This dissertation defense by Jessica Trussell presented research on the effects of morphographic instruction on deaf and hard of hearing students' reading skills. The study used a multiple baseline single case design with three students. It found that explicit, teacher-led instruction on morphographs (word parts and structures) improved students' morphographic analysis abilities, affix knowledge, and reading comprehension. However, the small sample size limits generalizability. Further research is still needed to explore effective reading interventions for deaf learners.
Which method, isolated or integrated, of teaching vocabulary is more effectiv...Spyridoula Laizinou
This study compares 2 different methods of teaching vocabulary, isolated and integrated formats for instruction of new words for English Language Learners (ELLs). The study also evaluates participants’ opinions on what type of assessment they prefer to work with. There were two groups of students in an academic English language department for ELLs at the university level who are intending to further their college education in the United States. Each class did two readings that included target words and definitions with an assessment focused on the vocabulary. The first class was given the isolated version of one reading and the integrated of the other and the alternate versions were given to the second class.
In the isolated version, the participants were given target words with definitions and a sample sentence followed by a reading using but not highlighting the target words. The assessment of this portion was multiple-choice questions of definitions of the vocabulary. The integrated version had a second reading with the target words highlighted and their definitions below on the same page. The assessment in this case was a series of questions using one or two target words that participants answered about themselves.
The readings and words came from a vocabulary textbook that the participants had been using already for their class. For this reason, the standard of difficulty was assumed to be on par with their level. Their knowledge of the new vocabulary studied in this textbook was very low at the beginning of each lesson, so we assumed a low knowledge of the target words in our study. The statistical differences showed a variety of trends (we follow up with later) but it was also interesting to consider correlations between participants’ results and their assessment preferences. The delayed post-test showed definite acquisition of new vocabulary over time, and the need to use some FFI for vocabulary retention.
REALITY – BASED INSTRUCTION AND SOLVING WORD PROBLEMS INVOLVING SUBTRACTIONWayneRavi
This study was conducted to determine the effect of reality based on the solving word problems involving subtraction. Descriptive-Comparative research design using paired sample T-test was used to utilized in the study. The study was carried out in Tibungol Elementary School to Fifty student of Grade Three section 1. Results revealed that there was a significant difference on the pretest and post test scores of pupils in reality based approach. Further, the reality based approach is effective in improving the performance of student.
Which method, isolated or integrated, of teaching vocabulary is more effectiv...Spyridoula Laizinou
This study compares 2 different methods of teaching vocabulary, isolated and integrated formats for instruction of new words for English Language Learners (ELLs). The study also evaluates participants’ opinions on what type of assessment they prefer to work with. There were two groups of students in an academic English language department for ELLs at the university level who are intending to further their college education in the United States. Each class did two readings that included target words and definitions with an assessment focused on the vocabulary. The first class was given the isolated version of one reading and the integrated of the other and the alternate versions were given to the second class.
In the isolated version, the participants were given target words with definitions and a sample sentence followed by a reading using but not highlighting the target words. The assessment of this portion was multiple-choice questions of definitions of the vocabulary. The integrated version had a second reading with the target words highlighted and their definitions below on the same page. The assessment in this case was a series of questions using one or two target words that participants answered about themselves.
The readings and words came from a vocabulary textbook that the participants had been using already for their class. For this reason, the standard of difficulty was assumed to be on par with their level. Their knowledge of the new vocabulary studied in this textbook was very low at the beginning of each lesson, so we assumed a low knowledge of the target words in our study. The statistical differences showed a variety of trends (we follow up with later) but it was also interesting to consider correlations between participants’ results and their assessment preferences. The delayed post-test showed definite acquisition of new vocabulary over time, and the need to use some FFI for vocabulary retention.
REALITY – BASED INSTRUCTION AND SOLVING WORD PROBLEMS INVOLVING SUBTRACTIONWayneRavi
This study was conducted to determine the effect of reality based on the solving word problems involving subtraction. Descriptive-Comparative research design using paired sample T-test was used to utilized in the study. The study was carried out in Tibungol Elementary School to Fifty student of Grade Three section 1. Results revealed that there was a significant difference on the pretest and post test scores of pupils in reality based approach. Further, the reality based approach is effective in improving the performance of student.
