Writing the Literacy Wave:
Effective Literacy Instruction for
Students with Exceptionalities
Cierra Cupini
West Virginia U...
Inquiry as a Stance, Uncovering the
Answers
• Special education internship placement
• Dilemma
• Research-based practices
...
Research Question
Main Question
• How does a balanced language approach to
instruction influence the development of
profic...
Methodology
Context
• Eastwood Elementary School - Morgantown, WV
Grades PreK-5, approximately 520 students
• Special educ...
Methodology Continued
Participants
• Student selection
• Student profile
•
•
•
•

Interests
Strengths
Weaknesses
Dispositi...
Methodology Continued
Teaching Strategies Implemented
Phonemic Awareness
• Hear, identify, and manipulate
phonemes

Whole ...
Methodology Continued
Literature Connection
• Value of teaching phonemic awareness
• Breaking away from isolation
• Total ...
Monday

•
•
•

Wednesday

Thursday

Friday

Word Study
•

Tuesday
Continuation
of Word Study

Writing
Workshop

Authentic
...
Methodology Continued
Data Collection/Sources
• iPad video
• Reflection notes
• Student work samples
• Student disposition...
Methodology Continued
Data Analysis: Qualitative
Coding schemes to monitor affects on:

• Student engagement and dispositi...
Methodology Continued
Data Analysis: Quantitative
• Student work samples
• Assessment scores
Results and Conclusions
Engagement
•
•
•
•

Learning

Participation
Level of confidence
Disposition
Homework completion

•...
Results and Conclusions Continued
Results and Conclusions Continued
Q: How does a balanced language
instruction influence the development of
proficient lite...
Implications
• Inquiry as a stance
• Importance of student-centered and
differentiated instruction
• Open-mindedness
• Var...
References
Board of Director of the International Reading Association. (1998).
Phonemic Awareness and the Teaching of Read...
Contact Information
Cierra Cupini
West Virginia University
I may be contacted at:
ccupini@mix.wvu.edu
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Writing the Literacy Wave: Effective Literacy Instruction for Students with Exceptionalities

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Writing the Literacy Wave: Effective Literacy Instruction for Students with Exceptionalities

  1. 1. Writing the Literacy Wave: Effective Literacy Instruction for Students with Exceptionalities Cierra Cupini West Virginia University
  2. 2. Inquiry as a Stance, Uncovering the Answers • Special education internship placement • Dilemma • Research-based practices • Student-centered learning
  3. 3. 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?
  4. 4. Methodology Context • Eastwood Elementary School - Morgantown, WV Grades PreK-5, approximately 520 students • Special education pull-out, resource room English language arts, 5 students
  5. 5. Methodology Continued Participants • Student selection • Student profile • • • • Interests Strengths Weaknesses Disposition • Present levels
  6. 6. Methodology Continued Teaching Strategies Implemented Phonemic Awareness • Hear, identify, and manipulate phonemes Whole Language Approach • Holistic • Constructivist theory • Phoneme isolation • Language not to be broken down • Oral blending and oral segmenting • Opportunities to read • Onset-Rime • Comprehension • Decoding • Writing
  7. 7. 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
  8. 8. Monday • • • Wednesday Thursday Friday Word Study • Tuesday Continuation of Word Study Writing Workshop Authentic Literature Assessment & Catch Up Comprehensi on on plot and story elements • Assessment • Independent reading • Relating text to self, text to text, and text to world Introduce words Phonemic awareness Decoding Kinesthetic activity • • • Read onlevel text Identify sight words within text before and during reading • • Discuss mechanics • Use weekly words in writing • Listening skills Various writing tasks • Sequencing Schedule of Action Research Implementation Over the course of 6 weeks
  9. 9. 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
  10. 10. Methodology Continued Data Analysis: Qualitative Coding schemes to monitor affects on: • Student engagement and disposition • Student learning • Pre and post student interviews
  11. 11. Methodology Continued Data Analysis: Quantitative • Student work samples • Assessment scores
  12. 12. Results and Conclusions Engagement • • • • Learning Participation Level of confidence Disposition Homework completion • Phonological sensitivity • Blending • Identification of high frequency words • Comprehension
  13. 13. Results and Conclusions Continued
  14. 14. Results and Conclusions Continued Q: How does a balanced language instruction influence the development of proficient literacy skills in students? A:
  15. 15. Implications • Inquiry as a stance • Importance of student-centered and differentiated instruction • Open-mindedness • Varied resources • Professional learning communities
  16. 16. 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.
  17. 17. Contact Information Cierra Cupini West Virginia University I may be contacted at: ccupini@mix.wvu.edu

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