts 1e#t a #i)t"ra#h t e3#ress their $eeli!"s t0ard the i!terve!ti!2 A tea)her

$)us "ru# $ three ther 1i!der"arte! tea)hers a!d the s#ee)h4la!"ua"e #athl"ist

0as used t share thu"hts a!d su""esti!s re"ardi!" my i!terve!ti! #la!2


44/56


Ea)h member $ the $)us "ru# said they 0uld li1e t im#leme!t the

i!terve!ti! #la! $r the u#)mi!" s)hl year2 As a team 0e de)ided that 0e 0uld

start the i!terve!ti! i! Se#tember a!d )!ti!ue it t De)ember2 At this time 0e 0ill

)lle)t data via Le3ia assessme!t2 Stude!ts !t meeti!" set re%uireme!ts 0ill remai! i!

the i!terve!ti! #r"ram u!til the e!d $ the year2 ;avi!" a tea)her $)us "ru# all0ed

me t share my i!terve!ti! #la! a!d ideas t thers ! my tea)hi!" team2

Disc$ssion

The readi!" readi!ess i!terve!ti! #la! #rdu)ed #sitive "ai!s thru"h multi#le

reas!s2 'irst a!d $remst* I a!d my assista!t tea)her 0r1ed tirelessly 0ith the

i!terve!ti! "ru#2 Je 0r1ed hard at #rvidi!" $u!* e!"a"i!" lear!i!" materials a!d

#la!s $r the stude!ts2 Je 1!e0 that i! rder $r the i!terve!ti! t be e$$e)tive 0e had

t have e$$e)tive #la!s a!d materials2 Our relati!shi# 0ith the i!terve!ti! "ru# "re0

str!"2 They lved havi!" the )m$rt $ t0 #e#le 0h 0ere 0illi!" t hel# them i!

a!y 0ay #ssible2

The $i!di!"s $ the i!terve!ti! #r"ram sh0 that i!terve!ti!s are su))ess$ul2

Previus data a!d this i!terve!ti! data hel# ma1e the #i!t that 1!0led"e $ the sub>e)t

matter a!d #ra)ti)e 0ith the sub>e)t matter tur!s i!t su))ess2 A$ter mu)h readi!" a!d

resear)hi!" abut i!terve!ti!s* I be)ame a0are $ a! abu!da!t amu!t $ !e0

i!$rmati!2 I #la! t ta1e the !e0 $u!d i!$rmati! a!d a##ly it t $uture at4ris1

stude!ts2

Credibility $r this a)ti! resear)h 0as e!sured by the use $ several data sur)es

i! res#!se t the $)us %uesti!s2 Data 0ere )lle)ted $r the $irst $)us %uesti! by a!

I!stru)ti!al Pla! Rubri) a!d I!tervie0* al!" 0ith the im#leme!tati! $ the


45/56


i!terve!ti! #r"ram2 'r $)us %uesti! t0* The Le3ia Readi!" Assessme!t data 0as

used i! all tests2 The de#e!de!t t4tests sh0ed "ai!s $rm the #re4test t the #st4test $r

bth "ru#s a!d the i!de#e!de!t t4test sh0ed )m#arable data $r the t0 "ru#s2 'r

$)us %uesti! three* a tea)her $)us "ru#* re$le)tive >ur!al* a!d stude!t #i)t"ra#hs

served as %ualitative data2 Data $rm this study 0ere )m#ared t #revius studies !

i!terve!ti!s that 0ere dis)ussed i! )ha#ter t02 Cmbi!i!" all data sur)es t"ether t

$rm a lar"e bdy $ evide!)e is )alled e#isteml"i)al validity Eis!er* /r e$$e)t ! the i!)rease $ lettersu!d

re)"!iti!* si"ht 0rd re)all* a!d readi!" )m#rehe!si!2 This is re$erred t as

ri"ht!ess $ $it a))rdi!" t Eis!er2

Imlications

The i!$rmati! $rm this a)ti! resear)h study )!$irms that a 1i!der"arte!