Exploring the Effect of the Self-Directed English Learning on the English Spe...engedukamall
Kim, J. (2014, September). Exploring the Effect of the Self-Directed English Learning on the English Speaking Test Scores of Korean College Students. Paper presented at the meeting of KAMALL Annual Conference 2014, Seoul, Korea.
[Abstract]
Most Korean adult learners of English desire to achieve a high level of
English speaking proficiency because they value communicative competence in
their various work places. To obtain this goal, Self-Directed English Learning
(SDEL) supported through multimedia has great potential to help English
learners manage their learning process. This presentation explored the effect
of the capability of Korean college students to utilize SDEL on their English
speaking proficiency. Both the English speaking test and the SDEL
Questionnaire were administered by means of computer and mobile
technologies.
At the beginning of the spring of 2014, 90 students responded to the
online SDEL Questionnaire at a university in Daejeon, Korea. They also took
the computer based English Speaking and Writing Test (ESWT). The pertinent
information of these participants is as follows: 37 males and 53 females, ages
ranging from 20 to 30 years old, all possessing diverse English levels, and all
of whom were TESOL majors.
The questionnaire was developed by means of the Google Docs survey.
The ten features of self-directedness are: (1) interpersonal ability, (2)
self-esteem, (3) self-confidence, (4) anxiety with English, (5) goals, (6)
motivation, (7) self-directedness, (8) information process ability, (9)
self-understanding, and (10) overall level. They were measured using seven
scales. Most students filled out the online questionnaire with their
smartphones. In addition, the learners were required to practice their English
speaking using two multimedia English programs. These were DynEd and
Reading Assistant. DynEd is a conversation program or application, while
Reading Assistant is an online read aloud program. The students were
required to study English with the speaking programs for up to 200 hours as part of their graduation requirement as stipulated by their department. The
seven scoring criteria of the ESWT include (1) task completion, (2) coherence,
(3) pronunciation, (4) fluency, (5) language use, (6) grammar, and (7) overall
scores. They were rated using five scales including 0.5 units. Two raters rated
the speech samples after receiving appropriate rater training. [....]
READ AND ACT APPROACH AND RETENTION SKILLS IN MTBWayneRavi
This study was conducted to determine the effect of read and act approach on the Retention Skills in MTB. Specifically, it sought to find out if read and act approach significantly contribute in the retention skills of student in MTB. Descriptive-Comparative research design using paired sample T-test was used to utilized in the study. The study was carried out in Beam Extension School of Guinobatan annex of Paradise Embac Elementary School to Thirty student of Grade Two section 3. Descriptive statistics (mean & SD), Paired-Sample T-test and Eta2were used as tools in the analysis of data. Results revealed that the pre test score was high; the post test score was very high. There was a significant difference on the pretest and post test scores of pupils in read and act approach. Further, the read and act approach has large effect on the retention skills of student in MTB.
Support for foreign language listeners: Its effectiveness and limitationsCindy Shen
The assessment of listening comprehension in a second language has
received relatively little attention until recently. This study investigated the effective-
ness of providing different types of listening support for learners in a foreign language
environment with a low level of English proficiency. The research was conducted with
140 students taking an English listening course at a college in Taiwan. The participants
took sections of a listening test under four different conditions. Two of the conditions
provided support in the form of either a set of pictures or a written background text.
The third condition was a repetition of the test input, whereas the fourth one was simply
no type of support. After the test, the participants completed a short questionnaire and
some of them were also interviewed. According to the results, repeating the input was
the most effective treatment, followed by having visual and textual support. However,
the limits of the learners’ English competence meant that all of the types of support
could improve their comprehension only to a certain degree. Nevertheless, the provi-
sion of appropriate support may motivate foreign language learners to improve their
listening proficiency by making adequate comprehension more attainable for them.
