thesis on phonic
TRANSCRIPT
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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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Kindergarten Reading Readiness 3
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 $ ðdl"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: ðdl"y7777777777777777777777777,/
Resear)h Desi"!77777777777777777777777772,/Setti!"77777777777777777777777777777,/
Sub>e)ts a!d Parti)i#a!ts777777777777777777772227,,
Pr)edures a!d Data Clle)ti! ðds77777777777777222222,8Validity* 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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Kindergarten Reading Readiness 4
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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Kindergarten Reading Readiness 2
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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Kindergarten Reading Readiness 3
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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Kindergarten Reading Readiness 4
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$$ere!tiated lear!i!" ##rtu!ities based ! stude!ts sta"es $ devel#me!t a!d that
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Kindergarten Reading Readiness 5
tea)hers u!dersta!d that $a)trs i!side a!d utside e$$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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Kindergarten Reading Readiness 6
• 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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Kindergarten Reading Readiness 7
• 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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Kindergarten Reading Readiness 8
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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Kindergarten Reading Readiness 9
$ 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$$ere!tiated i!terve!ti!
0ill stre!"the! the s)res $ Ki!der"arte! Readi!ess a!d Ph!i)s a!d De)di!" S1ills $
stude!ts i! 1i!der"arte!2 This resear)h 0ill als determi!e 0hi)h strate"ies are mst
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Kindergarten Reading Readiness 10
e$$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$$ldi!" a!d all0i!" stude!ts t
ta1e ! mre a0are!ess $ their res#!sibility $ lear!i!" Slavi!* ,..82
School Readiness
S)hl readi!ess is !t >ust measured by stude!t #r$i)ie!)y ! a)ademi) r
)"!itive s1ills Childre! N0* ,..
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Kindergarten Reading Readiness 11
areas: / #hysi)al 0ell4bei!" a!d mtr devel#me!t* , s)ial a!d emti!al
devel#me!t* 8 a##ra)hes t0ard lear!i!"* 9 )mmu!i)ati! a!d la!"ua"e usa"e*
a!d = )"!iti! a!d "e!eral 1!0led"e #a"e ,2 The #a!el als em#hasied that
s)hl readi!ess i!vlves $amilies* s)hls a!d )mmu!ities2 Jithut their )lle)tive
#re#arati! a!d i!vlveme!t )hildre! have a di$$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$$rd t 0ait u!til $irst "rade $r i!terve!ti!2 The 1i!der"arte! years are a
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Kindergarten Reading Readiness 12
)riti)al #erid $ "r0th $r emer"e!t4litera)y a!d ral la!"ua"e i!terve!ti!s2 This
"ives the stude!ts a! additi!al su##rt li!e at a )riti)al time 0he! readi!" readi!ess
ta1es #la)e &a)D!ald B 'i"uered* ,./.2 Readi!" readi!ess s1ills are the im#rta!t
#rere%uisite s1ills stude!ts !eed t master t su))eed a)ademi)ally i! later "rades2 These
s1ills i!)lude a2 #hysi)al health a!d mtr devel#me!t* b2 s)iemti!al
devel#me!t* )2 a##ra)hes t lear!i!"* d2 la!"ua"e a!d )mmu!i)ati! devel#me!t*
e2 early litera)y s1ills* a!d $2 )"!iti! a!d "e!eral 1!0led"e C1e et al2* ,./.*
#2 F/8-2 Si3 esse!tial threads $r readi!" are: readi!"#h!i)s a0are!ess* #h!i)s a!d
de)di!"* $lue!)y* v)abulary* a!d 0rd re)"!iti!2 Jithut havi!" ea)h thread
#rese!t i! the ta#estry $ a stude!t6s readi!" abilities be)mes hles a!d the 0eave 0ill
!t hld ti"ht a!d 0ill !t $u!)ti! $r li$el!" use Ta!1ersley* ,..8* #2 ,2 &st states
e3#e)t 1i!der"arte! tea)hers t em#hasie readi!ess s1ills by i!)r#rati!" them i!t
their )!te!t sta!dards C1e et al2* ,./.2 S)hl readi!ess matters i! the l!" ru! a!d
addressi!" )hildre!6s devel#me!tal !eeds be$re a!d duri!" their $irst year $ s)hl
0ill bst their )ha!)es $ su))ess2 Sadly* mst )hildre! d !t atte!d a hi"h4%uality
#res)hl a!d ma!y d !t e!ter 1i!der"arte! $ully #re#ared2 These stude!ts $all behi!d
i! the 1!0led"e $ s1ills that 0ill $a)ilitate their ability t su))eed i! 1i!der"arte! a!d
bey!d Childre! N0* ,..
