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Writing the Literacy Wave: Effective Literacy Instruction for Students with Exceptionalities
Cierra Cupini
West Virginia University
Inquiry as a Stance, Uncovering the Answers
• Special education internship placement
• Dilemma
• Research-based practices
• Student-centered learning
Research Question
Main Question • How does a balanced language approach to
instruction influence the development of proficient literacy skills in students?
Subquestion• How does student centered learning influence
the development of literacy skills?
Methodology
Context • Eastwood Elementary School - Morgantown, WV
Grades PreK-5, approximately 520 students
• Special education pull-out, resource roomEnglish language arts, 5 students
Methodology Continued
Participants
• Student selection • Student profile
• Interests• Strengths • Weaknesses• Disposition
• Present levels
Methodology Continued
Phonemic Awareness
• Hear, identify, and manipulate phonemes
• Phoneme isolation
• Oral blending and oral segmenting
• Onset-Rime
• Decoding
Whole Language Approach
• Holistic
• Constructivist theory
• Language not to be broken down
• Opportunities to read
• Comprehension
• Writing
Teaching Strategies Implemented
Methodology Continued
Literature Connection
• Value of teaching phonemic awareness• Breaking away from isolation • Total reading program • Student-centered • Differentiated learning tasks • Develop a purpose and passion for reading
Schedule of Action Research Implementation Over the course of 6 weeks
Monday Tuesday Wednesday Thursday Friday
Word Study Continuation of Word Study
Writing Workshop
Authentic Literature
Assessment & Catch Up
• Introduce words
• Phonemic awareness
• Decoding
• Kinesthetic activity
• Read on-level text
• Identify sight words within text before and during reading
• Discuss mechanics
• Use weekly words in writing
• Various writing tasks
• Comprehension on plot and story elements
• Listening skills
• Sequencing
• Assessment
• Independent reading
• Relating text to self, text to text, and text to world
Methodology Continued
Data Collection/Sources
• iPad video• Reflection notes• Student work samples• Student disposition • Lesson plans • Pre and post student interviews• Conversations with mentor teacher
Methodology Continued
Data Analysis: Qualitative
Coding schemes to monitor affects on:
• Student engagement and disposition• Student learning • Pre and post student interviews
Methodology Continued
Data Analysis: Quantitative
• Student work samples• Assessment scores
Results and Conclusions
Engagement
• Participation• Level of confidence • Disposition • Homework completion
Learning
• Phonological sensitivity• Blending • Identification of high
frequency words• Comprehension
Results and Conclusions Continued
Results and Conclusions Continued
Q: How does a balanced language instruction influence the development of proficient literacy skills in students?
A:
Implications
• Inquiry as a stance• Importance of student-centered and
differentiated instruction • Open-mindedness • Varied resources• Professional learning
communities
References
Board of Director of the International Reading Association. (1998). Phonemic Awareness and the Teaching of Reading: A position statement. Newmark, DE.
Grant, M. (1985). The Kinesthetic Approach to Teaching: Building a Foundation for Learning. Journal of Learning Disabilities, 18(8).
Johnston, F. R. (1999). The timing and teaching of word families. Reading Teacher, 53(1), 64.
Miller, D. (2012). Reading with Meaning: Teaching comprehension in the primary grades. Portland, ME: Stenhouse Publishers.
Pikulski, J. J., & Chard, D. J. (2005). Fluency: Bridge between decoding and reading comprehension. Reading Teacher, 58(6), 510-519.