Tsai, min hsiu university students anziety focus n6 v1 2012 (1)-chiodoWilliam Kritsonis
NATIONAL FORUM JOURNALS (Founded 1982 (www.nationalforum.com) is a group of national and international refereed journals. NFJ publishes articles on colleges, universities and schools; management, business and administration; academic scholarship, multicultural issues; schooling; special education; teaching and learning; counseling and addiction; alcohol and drugs; crime and criminology; disparities in health; risk behaviors; international issues; education; organizational theory and behavior; educational leadership and supervision; action and applied research; teacher education; race, gender, society; public school law; philosophy and history; psychology, sociology, and much more. Dr. William Allan Kritsonis, Editor-in-Chief.
Storybook Interventions and Signing DHH Children's Vocabularyjwtrussell
Deaf educators are continually seeking evidence-based literacy interventions to meet the needs of their students. This single case design study examined the functional relationship between an enhanced storybook intervention and children’s growth in picture vocabulary. The study extends and supports previous findings while increasing the minimal base of intervention research.
Exploring the Effect of the Self-Directed English Learning on the English Spe...engedukamall
Kim, J. (2014, September). Exploring the Effect of the Self-Directed English Learning on the English Speaking Test Scores of Korean College Students. Paper presented at the meeting of KAMALL Annual Conference 2014, Seoul, Korea.
[Abstract]
Most Korean adult learners of English desire to achieve a high level of
English speaking proficiency because they value communicative competence in
their various work places. To obtain this goal, Self-Directed English Learning
(SDEL) supported through multimedia has great potential to help English
learners manage their learning process. This presentation explored the effect
of the capability of Korean college students to utilize SDEL on their English
speaking proficiency. Both the English speaking test and the SDEL
Questionnaire were administered by means of computer and mobile
technologies.
At the beginning of the spring of 2014, 90 students responded to the
online SDEL Questionnaire at a university in Daejeon, Korea. They also took
the computer based English Speaking and Writing Test (ESWT). The pertinent
information of these participants is as follows: 37 males and 53 females, ages
ranging from 20 to 30 years old, all possessing diverse English levels, and all
of whom were TESOL majors.
The questionnaire was developed by means of the Google Docs survey.
The ten features of self-directedness are: (1) interpersonal ability, (2)
self-esteem, (3) self-confidence, (4) anxiety with English, (5) goals, (6)
motivation, (7) self-directedness, (8) information process ability, (9)
self-understanding, and (10) overall level. They were measured using seven
scales. Most students filled out the online questionnaire with their
smartphones. In addition, the learners were required to practice their English
speaking using two multimedia English programs. These were DynEd and
Reading Assistant. DynEd is a conversation program or application, while
Reading Assistant is an online read aloud program. The students were
required to study English with the speaking programs for up to 200 hours as part of their graduation requirement as stipulated by their department. The
seven scoring criteria of the ESWT include (1) task completion, (2) coherence,
(3) pronunciation, (4) fluency, (5) language use, (6) grammar, and (7) overall
scores. They were rated using five scales including 0.5 units. Two raters rated
the speech samples after receiving appropriate rater training. [....]
READ AND ACT APPROACH AND RETENTION SKILLS IN MTBWayneRavi
This study was conducted to determine the effect of read and act approach on the Retention Skills in MTB. Specifically, it sought to find out if read and act approach significantly contribute in the retention skills of student in MTB. Descriptive-Comparative research design using paired sample T-test was used to utilized in the study. The study was carried out in Beam Extension School of Guinobatan annex of Paradise Embac Elementary School to Thirty student of Grade Two section 3. Descriptive statistics (mean & SD), Paired-Sample T-test and Eta2were used as tools in the analysis of data. Results revealed that the pre test score was high; the post test score was very high. There was a significant difference on the pretest and post test scores of pupils in read and act approach. Further, the read and act approach has large effect on the retention skills of student in MTB.