readi!" readi!ess i!terve!ti! )a! i!)rease a stude!t6s ability t re)all letters a!d su!ds*

si"ht 0rds* a!d readi!" )m#rehe!si! s1ills2 ?ased ! the %ua!titative data $rm this

study* I #la! t use the i!terve!ti! 0ith mre stude!ts $r the u#)mi!" s)hl year2 I

$eel that the i!terve!ti! 0uld be very hel#$ul $r stude!ts s)ri!" at the bttm $i$ty

#er)e!t $ the )lass2 The three ther 1i!der"arte! tea)hers ! my team 0ill als be


46/56


i!)r#rati!" the i!terve!ti! i!t their )lassrms as 0ell2 This strate"y is 1!0! as

re$ere!tial ade%ua)y a))rdi!" t Eis!er /i! i!2 Due t their !ti! a!d e3)iteme!t $

lear!i!" I #la! t be"i! the i!terve!ti! 0ith mre stude!ts at the be"i!!i!" $ the year2

I had ! idea that this resear)h study 0uld e!"a"e !t !ly the stude!ts as

lear!ers but als me2 I am very i!tri"ued at a stude!t6s lear!i!" #r)ess2 I $eel that this

resear)h study hel#ed me be mre a0are $ di$$ere!tiati! am!" stude!ts as it relates t

stude!ts6 readi!" readi!ess s1ills2 Catalyti) Validity ))urred as a result $ bth

tea)her a!d )hildre! 0it!essi!" 0hat the #0er $ readi!" s1ills )a! d a!d h0 mu)h


47/56


)a! be lear!ed thru"h su)h a )ir)umsta!)e2 I believed the i!terve!ti! i! this a)ti!

study be!e$ited the stude!ts be)ause it all0ed the! t ta1e i! material a!d the! a##ly it

t their everyday )lassrm assi"!me!ts2

Imact on St$dent +earning

?ased ! the %ua!titative data #rese!ted i! this study it is #rve! that a readi!"

readi!ess i!terve!ti! des 0r12 The #st test s)res $ the )!trl "ru# 0ere !t

mu)h l0er tha! that $ the i!terve!ti! "ru#2 ;0ever* the i!terve!ti! "ru# did

ma1e drasti) )ha!"es2 Alteri!" the 0ay 0e a##ra)h the diversity $ ur stude!ts is !t

a! easy >b2 L1i!" at ur stude!ts )riti)ally des !t ha##e! ver!i"ht* rather it is a!

!"i!" >ur!ey2 Thru"h 0r1i!" 0ith the i!terve!ti! "ru# a!d )!du)ti!" resear)h

! i!terve!ti! I am mre a#t t #rvidi!" a!d shari!" i!$rmati! re"ardi!"

i!terve!ti!s a!d h0 they )a! 0r12

Recommendations for !$t$re Research

The t#i) $ readi!" readi!ess i!terve!ti!s )uld be resear)hed $urther2 A!

i!terve!ti! #la! )uld be im#leme!ted i!t $irst "rade $r the stude!ts that had the

i!terve!ti! i! 1i!der"arte!2 It 0uld be i!teresti!" t see their Le3ia s)res at the e!d

$ $irst "rade a$ter re)eivi!" t0 years $ i!terve!ti!2 I lear!ed a treme!dus amu!t $

1!0led"e re"ardi!" i!terve!ti! thu"ht ut this study2 I 0ill im#leme!t the

i!terve!ti! #la! i!t my u#)mi!" )lass a!d ma!y mre )lasses t )me2

Re$ere!)es

Ai1e!* N2L2* B ?arbari!* O2 ,..2 S)ie)!mi) di$$ere!)es i! readi!" tra>e)tries:


48/56


The )!tributi! $ $amily* !ei"hbrhd* a!d s)hl )!te3ts2 Journal of

Educational Psychology* /.. ,* ,8=4,=/2 Retrieved $rm:

di2r"/.2/.8-..,,4 .@@82/..2,2,8=

?l)1* C2 C2 ,..82 Literacy difficulties !iagnosis and instruction for reading

specialists and classroom teachers " e!d ed22 ?st!: Ally! a!d ?st!2

?1s* S2 ,..92 Po#erty and schooling in the $%S% Conte&t and conse'uences%

Cladem ;ei"hts* N+: La0re!)e Erlbaum Ass)iates2

Cald0ell* +2 S2* B Leslie* L2 ,..=2 (nter#ention strategies to follow informal reading

in#entory assessment So what do ( do now) ?st!: Ally! a!d ?a)!2

Childre! N02 ,..


