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Offical Action Research Presentation

This document summarizes an action research project on improving letter identification skills for two preschool students, Student A and Student B. The teacher assessed the students' initial letter recognition, identifying 9/26 letters for Student A and 3/26 for Student B. Strategies used in sessions included letter discrimination, visual representations, directed writing, and repetitive teaching. Data showed Student A improved to 17/18 letters by mid-point but fell to 12/26 by end. Student B showed little progress. The teacher reflected on using more concrete, tactile materials and allowing more time for Student B.

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67 views20 pages

Offical Action Research Presentation

This document summarizes an action research project on improving letter identification skills for two preschool students, Student A and Student B. The teacher assessed the students' initial letter recognition, identifying 9/26 letters for Student A and 3/26 for Student B. Strategies used in sessions included letter discrimination, visual representations, directed writing, and repetitive teaching. Data showed Student A improved to 17/18 letters by mid-point but fell to 12/26 by end. Student B showed little progress. The teacher reflected on using more concrete, tactile materials and allowing more time for Student B.

Uploaded by

api-301735741
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Action Research

Presentation
{A B C D E F G H I J K L M N O P Q R S T U V W
X Y Z}

Julia Sansom
Fall 2015

Initial Teacher Meeting


I met with my cooperating teacher; Ms. Bosley who
teaches special needs preschool at Trace Crossing
Elementary School.
Ms. Bosley suggested that I work with Student A and
Student B on their letter recognition skills because
letter identification is the core focus of their literacy
instruction at this stage of the school year.
Ms. Bosley that these target students needed
additional instruction in the area of letter
recognition.

Essential Question

After Ms. Bosley and I determined which two


students should take part in the Action Research
Plan, we found a similar struggle between Student A
and Student B. The question that will serve as the
prime focus for my Action Research Plan is:

How can these students letter identification


skills be improved in order for them to
accurately identify the letters of the
alphabet?

Student A
Student A was chosen because he was struggling
in the area of letter recognition.

Student A specifically struggled with


discriminating between his letters. He would get
similar letters confused (Z and S)

Student B
My cooperating teacher highlighted Student B to
work with due to his struggles with letter
identification.

Student B has an individualized education plan


(IEP).
His teacher felt that giving Student B additional
instruction time would be beneficial for this
learning.

Initial Assessment
Modified Version of B6 Letter Recognition
Assessment
Student A: Recognized 9 out of 26 letters
(A, B, C, O, S, F, H, N, T)

Student B: Recognized 3 out of 26 letters


(A, O, K)

Initial Assessment
Reflection
Student reaction to B6 Letter Knowledge
assessment
The initial assessment prompted me to change
learning goal.
How can the target students letter
identification skills be improved in order for
them to accurately identify letters A-G?

Student Bs Goal
After the fourth session I consulted my
cooperative teacher and we concluded that I
should revise Student Bs goal.

Revised Goal:
How can Student Bs letter identification skills
be improved in order for him to accurately
identify the letters in his name?
Personal connection to letters

Research
Intervention Activities for Letter Naming Fluency
Learning the Alphabet With Songs
Matching Letter Shapes to Letter Names
Letter Sequencing (Alphabetizing)
Building Fluency in Letter Recognition and Naming
Jerry Webster
Multisensory approach
Literacy Connection
Learning letters in name (pre-existing schema)

Strategies Used
Letter Discrimination
Visual Representations of words that begin
with the target letter.
Directed Writing
Letters Embedded in Text
Letter Matching
Repetitive Teaching

Reflection:
Strategies I Would Use
Interactive hands on activities such as:

Letter tag writing


Letter arcs
Matching letter games (file folders)
Letter sequencing (incomplete letter arcs)
Letter naming flash cards
Missing letter decks (sequencing practice)
Tactile letter sorting sets
Instant letter recognition charts

Concrete tactile activities help students create an


experience with letter
Schema

Data: Student A
Initial
October 1st
9/26 (34%)
Midpoint
October 15th
17/18 (94%)
Final
December 3rd
12/26 (46%)

Data: Student A
Initial vs. Final Assessment
100
90
80
70
60
50
40
30
20
10
0
Initial Assessment

Final Assessment

Data: Student A
Progress Chart
100
90
80
70
60
50
40
30
20
10
0
Session 2

Session 3

Session 4

Session 5

Data: Student B

Initial
October 1st
3/26 (11%)

Midpoint
November 29th
2/9 (22%)
Final
December 3rd
5/26 (19%)

Data: Student B
Initial vs. Final Assessment
100
90
80
70
60
50
40
30
20
10
0
Initial Assessment

Final Assessment

Data: Student B
Progress Chart
60

50

40

30

20

10

0
Session 4

Session 5

Data Reflection
Student A
Proficient use of materials
Mastering the letter C
Student B
Writing his own name
Mastering the first three letters

Overall Reflection
Improvement with student confidence
More instructional time with Student B
Importance of using concrete and tactile
materials
Number of letters used during each session

References
Literacy Connection: Learning Letter With Names 2015.
"Letter Identification."- TeacherVision.com. 2015.
"Letter Recognition for Reading in Special Education."About.com Education. 2015.

Read Res Q. Author manuscript; available in PMC 2010 Jul 28.


Published in final edited form as:
Read Res Q. 2010 Jan; 45(1): 838.

Sound and Letter Time: Building Phonemic Awareness and Alphabet Recognition Through
Purposeful Play. Pgs. 3-22.

Thad A. Polk and Martha J. Farah


Proceedings of the National Academy of Sciences of the United States of America
Vol. 95, No. 3 (Feb. 3, 1998), pp. 847-852

8, Chapter.Intervention Activities for Letter Naming Fluency (LNF)

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