Support for foreign language listeners: Its effectiveness and limitationsCindy Shen
The assessment of listening comprehension in a second language has
received relatively little attention until recently. This study investigated the effective-
ness of providing different types of listening support for learners in a foreign language
environment with a low level of English proficiency. The research was conducted with
140 students taking an English listening course at a college in Taiwan. The participants
took sections of a listening test under four different conditions. Two of the conditions
provided support in the form of either a set of pictures or a written background text.
The third condition was a repetition of the test input, whereas the fourth one was simply
no type of support. After the test, the participants completed a short questionnaire and
some of them were also interviewed. According to the results, repeating the input was
the most effective treatment, followed by having visual and textual support. However,
the limits of the learners’ English competence meant that all of the types of support
could improve their comprehension only to a certain degree. Nevertheless, the provi-
sion of appropriate support may motivate foreign language learners to improve their
listening proficiency by making adequate comprehension more attainable for them.
Tsai, min hsiu university students anziety focus n6 v1 2012 (1)-chiodoWilliam Kritsonis
NATIONAL FORUM JOURNALS (Founded 1982 (www.nationalforum.com) is a group of national and international refereed journals. NFJ publishes articles on colleges, universities and schools; management, business and administration; academic scholarship, multicultural issues; schooling; special education; teaching and learning; counseling and addiction; alcohol and drugs; crime and criminology; disparities in health; risk behaviors; international issues; education; organizational theory and behavior; educational leadership and supervision; action and applied research; teacher education; race, gender, society; public school law; philosophy and history; psychology, sociology, and much more. Dr. William Allan Kritsonis, Editor-in-Chief.
Storybook Interventions and Signing DHH Children's Vocabularyjwtrussell
Deaf educators are continually seeking evidence-based literacy interventions to meet the needs of their students. This single case design study examined the functional relationship between an enhanced storybook intervention and children’s growth in picture vocabulary. The study extends and supports previous findings while increasing the minimal base of intervention research.
This study focused on fostering learning experiences and improving students’ oral communicative potential by lowering their anxiety through technology. The participants were EFL students at the Zand Higher Education Institute in Shiraz, Iran. Their responses to the Foreign Language Classroom Anxiety Scale (Horwitz et al., 1986) proved that they were suffering from some emotional factors; particularly anxiety interfering with their second language acquisition process. Voice Thread, an on-line program was introduced to them as a tool to achieve the above-mentioned goals. An oral survey based on items used by Von Worde (2003) showed this group of EFL language learners’ anxiety was alleviated by using the proposed tool. As speaking is one of the main productive skills in second language learning, the pedagogical implications of the study can be beneficial to both teachers and learners. The results can help teachers match instruction to learners’ needs.
The purpose of my research is to determine the effectiveness intense phonemic instruction in the classroom as on student’s ability to read successfully.
Running head THE EFFECTIVENESS OF NARRATIVE INPUT CHARTS 1 .docxtoltonkendal
Running head: THE EFFECTIVENESS OF NARRATIVE INPUT CHARTS 1
The Effectiveness of Using a Narrative Input Chart on Learning Advanced Vocabulary
Student Name
EDGR 601
Instructor: Instructor Name
A Literature Survey Presented to
The Graduate Program in Partial Fulfillment of the Requirements
For the Degree of Masters in Education
Concordia University - Portland
May, 2012
THE EFFECTIVENESS OF NARRATIVE INPUT CHARTS 2
Literature Review
This literature review was undertaken in an effort to investigate the question: how does
the use of narrative input charts improve the understanding of advanced science vocabulary
among seventh grade science students? In order for students to be ready for entry level college
coursework they must have excellent reading comprehension skills. The relationship between
vocabulary knowledge and reading comprehension is herein considered. Additionally, ineffective
and effective vocabulary instruction strategies are described.
In 2005, ACT college admissions test results showed that high school students in the
United States do not have the reading comprehension skills needed for entry level college
coursework (ACT, Inc. 2006). According to the 2005 ACT-scores for high school graduates,
51% were ready for college level reading (ACT, Inc. 2006). The percentage of college readiness
was even lower for some groups. It is known that 49% of male students demonstrated readiness
and 33% of students with family incomes less than $30, 000/year demonstrated readiness.