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Kindergarten Reading Readiness 13
i!dividualied* a!d i!te!sive i!terve!ti!2 There is evide!)e t su##rt that i!terve!ti!s
"ive! i! a small "ru# $rmat )a! substa!tially redu)e the !umber $ stude!ts 0h
e3#erie!)e l!" term readi!" #rblems Daily* Cha$uleas* B S1i!!er* ,..=2
The verall e$$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$$er $rm ma!y a)ademi) issues
Cald0ell B Leslie* ,..=2 The issues i!)lude but are !t limited t:
• &ay !t re)"!ie the #ur#se $r readi!"
• La)1 basi) #ri!t )!)e#ts
• &ay !t 1!0 h0 t hld a b1 u#ri"ht
• &ay !t 1!0 lettersu!ds
• Are l""ra#hi) readers 0h d !t u!dersta!d that letters sta!d $r
su!ds a!d that 0rds re#rese!t mea!i!"
• &ay !t 1!0 that letters #ut t"ether ma1e a 0rd
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Kindergarten Reading Readiness 14
• Nt u!dersta!d that readi!" is le$t t ri"ht
• Se!te!)es have 0rds 0ith s#a)es i! bet0ee! Cald0ell a!d Leslie* ,..=*
#2 /9
Stude!t i!terve!ti!s !eed t be e3a)tly 0hat the stude!t des r des !t 1!0 a!d
!eeds t #rvide e3#erie!)es t mve ! t the !e3t sta"e $ the readi!" #r)ess
Cald0ell B Leslie* ,..=2 Gd i!terve!ti! is !e that i!)ludes e3#li)it a##ra)h t
i!stru)ti! i! 0hi)h letters are tau"ht i! islati! a!d the! ble!ded t $rm 0rds Daily
et al2* ,..=2
&a!y stude!ts be"i! 1i!der"arte! 0ith "reat di$$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
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Kindergarten Reading Readiness 15
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
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Kindergarten Reading Readiness 16
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$$e)t $ delayi!" readi!" i!terve!ti! is lss $
#r"ress that mi"ht be made 0ith su##leme!tary small "ru# i!stru)ti! a)rss the $ull
year C1e et al2* ,./.2
Resear)h #ertai!i!" t i!terve!ti!s #rvides evide!)e that #h!emi) a0are!ess*
al#habeti) u!dersta!di!"* a!d de)di!" are i! $a)t tea)hable Simm!s et al2* ,..-2
I!dividualied i!terve!ti! i!stru)ti! results i! si"!i$i)a!t "ai!s $r mst stude!ts2 A!
em#hasis ! al#habeti) s1ills a!d #h!l"i)al a0are!ess #sitively i!$lue!)es bth
#h!emi) a0are!ess a!d 0rd readi!" ut)mes2 A))rdi!" t Ta!1ersley* ,..8 The
Nati!al Readi!" Pa!el6s ,... sy!thesis $ e3#erime!tal studies )llabrated a set $
attributes $ i!stru)ti! as bei!" #sitively related t 1i!der"arte! #h!emi) a0are!ess
a!d #h!i)s ut)mes i!)ludi!":
• Em#hasis $ a $e0 #ririty #h!emi) a0are!ess s1ills
• I!te"rati! $ letters 0ith su!ds
• Small "ru# i!stru)ti!
• (se $ e3#li)it* systemati) i!stru)ti! #a"e F=2
O!e validated mdel $r #rvidi!" early a)ademi) i!terve!ti! is the use $ tiered
i!stru)ti!2 I! a tiered mdel $ i!stru)ti!* all stude!ts re)eive the )re r Tier /
i!stru)ti!2 Stude!ts re%uiri!" sme additi!al hel# re)eive small "ru# su##leme!tary
Tier , i!stru)ti!2 Stude!ts 0h re%uire i!te!sive i!dividualied su##rt re)eive
i!stru)ti! desi"!ed $r tier 82 Studies usi!" tiered mdels $ i!terve!ti! have
)!siste!tly sh0! that #rvidi!" dire)t* e3#li)it a!d systemi) i!stru)ti! i! the evide!)e
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Kindergarten Reading Readiness 17
based )m#!e!ts $ readi!" i!stru)ti! t stude!ts at ris1 $ readi!" $ailure i! early
"rades* e$$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
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Kindergarten Reading Readiness 18
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 ,..
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Kindergarten Reading Readiness 19
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
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Kindergarten Reading Readiness 20
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!* ,..
