Action Research Proposal Summary 2

1. What is the problem? Kindergarten students have trouble recognizing rhyme and word families in text.

2. What is the rational for the project? It is easier for students to read using recognition of word families and rhyming words than using phonics.

3. What strategy will be used to address the problem? A variety of rhyming games will be introduced to the class that will require students to use basic elements of phonetic analysis.

4. What is the question? How can I use a variety of rhyming games to help my students recognize rhyme and word families in text?

5. What evidence is presented that the strategy will work? "Research shows that implementing a range of rhyming games can help students improve their recognition of rhyme and word families (Allen 1988).” “Reinforcement of patterns of rhyme through rhyming games helps students build on the concept of rhyme and word families  (Bradley & Bryant 1983).”

6. How will data be collected? Assessment of Decoding prior to and following implementation, teaching journal monitoring individual student progress, student performance checklist during games

 Reference:

NA. (ND). Rhyme, word family recognition, and reading in kindergarten. Retrieved from https://docs.google.com/file/d/0B6DFAmexYq7vZmUyM2MwMjEtZjlkMS00MDc1LTkzMTQtOGI1OWRjNzRhMjFh/edit

Action Research Summary

1. What is the title of the project? TNLI: Action Research: Curriculum Implementation: Research Question/Definition of Problem

2. What is the Question? What happens to third graders' writing when they participate in a reading and letter writing program?

4. What strategy is being used to address? The nonlinguistic strategy is being addressed.

5. What evidence is presented that the strategy will work? Once the letter writing took place, fewer errors started occurring.

6. How will data be collected to determine if the strategy will work? The students participated in a pen pal letter writing project. The teacher collected the student’s letters, before sending them out, and analyzed how the writing had changed since the start of the process.

7. How was the data analyzed? During the assessment process, the teacher recognized several trends that were occurring amongst students. She also analyzed things through book discussions, paying close attention to how the students created their own dialogue.

8. What were the results? That all randomly selected students demonstrated growth in the letter writing process. Their occurrence of errors decreased and their level of writing increased. However, the majority of them continued to struggle with vocabulary and mechanics

9. How do the results inform teacher practice? The results show that the effort put forth in this study was truly worth it. Successful results occurred when the students made fewer errors on their letters. This study can guide a teacher in a reading and writing curriculum to focus on letter writing, or something interesting to the students, that will excite them and make the class more eager to learn.