Minority student’s scores were low as well. The results showed that 21% African American,
33% Hispanic, and 36% Native American students met the readiness benchmark for reading
(ACT, Inc. 2006). ACT further reports that since 1996 scores have steadily declined resulting in
the 51% being the lowest in the past twelve years (ACT, Inc. 2006).
The Relationship between Vocabulary Knowledge and Reading Comprehension
In this literature review the relationship between the acquisition of academic vocabulary
and improved reading comprehension is examined. The purpose of learning new words is to
improve reading comprehension (Beck, McKowen & Kucan, 2008). Many research studies
THE EFFECTIVENESS OF NARRATIVE INPUT CHARTS 3
conducted over the course of many years have concluded that acquiring rich and varied
vocabulary is critical in improving student reading comprehension (National Governors
Association Center for Best Practices, Council of Chief State School Officers, 2010). Harmon,
Hedrick and Wood (2005) report that student difficulty in understanding their textbooks results
from a lack of vocabulary knowledge. It has been shown that students that received high scores
on vocabulary tests also scored high on reading comprehension tests. It is also known that early
vocabulary knowledge can predict reading comprehension skills well into high school (Beck et
al., 2008). Of g ...
Similar to Dissertation defense trussell 2.28.2014 (20)
3. Theoretical Framework
Lexical Quality Hypothesis (Perfetti &
Hart, 2001)
Extension of LaBerge and Samuel’s
(1974) Information Processing in
Reading theory
4. Purpose
Expand the knowledge base on
Morphographic word analysis for DHH
students
Effective practices to increase
morphographic knowledge and possibly
develop meaning-oriented decoding skills
5. Research Questions
o
What effect does morphographic instruction have
on the morphographic analysis skills of DHH
students with a second to fourth grade reading
level?
o What effect does this instruction have on their affix
knowledge?
o If gains are made in morphographic knowledge, will
that knowledge generalize to untaught words?
o If gains are made in morphographic knowledge, will
that knowledge maintain over time?
6. Participants
Name
Megan
Sienna
Brian
Unaided
at
Preferred
1000HZ Communication
Grade Agea (L/R) (dB)
Mode
Amp.
Sign/
5th
10;2
65/65
Speech
HA
5th
4th
10;0
9;3
90/CI
Sign/
Speech
70/50
Sign/
Speech
Language
in home
English
HA &
CI
English
HA
English &
Cambodian
Note. a =Age expressed in years;months; L= Left; R = Right, dB = Decibel; Amp. =
Amplification; CI=Cochlear implant; HA=Hearing aid.
7. Setting
Public school setting in the northwestern
United States
Self-contained/resource classroom (K-6th)
○ 2 Teachers of the d/Deaf/hard of hearing
○ 11 DHH students
Small group instruction
Total communication philosophy
Study Setting
DHH classroom
Kidney table with 3 chairs
Individual instruction
9. Morphographic intervention
research design
Several phases (Phase A, B, C, D, and E)
Three tiers (i.e., student participants)
Phase A- Baseline for all students
○ She demonstrated a minimum of 5 consecutive
data points with a mean score of 20% or less
correct responses out of ten possible responses
on the baseline probe
○ Student 2 and 3 were administered probes
○ Minimum of 5 probes with 3 of those probes
occurring consecutively prior to intervention with a
mean score of 20% or less correct responses
Measure example
10. Morphographic intervention
research design
Phase B & D- Intervention
minimum of 5 data points with a score of 80% or
better correct responses out of five possible
responses for 3 out of 4 consecutive data points
OR
20% or less on the repeated measure for a
maximum of ten sessions
Data collection will cease after the student
participant meets mastery criteria
○ Measure example
11. Morphographic intervention
research design
Phase C- Generalization
a score between 0% and 80% on the probe,
the student entered intervention for the
second set of words
OR
a score above 80% the data collection