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Kindergarten Reading Readiness 21
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
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Kindergarten Reading Readiness 22
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
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Kindergarten Reading Readiness 23
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
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Kindergarten Reading Readiness 24
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: ðd*
Data* Validity
;0 are data
a!alyed
Rati!ale
Jhat is the
mst e$$e)tive
0ay t
im#leme!t a!
i!terve!ti! $r
1i!der"arte!readi!"
readi!ess
C1e*
Kretl0* B
;el$ ,./.
Daily*
Cha$uleas* BS1i!!er ,..=
Cald0ell
,..=
Ty#e $
ðd:
I!stru)ti!al
Pla! a!d IP
I!tervie0
Ty#e $ Data:
5ualitative
Ty#e $
Validity:
C!te!t
Cded $r
themes:
Re)urri!"
Dmi!a!t
Emer"i!"
L1i!" $r
)ate"ri)al a!d
re#eati!" data
that $rm
#atter!s $
behavirs
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Kindergarten Reading Readiness 25
Jhat e$$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 $
ðd: 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 $
ðd:
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*
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Kindergarten Reading Readiness 26
,./.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$$e)t the results $ the assessme!t2
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Kindergarten Reading Readiness 27
;0 0ill tea)hers a!d stude!ts $eel abut the i!terve!ti! #r)ess is the "al $
$)us %uesti! three2 The resear)her 1e#t a >ur!al re"ardi!" the i!terve!ti! #r)ess2
The stude!ts i!vlved i! the i!terve!ti! #r)ess 1e#t a #i)t"ra#h >ur!al2 A tea)her
$)us "ru# )!sisti!" $ three ther 1i!der"arte! tea)hers a!d the s#ee)h a!d la!"ua"e
#athl"ist 0as als used2 This %ualitative data 0ill sh0 the $eeli!"s a!d thu"hts $
the tea)hers a!d the i!vlved stude!ts2 The )!te!t matter is reliable a!d de#e!dable due
t the #ers!al )!!e)ti!s $ the tea)her a!d stude!ts2 Data )lle)ti! a!d treatme!t are
1e#t )!siste!t2 The le!"th $ time $r data )lle)ti! is #ersiste!t a!d #rl!"ed2 There
are ! biases that 0uld sh0 i! the tea)her >ur!al r stude!t #i)t"ra#h2
Anal(sis of Data
&i3ed methds 0ere used t )lle)t a!d a!alye data $r the resear)h i! this
study2 'r $)us %uesti! !e* the %ualitative data $ the study 0as )lle)ted i! the $rm
$ a! i!stru)ti!al #la! rubri) a!d i!tervie0 $rm three 1i!der"arte! tea)hers2 Data $rm
ea)h $ these methds 0ere a!alyed by )di!" t establish themes that related t the
study $)us %uesti!s2
')us %uesti! t0 re#rese!ts the %ua!titative data se)ti! $ this study2 A
de#e!de!t t4test a!d a! i!de#e!de!t t4test 0ill be used t a!alye the #re#st test data2
These data 0ere )lle)ted i! the $rm $ a #re4test a!d a #st4test that 0as admi!istered
t bth the i!terve!ti! "ru# a!d the )!trl "ru#2 The resulti!" %ua!titative data 0ere
a!alyed i! t0 0ays2 A de#e!de!t t4test $r de#e!de!t mea!s 0as used t determi!e the
)ha!"e bet0ee! the #re#st tests 0ithi! ea)h "ru#2 A! i!de#e!de!t t4test 0as used t
determi!e the "ai!s $rm the i!terve!ti! "ru# a!d the )!trl "ru#2 The "ai!s $ the
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Kindergarten Reading Readiness 28
i!terve!ti! "ru# 0ere a!alyed a!d )m#ared t the "ai!s $ the )!trl "ru#2 A!