49/56


I!)2

Ger"ia Pr$essi!al Sta!dards )mmissi! GAPSCM !2d22 Ger"ia Framework for

Teaching% Retrieved $rm

0002"a#s)2)mEdu)atrPre#arati!Ger"ia'rame0r12as#

Gillet* +2J2* Tem#le* C2* B Cra0$rd* A2N2 ,..92 $nderstanding reading pro+lems

/ssessment and instruction @th ed22 ?st!: Ally! a!d ?a)!2

Ki!)hle* +2* B &)Lare!* P2 /


50/56


P#ham* J2 ,..2 Classroom assessment 3hat teachers need to know =th ed22

?st!: Pears!* Ally!* B ?a)!2

Sal1i!d* N2+2 ,./.2 Statistics for people who "think they4 hate statistics E3)el ,!d Ed22

Thusa!d Oa1s* CA: Sa"e2

S)a!l!* D2&2* Velluti!* '2R2* Small* S2G2* 'a!uele* D2P2* B S0ee!ey* +2&2 ,..=2

Severe readi!" di$$i)ulties4)a! they be #reve!ted A )m#aris! $ #reve!ti!

a!d i!terve!ti! a##ra)hes2 E&ceptionality, /89* ,.


51/56


A##e!di3 A

Ki!der"arte! Readi!" Readi!ess I!terve!ti!

I!stru)ti!al Pla!Standard Essential %$estion7s8 Acti&it( 'aterials *ocab$lar(

)ee# 4 ELAKR8

b2 Re)"!ies a!d !ames allu##er)ase a!d l0er)ase letters

$ the al#habet

Jhat are )!s!a!ts Stude!ts 0ill be sh0! the

letter )ards a!d 0ill )all ut theletter !ame2

Stude!ts 0ill #i!t t a letter

0he! )alled ut by tea)her2

Sa3! Ph!i)s letter )ards

Al#hamti! )ards'ull Cir)le Readi!" ?1

(##er)ase a!d

l0er)aseletters

)ee# 5 ELAKR8

b2 Re)"!ies a!d !ames all

u##er)ase a!d l0er)ase letters

$ the al#habet

Jhat are v0els Stude!ts 0ill be sh0! the

v0el )ards a!d 0ill )all ut

the v0el !ame2

Stude!ts 0ill #i!t t v0el

0he! )alled ut by tea)her2


Al#hamti! )ards

'ull Cir)le Readi!" ?1

Shrt v0els

)ee# 6 ELAKR8

)2 &at)hes all )!s!a!t a!d

shrt v0el su!ds t

a##r#riate letters

Jhat are the )!s!a!t

letter su!ds

Stude!ts 0ill ide!ti$y letter

su!d by )hsi!" )rre)t item

$rm su!d tub2

C!s!a!t letter su!d tubs



C!s!a!t

letter su!ds

)ee# 2 ELAKR8

)2 &at)hes all )!s!a!t a!d

shrt v0el su!ds t

a##r#riate letters

Jhat are the v0el letter

su!ds

Stude!ts 0ill ide!ti$y v0el

su!d by )hsi!" )rre)t item

$rm su!d tub2

V0el letter su!d tubs



V0el letter

su!ds

)ee# 9 ELAKR, b2 Ide!ti$ies )m#!e!t su!ds

#h!emes a!d )mbi!ati!s $

#h!emes i! s#1e! 0rds

;0 d I 1!0 0hi)hsu!ds are i! a 0rd Stude!ts 0ill su!d ut CVC0rd* mat)h it t #i)ture* a!d