ceased and maintenance was collected after
10 sessions
13. Materials
Pretest Materials
Researcher created pretest
○ Morphographic analysis of possible target
words
○ Base word knowledge
Woodcock Johnson III Tests of Achievement
(WJ III: Woodcock, McGrew, Mather, & Shrank, 2001)
○ letter/ word identification
○ passage comprehension
Morphemic Awareness Test
(Luetke, Stryker, & McLean, 2013)
15. Word Sets
Ten multi-morphographic words taught
all the words had two morphographs
two words had eighth to nine letter words
three words had ten to twelve letter words
(Harris et al., 2011)
Intervention Week 1
assistant
Intervention Week 2
biannual
mythology
adduct
amoral
actually
section
difference
dental
gullible
16. Teacher/
researcher
implemented
20 minutes, 5
days a week, 2
weeks
Scripted lessons
and planned
practice
Individual
instruction
Morphographic word
analysis
Morphographic
instruction
Independent and Dependent
Variable
Correctly
dissecting target
words through
permanent
product
17. Procedures
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
Teacher participant training
Study scheduled with teacher participants
WJ-III, Morphemic Awareness Test and Pretest
administered to all student participants
Classroom observations completed
Baseline data collection
First intervention phase data collection
Generalization data collection
Second intervention phase data collection
Maintenance data collection
Social validity measures given
18. Fidelity and Reliability
Assessment sessions
Fidelity- 97% (range = 78 % to 100%)
Reliability- 97% (range= 86% to 100%)
Intervention sessions
Fidelity- 93% (range = 90% to 98%)
Reliability- 90% (range = 87% to 93%)
Permanent product scoring
100%
100%
22. Social Validity- Students
Statement
Mean
rating
I liked learning about morphographs.
4.3
Learning about morphographs was fun.
3.7
I can break apart words now.
4.7
I would recommend learning about morphographs
to a friend.
3.0
I learned a lot about morphographs.
4.7
I can use what I learned about morphographs in
other classes at school.
3.7
23. Social Validity -Teacher
Agreed
Easy to implement
Appropriate
Would like to continue
Indifferent
Aligned with literacy goals for the students
Benefitted the students
Changes
Prefer small group instruction
24. Discussion
Functional relation established
Supports Nunes et. al., 2010
DI implemented to teach a literacy skill
Supports Trezek & Malgrem (2005) and Trezek &
Wang (2006)
Matching affixes
Supports Ensor & Koller (1997) as well as Plessow-
Wolfson & Epstein (2005)
Visual organizer
Supports Easterbrooks & Stoner (2006)
Megan’s Baseline
Strategy use
25. Limitations
Sample size
Experimental control in the school
environment
Scripted lessons
Age of participants
Derived word forms did not change
spelling
26. Next Steps…
Replications and group design studies
Use of more flexible lesson types
Implement with younger students
Teach rules to combine morphographs
(Harris et. al., 2011)
Small group instruction
Longer intervention
27. Conclusion
More research needs to be conducted
Morphographic instruction improves
morphographic analysis skills
DHH students require explicit, teacherled instruction
Morphographic decoding may be a
viable decoding strategy
Delay could be ameliorated
28. References
Carlisle, J. (2000). Awareness of the structure and meaning of morphologically complex words: Impact on reading.
Reading and Writing: An Interdisciplinary Journal, 12(3), 169–190.
Easterbrooks, S. R., & Stoner, M. (2006). Using a visual tool to increase adjectives in written language of students who are
deaf or hard of hearing. Communication Disorders Quarterly, 27(2), 95–109. doi:10.1177/15257401060270020701
Ensor, & Koller. (1997). The effect of the method of repeated readings on the reading rate and word recognition accuracy
of deaf adolescents. Journal of Deaf Studies and Deaf Education, 2(2), 61–70. Retrieved from
http://www.ncbi.nlm.nih.gov/pubmed/15579836
Gaustad, M. (1986). Longitudinal effects of manual English instruction on deaf children’s morphological skills. Applied
Linguistics, 7(2), 101–127.