e$$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 /
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Kindergarten Reading Readiness 29
ar"ume!t* )here!t )ase a!d have str!" evide!)e t assert >ud"me!ts2 Eis!er /
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Kindergarten Reading Readiness 30
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 $ss%"ing &'%al (arian)es
Intervention Control
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Kindergarten Reading Readiness 31
Group Group
*ean3.66666666
73.9166
67
(arian)e14.0606060
618.810
61
+bser,ati!ns 12 12
!!led (arian)e16.4356060
6
/#!thesied *ean Dieren)e 0
d 22
t Stat -0.15105071
Tt !ne-tail0.44065610
1
t riti)al !ne-tail1.71714433
5
Tt t!-tail0.88131220
2
t riti)al t!-tail
2.07387305
8
Table 235:
Post Test for Inter&ention ,ro$ and Control ,ro$
t-Test: T!-Sa"#le $ss%"ing &'%al(arian)es
Interventio
n GroupControlGroup
*ean
5.5833333
33
(arian)e19.719696
97
+bser,ati!ns 12
!!led (arian)e21.344696
97/#!thesied *eanDieren)e 0
d 22
t Stat0.4860064
89
Tt !ne-tail
0.3158841
42
t riti)al !ne-tail1.7171443
35
Tt t!-tail0.6317682
85
t riti)al t!-tail2.0738730
58
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Kindergarten Reading Readiness 32
Table 236:
Inter&ention and Control ,ro$ 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
/#!thesied *ean Dieren)e 0
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
/#!thesied *ean Dieren)e 0
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
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Kindergarten Reading Readiness 33
$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
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Kindergarten Reading Readiness 34
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 -
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Kindergarten Reading Readiness 35
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 $ur tea)hers said es2
Tea)her / stated that a! i!terve!ti! #r"ram islates s1ills 0ith 0hi)h the stude!ts are
stru""li!"2 I the! as1ed the tea)hers D yu thi!1 stude!ts shuld lear! the material li1e
every!e else a!d raise their s)res ! their 0! All a"reed a!d said N2
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Kindergarten Reading Readiness 36
Tea)her , e3#lai!ed that stude!ts !eed t be "ive! i!itial i!stru)ti!al be$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
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Kindergarten Reading Readiness 37
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!
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Kindergarten Reading Readiness 38
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
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Kindergarten Reading Readiness 39
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
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Kindergarten Reading Readiness 40
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$$e)tive #la!s a!d materials2 Our relati!shi# 0ith the i!terve!ti! "ru# "re0
str!"2 They lved havi!" the )m$rt $ t0 #e#le 0h 0ere 0illi!" t hel# them i!
a!y 0ay #ssible2
The $i!di!"s $ the i!terve!ti! #r"ram sh0 that i!terve!ti!s are su))ess$ul2
Previus data a!d this i!terve!ti! data hel# ma1e the #i!t that 1!0led"e $ the sub>e)t
matter a!d #ra)ti)e 0ith the sub>e)t matter tur!s i!t su))ess2 A$ter mu)h readi!" a!d
resear)hi!" abut i!terve!ti!s* I be)ame a0are $ a! abu!da!t amu!t $ !e0
i!$rmati!2 I #la! t ta1e the !e0 $u!d i!$rmati! a!d a##ly it t $uture at4ris1
stude!ts2
Credibility $r this a)ti! resear)h 0as e!sured by the use $ several data sur)es
i! res#!se t the $)us %uesti!s2 Data 0ere )lle)ted $r the $irst $)us %uesti! by a!
I!stru)ti!al Pla! Rubri) a!d I!tervie0* al!" 0ith the im#leme!tati! $ the
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Kindergarten Reading Readiness 41
i!terve!ti! #r"ram2 'r $)us %uesti! t0* The Le3ia Readi!" Assessme!t data 0as
used i! all tests2 The de#e!de!t t4tests sh0ed "ai!s $rm the #re4test t the #st4test $r
bth "ru#s a!d the i!de#e!de!t t4test sh0ed )m#arable data $r the t0 "ru#s2 'r
$)us %uesti! three* a tea)her $)us "ru#* re$le)tive >ur!al* a!d stude!t #i)t"ra#hs
served as %ualitative data2 Data $rm this study 0ere )m#ared t #revius studies !
i!terve!ti!s that 0ere dis)ussed i! )ha#ter t02 Cmbi!i!" all data sur)es t"ether t
$rm a lar"e bdy $ evide!)e is )alled e#isteml"i)al validity Eis!er* /r e$$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
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Kindergarten Reading Readiness 42
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$$ere!tiati! am!" stude!ts as it relates t
stude!ts6 readi!" readi!ess s1ills2 Catalyti) Validity ))urred as a result $ bth
tea)her a!d )hildre! 0it!essi!" 0hat the #0er $ readi!" s1ills )a! d a!d h0 mu)h
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Kindergarten Reading Readiness 43
)a! be lear!ed thru"h su)h a )ir)umsta!)e2 I believed the i!terve!ti! i! this a)ti!
study be!e$ited the stude!ts be)ause it all0ed the! t ta1e i! material a!d the! a##ly it
t their everyday )lassrm assi"!me!ts2
Imact on St$dent +earning
?ased ! the %ua!titative data #rese!ted i! this study it is #rve! that a readi!"
readi!ess i!terve!ti! des 0r12 The #st test s)res $ the )!trl "ru# 0ere !t
mu)h l0er tha! that $ the i!terve!ti! "ru#2 ;0ever* the i!terve!ti! "ru# did
ma1e drasti) )ha!"es2 Alteri!" the 0ay 0e a##ra)h the diversity $ ur stude!ts is !t
a! easy >b2 L1i!" at ur stude!ts )riti)ally des !t ha##e! ver!i"ht* rather it is a!