#i)1 ut letters t s#ell 0rd2

Sa3! Ph!i)s letter )ardsLetter tiles a!d Pi)ture Cards


Ph!emi) A0are!ess Kit

Su!ds

Jrds

)ee# ELAKR,

b2 Ide!ti$ies )m#!e!t su!ds

#h!emes a!d )mbi!ati!s $

#h!emes i! s#1e! 0rds

;0 d I 1!0 0hi)h

su!ds are i! a 0rd

Stude!ts 0ill su!d ut CVC

0rd* mat)h it t #i)ture* a!d

#i)1 ut letters t s#ell 0rd2


Letter tiles a!d Pi)ture Cards


Ph!emi) A0are!ess Kit

Su!ds

Jrds

)ee# ; ELAKR,

)2 ?le!ds a!d se"me!ts

syllables i! s#1e! 0rds

;0 d I ble!d su!ds

t ma1e 0rds

Stude!ts 0ill be i!trdu)ed t

ble!ds2

Stude!ts 0ill #ut t0 letter tiles

t"ether t ma1e a ble!d2

Cu## Cards ble!ds

?le!di!" letter )ards a!d

#i)ture )ards


?le!di!"

su!ds


52/56


)ee# < ELAKR,

)2 ?le!ds a!d se"me!ts

syllables i! s#1e! 0rds

;0 d I ble!d su!ds

t ma1e 0rds

Stude!ts 0ill #ut t0 letter tiles

t"ether t ma1e a ble!d2

Stude!ts 0ill l1 at a ble!d

#i)ture a!d determi!e 0hat the

ble!d is2

Cu## Cards ble!ds

?le!di!" letter )ards a!d

#i)ture )ards


?le!di!"

su!ds

)ee# = ELAKR8e2 A##lies lear!ed #h!i)s

s1ills 0he! readi!" 0rds a!d

se!te!)es i! stries

;0 d I lear! !e00rds

The stude!t 0ill read sim#lese!te!)es usi!" #i)ture )lues t

hel#2

Se!te!)e Stri#s'ull Cir)le Readi!" ?1

Su!ds

Jrds

)ee#

4>

ELAKR8

e2 A##lies lear!ed #h!i)s

s1ills 0he! readi!" 0rds a!d

se!te!)es i! stries

;0 d I lear! !e0

0rds

The stude!t 0ill read sim#le

se!te!)es usi!" CVC 0rds2

Se!te!)e Stri#s


De)dable

0rds

)ee#

44

ELAKR9

a2 Reads #reviusly tau"ht hi"h

$re%ue!)y 0rds at the rate $

8. 0rds )rre)t #er mi!ute

;0 d I lear! !e0

0rds

The stude!t 0ill be sh0!

Si"ht Jrds ! )ards2


#i)ture Si"ht Jrd )ards is

!eeded2

Si"ht Jrd Cards varius

de)1s

Si"ht Jrd Pi)ture Cards

varius de)1s


Si"ht Jrds

)ee#

45

ELAKR9

a2 Reads #reviusly tau"ht hi"h

$re%ue!)y 0rds at the rate $

8. 0rds )rre)t #er mi!ute

;0 d I 1!0 0hat

0rds mea!


Si"ht Jrds ! Cards2

The stude!t 0ill read as ma!y

as #ssible i! a mi!ute2

Si"ht Jrd Cards varius

de)1s

Si"ht Jrd Pi)ture Cards

varius de)1s


Si"ht Jrds

)ee#

46

ELAKR9

b2 Reads #reviusly tau"ht

"rade4level te3t 0ith

a##r#riate e3#ressi!

;0 d I read 0ith

e3#ressi!

The stude!t 0ill liste! t the

tea)her read a shrt stry2 The

tea)her 0ill des)ribe vi)e

)ha!"es t sh0 e3#ressi!2

Readi!" A4 Readers

Sam#le readi!" #assa"es $rm

Le3ia


E3#ressi!

'lue!)y

)ee#

42

ELAKR9

b2 Reads #reviusly tau"ht

"rade4level te3t 0ith

a##r#riate e3#ressi!