Gaustad, M., Kelly, R., Payne, J., & Lylak, E. (2002). Deaf and hearing students’ morphological knowledge applied to
printed English. American Annals of the Deaf, 147(5), 5–21.
Harris, M., Schumaker, J., & Deshler, D. (2011). The effects of strategic morphological analysis instruction on the
vocabulary performance of secondary students with and without disabilites. Learning Disabilities Quarterly, 34(1), 17–33.
Kennedy, C. (2005). Single-case designs for educational research. Boston: Allyn and Bacon.
LaBerge, D., & Samuels, S. J. (1974). Toward a theory of automatic information processing in reading. Cognitive
Psychology, 6(2), 293-323. Retrieved from http://www.journals.elsevier.com/cognitive-psychology/
McCardle, P., Scarborough, H. S., & Catts, H. W. (2001). Predicting, explaining, and preventing children’s reading
difficulties. Learning Disabilities Research and Practice, 16(4), 230–239. doi:10.1111/0938-8982.00023
Nunes, T., Burman, D., Evans, D., & Bell, D. (2010). Writing a language that you can’t hear. In N. Brunswick, S.
McDougall, & P. de Mornay Davies (Eds.), Reading and dyslexia in different orthographies (pp. 109–126). New York:
Psychology Press.
Plessow-Wolfson, S., & Epstein, F. (2005). The experience of story reading: deaf children and hearing mothers’
interactions at story time. American Annals of the Deaf, 150(4), 369–78. Retrieved from
http://www.ncbi.nlm.nih.gov/pubmed/16466192
Perfetti, C. A., & Hart, L. (2001). The lexical quality hypothesis. In L. Verhoeven, C. Elbro, & P. Reitsma (Eds.), Precursors
of functional literacy (pp. 189–214). Philadelphia, PA: John Benjamins.
Trezek, B., & Malmgren, K. W. (2005). The efficacy of utilizing a phonics treatment package with middle school deaf and
hard-of-hearing students. Journal of Deaf Studies and Deaf Education, 10(3), 256–71. doi:10.1093/deafed/eni028
Trezek, B., & Wang, Y. (2006). Implications of utilizing a phonics-based reading curriculum with children who are deaf or
hard of hearing. Journal of Deaf Studies and Deaf Education, 11(2), 202–13. doi:10.1093/deafed/enj031
Editor's Notes
Well documented that DHH students struggle with literacySome researchers believe that they struggle at a very basic level- decodingDecoding is the ability to quickly use a printed word to accesses the appropriate entry in the mental lexicon and retrieve semantic information (Haptonstall-Nykaza & Schick, 2007)Morphographs are the print version of morphemesWe do not know a lot about how DHH children decode but we do know that the have delayed morphographic knowledgeMorphographic knowledge includes- meanings of affixes, roots and base words, as well as the rules that govern their combination to make new words and to provide surface structure grammar
LQ suggests that literacy skills are supported by word knowledge. Word knowledge is a detailed orthographic, phonologic, or morphographic and semantic representation. The automization of this process is critical to fluent reading (LaBerge & Samuels, 1974; Verhoeven & Perfetti, 2008). Young readers decode words as individual letterslater decode as orthographic chunks (e.g. morphographs) providing a higher quality lexical retrieval.Researchers have suggested that morphographic strategies can be taught before a student has mastered individual letter knowledge (Abbott & Berninger, 1999)
Student participant inclusion criteria:diagnosed hearing lossreceived literacy instruction from a teacher of the d/Deaf/hard of hearing (TODHH) had a literacy goal on current Individualized Education Programplaced in the fourth through eighth grade had a second to fourth grade reading ability determine by Woodcock Johnson III Tests of Achievement letter/ word identification and passage comprehension subtest (WJ III: Woodcock, McGrew, Mather, & Shrank, 2001)participated in a self-contained DHH classroom for literacy instructionhad no severe visual, cognitive or physical disabilities that inhibited their ability to utilize the instructional materialsTeacher participant inclusion criteria:current certification for teaching DHH studentsteacher of record for reading for the student participantswilling to attend professional development related to the curriculum provides daily literacy instruction for a minimum of 45 minutes.