!"i!" >ur!ey2 Thru"h 0r1i!" 0ith the i!terve!ti! "ru# a!d )!du)ti!" resear)h
! i!terve!ti! I am mre a#t t #rvidi!" a!d shari!" i!$rmati! re"ardi!"
i!terve!ti!s a!d h0 they )a! 0r12
Recommendations for !$t$re Research
The t#i) $ readi!" readi!ess i!terve!ti!s )uld be resear)hed $urther2 A!
i!terve!ti! #la! )uld be im#leme!ted i!t $irst "rade $r the stude!ts that had the
i!terve!ti! i! 1i!der"arte!2 It 0uld be i!teresti!" t see their Le3ia s)res at the e!d
$ $irst "rade a$ter re)eivi!" t0 years $ i!terve!ti!2 I lear!ed a treme!dus amu!t $
1!0led"e re"ardi!" i!terve!ti! thu"ht ut this study2 I 0ill im#leme!t the
i!terve!ti! #la! i!t my u#)mi!" )lass a!d ma!y mre )lasses t )me2
Re$ere!)es
Ai1e!* N2L2* B ?arbari!* O2 ,..2 S)ie)!mi) di$$ere!)es i! readi!" tra>e)tries:
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Kindergarten Reading Readiness 44
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 $%S% Conte&t and conse'uences%
Cladem ;ei"hts* N+: La0re!)e Erlbaum Ass)iates2
Cald0ell* +2 S2* B Leslie* L2 ,..=2 (nter#ention strategies to follow informal reading
in#entory assessment So what do ( do now) ?st!: Ally! a!d ?a)!2
Childre! N02 ,..
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Kindergarten Reading Readiness 45
I!)2
Ger"ia Pr$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 /
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Kindergarten Reading Readiness 46
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* ,.
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Kindergarten Reading Readiness 47
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
Sa3! Ph!i)s letter )ards
Al#hamti! )ards
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Shrt v0els
)ee# 6 ELAKR8
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shrt v0el su!ds t
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Jhat are the )!s!a!t
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Stude!ts 0ill ide!ti$y letter
su!d by )hsi!" )rre)t item
$rm su!d tub2
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)ee# 2 ELAKR8
)2 &at)hes all )!s!a!t a!d
shrt v0el su!ds t
a##r#riate letters
Jhat are the v0el letter
su!ds
Stude!ts 0ill ide!ti$y v0el
su!d by )hsi!" )rre)t item
$rm su!d tub2
V0el letter su!d tubs
Sa3! Ph!i)s letter )ards
'ull Cir)le Readi!" ?1
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su!ds
)ee# 9 ELAKR, b2 Ide!ti$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
'ull Cir)le Readi!" ?1
Ph!emi) A0are!ess Kit
Su!ds
Jrds
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b2 Ide!ti$ies )m#!e!t su!ds
#h!emes a!d )mbi!ati!s $
#h!emes i! s#1e! 0rds
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su!ds are i! a 0rd
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Su!ds
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)2 ?le!ds a!d se"me!ts
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Kindergarten Reading Readiness 48
)ee# < ELAKR,
)2 ?le!ds a!d se"me!ts
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;0 d I ble!d su!ds
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44
ELAKR9
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$re%ue!)y 0rds at the rate $
8. 0rds )rre)t #er mi!ute
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'ull Cir)le Readi!" ?1
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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
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Si"ht Jrds ! Cards2
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as #ssible i! a mi!ute2
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)ee#
46
ELAKR9
b2 Reads #reviusly tau"ht
"rade4level te3t 0ith
a##r#riate e3#ressi!
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tea)her read a shrt stry2 The
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)ha!"es t sh0 e3#ressi!2
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42
ELAKR9
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shrt #assa"e 0ith the tea)her2
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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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Kindergarten Reading Readiness 49
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$ul
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Kindergarten Reading Readiness 50
A##e!di3 ?
Re$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
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Kindergarten Reading Readiness 51
=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
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Kindergarten Reading Readiness 52
=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