;0 d I read 0ith

$lue!)y

The stude!t 0ill e)h read a

shrt #assa"e 0ith the tea)her2

The stude!t 0ill read the same

#assa"e i!de#e!de!tly usi!"

e3#ressi!2

Readi!" A4 Readers

Sam#le readi!" #assa"es $rm

Le3ia


E3#ressi!

'lue!)y

http://www.troupk5resources.com/K/Reading/4thNineWeeks/Links/ELAKR4_a.ppthttp://www.troupk5resources.com/K/Reading/4thNineWeeks/Links/ELAKR4_a.ppthttp://www.troupk5resources.com/K/Reading/4thNineWeeks/Links/ELAKR4_a.ppthttp://www.troupk5resources.com/K/Reading/4thNineWeeks/Links/ELAKR4_a.ppthttp://www.troupk5resources.com/K/Reading/4thNineWeeks/Links/ELAKR4_a.ppthttp://www.troupk5resources.com/K/Reading/4thNineWeeks/Links/ELAKR4_a.ppthttp://www.troupk5resources.com/K/Reading/4thNineWeeks/Links/ELAKR4_a.ppthttp://www.troupk5resources.com/K/Reading/4thNineWeeks/Links/ELAKR4_a.ppthttp://www.troupk5resources.com/K/Reading/4thNineWeeks/Links/ELAKR4_a.ppthttp://www.troupk5resources.com/K/Reading/4thNineWeeks/Links/ELAKR4_a.ppthttp://www.troupk5resources.com/K/Reading/4thNineWeeks/Links/ELAKR4_a.ppthttp://www.troupk5resources.com/K/Reading/4thNineWeeks/Links/ELAKR4_a.ppt


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Ki!der"arte! Readi!" Readi!ess I!terve!ti!Evaluati! Rubri) $r I!stru)ti!al Pla!

/2 D yu thi!1 1i!der"arte! stude!ts )a! raise their Le3ia s)res thru"h a! i!terve!ti! #r"ram

,2 D yu thi!1 the stude!ts shuld lear! the )urri)ulum a!d raise s)res ! their 0!

82 Jhy shuld tea)hers 0a!t t i!terve!e a!d hel# raise stude!t6s s)res

92 D yu re)mme!d a!y ther materials a!d r te)h!l"y t aid i! my i!terve!ti!

=2 D yu have a! i!terve!ti! #r"ram that yu im#leme!t ! stude!ts 0h are la)1i!" i! 1i!der"arte! readi!ess s1ills I$ s0hat d yu d

@2 As a tea)her d yu thi!1 my i!terve!ti! #la! 0ill be su))ess$ul


54/56


A##e!di3 ?

Re$le)tive +ur!al 5uesti!s

/2 Jhat 0ere three mai! thi!"s I lear!ed $rm this 0ee1ly i!terve!ti! sessi!,2 Jhat did 0e !t )ver that I e3#e)ted 0e shuld

82 Jhat 0as !e0 r sur#risi!" t me

92 Jhat have I )ha!"ed my mi!d abut as a result $ this i!terve!ti!

=2 O!e thi!" I lear!ed i! this 0ee1ly i!terve!ti! sessi! that I may use i! the $uture

is7

@2 I am still u!sure abut7-2 Ideas $r a)ti! based ! this 0ee1ly sessi!7

2 Jhat I mst li1ed abut this sessi! 0as7


55/56


=2 Dra0 a #i)ture $ the 0rd7

@2 Dra0 a #i)ture $ the stry yu mastered readi!"2

-2 Jrite a !e0 si"ht 0rd that yu have lear!ed t s#ell22 Dra0 a #i)ture $ the si"ht 0rd2


56/56


=2 ;ave yu ever im#leme!ted a readi!" readi!ess i!terve!ti! i!t yur

)lassrm@2 I$ s 0hat 0as yur i!stru)ti!al #la! $r the i!terve!ti!

-2 Jhy d yu thi!1 stude!ts e!ter 1i!der"arte! la)1i!" readi!ess s1ills

2 Shuld Pre4K sta!dards be hi"her i! rder t #re#are stude!ts $r the mre

ri"rus sta!dards $a)i!" 1i!der"arte! stude!ts

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