This reason for using the DHH classroom for intervention assessments, probes and instruction is to measure the success of this intervention in a natural setting. Further, the students and participants are being recruited from a single classroom to increase experimental control (Kennedy, 2005).
5 phases and 3 tiersBecause the research question was focused on the “effect” then the research design had to be experimental. Best answers the research questionLow incidence population (Gallaudet Research Institute, 2010)Heterogeneous population (Transler, Laybeart & Gombert, 1999)Individual nature of special education (Horner et. al, 2005
No feedback will be given about the answers being correct or incorrect in the repeated measures. The students will get feedback in their workbook because it is a requirement of the curriculum.
16= 88%- most literature considers 80% mastery
The words from the pretest were taken from the district approved curriculum
The BRI -instructional and independent reading levelsdescriptive data to describe accurately the participants in the studyverify the reading ability level provided by the school Test of Morphological Structure (Carlisle, 2000) decomposition and production of derivational morphographs. Morphographs that were judged to be familiar to third and fourth grade students were included in the assessment. Reliability and validity data for this measure are not available at this time but this is a readily available assessment that has been utilized in previous studies to determine participants’ morphographic awareness (Carlisle & Katz, 2006; Carlisle, 2000). baseline and intervention. The entire assessment must be administered. permanent product format. adding the first letter of the expected answer in the blank provided. can be read to or signed to the student
Implementation fidelity50% of sessionsInterrater reliability (IRR) will be done on 33% of the 50% at 90% or better through poIint-by-point agreement (Kazdin, 2011)Assessment/Probe Fidelity50% of sessions 97% fidelityIRR will be done on 33% of the 50% at 88% or better through point-by-point agreement (Kazdin, 2011)Repeated Measures Scoring50% of sessions at 100% IRR will be done on 33% of the 50% at 100% through point-by-point agreement (Kazdin, 2011)
Megan BL- Mean accuracy of 14% ( last 3 data points leading into intervention were stable) Met criteria to enter intervention Mean of each phase =Change in level – 14% to 100% mean of three data points on either side of the phase change=Immediacy of Effect 6.7% to 100% Intervention data were stable at 100% Generalization- She scored 60% Second intervention phase looked exactly like the first intervention phase Maintenance was at 60% No overlapping data between phases Data paths were consistent across phases intervention phases AFFIX Probe in baseline at 0% Mean during Intervention was 92% No overlapping dataSienna BL- Mean accuracy score of 15% and stable Change in leve 15% to 92% immediacy of effect 13% to 93% Generalization score 70% change in level 155 to 92% Immediacy of effect 13% to 87% there were no overlapping data points Intervention phases were consistent Maintenance 100% AFFIX 0% to 60% Intervention phases were consistentBrian BL mean accuracy score of 9% Change in Level 9% to 92% Immediacy of effect 10% to 87% Increasing trend Generalization 60% Change in level 9 to 76% Immediacy of effect 10-60% No overlapping data intervention data paths are not as consistent- 2 days off during intervention Maintenance 90% AFFIX 10 to 60% No overlapping data consistent data paths if you consider the days off increasing trends in intervention
One student “was frustrated towards the end” because the student did not like the repetitive nature of the script and “became frustrated with the concept of mastery.” The student “just wanted to move on.”
Functional relation establishedSupports Nunes et. al., 2010DI implemented to teach a literacy skill Supports Trezek & Malgrem, 2005 and Trezek & Wang, 2006Matching affixes More difficult that the rote learning of MA DID not have a visual organizer to support learning B and S often confused two or three of them Supports the idea that dhh children need more repetitions and scaffoldingVisual organizerSupports Easterbrooks & Stoner, 2006Megan’s BaselineStrategy use