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Project proposal final



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  • 1. EDUC8509InterventionProject ProposalAnnie-Rose Durack
  • 2. Title Theeffectiveness of student directed multimodal texts in improving the attitude towards reading of a Year 2 student with Autism.
  • 3. Statement of the Issue Alex has been diagnosed to be on the spectrum of Autism. He goes to extension for numeracy, however, has enormous anxiety in regards to literacy. He has a very poor attitude to reading and consequently will/does not do his set readers for homework. Both his teacher and his parents would like to see a shift in this. He has intense interests about a range of science topics and enjoys to ‘google’ to learn facts.
  • 4. Research Question How effective are student directed multimodal texts in improving the attitude toward reading of a Year 2 student with Autism?
  • 5. Literature Review – Attitude toReading Debated overtime, whether reading proficiency impacts attitude to reading or whether attitude to reading impacts reading proficiency and literacy skills. Rowell (1972)  Investigated factors related to change in attitude toward reading by implementing a corrective reading intervention, proving age, socio-economic status nor sex had any significant correlation to the change in attitude to reading.  It is not necessarily the most effective approach to target improving children’s literacy skills in order to improve their attitude to reading. McKenna and Kear (1990)  If children are not engaged in the text presented to them, or in reading generally, their skills will not show considerable improvement.  Engaging in text they are interested in will foster a far better opportunity for them to learn and strengthen their literacy skills. Smith (1990)  Attitude to reading stems from their reading experiences in early childhood.  Educational professionals are must foster positive attitude to reading in the early years of schooling. Seitz (2010)  Recurring failures to succeed in reading and literacy will cause self-concept issues and consequently complicate a student’s ability to learn.  Children are often given readers appropriate to their level which often will cause students to feel upset and disengaged as though they are having to read ‘baby books’.  Imperative that students are presented with interesting and cognitively challenging texts either orally or by recording.
  • 6. Literature Review – Autism Bennetto, Pennington, and Rogers (1996)  Poor performance on measures of executive function (EF).  EF is a term used by psychologists to refer to cognitive abilities that control and regulate behaviour. Yirmiya, Sigman, Kasari and Mundy (1992)  People with Autism often struggle to share and verbalise normal emotional states and may show a range of behaviours alternative to people without Autism. Baron-Cohen’s (1991)  People with Autism do not actually understand emotion.  Inability to form and establish emotional relationships.
  • 7. Literature Review – MobileTechnologies Naismith, Lonsdale, Vavoula and Sharples (2004)  Provides the sufficient equipment to offer rich multimedia experiences and for location-specific resources.  Collaborative learning. Liu, Wang, Liang, Chan, Ko and Yang (2003)  Enable teachers and students to utilise computing power at anywhere at anytime.  Research and gain information more freely. Howitt, Pegrum and Streipe (2012)  Many benefits, including portability and immediacy  Enable a new way of learning that can be tapered to suit and motivate individual children.
  • 8. Intervention Research Alex’s interests with him. Write and design a set of five books – both hard and soft copy over the ten days. The soft copy will be created using a Macbook on Powerpoint and will include information, images and Alex’s voice reading the text. The hard copy will be printed A5 size and bound to make books. At the end of the ten days, Alex will have a box set of five ‘readers’ that he is interested in, as well as a USB containing all five ‘e-books’. Alex will take home the books throughout the ten days once completed and will also be give him a chart to take home where he will place a sticker each time he reads his books.
  • 9. Participants Me – Preservice Teacher Alex Alex’s Classroom Teacher Alex’s Assistant
  • 10. Data Collection and Analysis Attitude to reading test (similar to the McKenna and Kear Elementary Attitude to Reading Test)– mark his emotions in a response to a range of questions about how he feels about reading. Attitude test at the end of the ten days similar to the initial test, however, modified to suit the books he has made. Interview/discussion with Alex about his attitude to reading. Observations and anecdotal notes on his engagement with the activity and the texts and willingness to read them. Personal reflection on the data recorded.
  • 11. Context Year 2 boy with Autism. Elite boys’ school in the western suburbs. Full time assistant. Very argumentative with both staff and students. Has settled in this year more than previous years. Peers are helping him and guiding him with his social skills.
  • 12. Materials Macbook Internet access for researching Printer Paper USB Binder Box Chart Stickers
  • 13. Ethical Considerations Consent and information forms – classroom teacher, Alex and Alex’s parents. Alex will be aware that he does not have to continue from any point if he chooses. If photos or work sample are to be taken/used, permission will be sought.
  • 14. ReferencesBaron-Cohen, S. (1991). Do people with Autism understand what causes emotions? Child Development, 62(2), 385-395. Retrieved from JSTOR.Bennetto, L., Pennington, B., & Rogers, S. (1996). Intact and impaired memory functions in Autism. Child Development, 67(4), 1816-1835. Retrieved from JSTOR.Howitt, C., Pegrum, M., & Striepe, M. (2012). The impact of iPads on pre-sevrice teachers’ learning: Implications for teaching and learning.Liu, T., Wang, H., Liang, J., Chan., H, Ko, H., & Yang, J. (2003). Wireless and mobile technologies to enhance teaching and learning. Journal of Computer Assisted Learning, (19), 371-382. doi=, M., & Kear, D. (1990) Measuring attitude toward reading: A new tool for teachers. The Reading Teacher, (May), 626-639.Naismith, L., Lonsdale, P., Vavoula, G., & and Sharples, M. (2004). Literature review in mobile technologies and learning. Futurelab Series, (11), 1-44.Rowell, C. (1972-73). An investigation of factors related to change in attitude toward reading. Journal of Reading Behavior, 5(4), 266-272. Retrieved from Sage Journals.Seitz, L. (2010). Student attitudes toward reading: A case study. Journal of Inquiry and Action in Education, 3(2), 31-44. Retrieved from, M. (1990). A longitudinal investigation of reading attitude development from childhood to adulthood. The Journal of Educational Research. (83)4, 215-219. Retrieved from JSTOR.Yirmiya, N., Sigman, M., Kasari, C., & Mundy, P. (1992). Empathy and cognition in high-functioning children with Autism. Child Development, (63)1, 150-160. Retrieved from JSTOR.