Collaborative Action Collaborative Action Research ProjectResearch Project
OUTLINEOUTLINE
Kathryn S. MorrisonKathryn S. Morrison
Improving Improving Spelling Errors Spelling Errors
of of Second Grade Students Second Grade Students When Adding Suffixes When Adding Suffixes
to to Root WordsRoot Words
Chapter I. Chapter I. IntroductionIntroduction
Problem StatementProblem Statement
Purpose of StudyPurpose of Study
Description of CommunityDescription of Community
Description of Work SettingDescription of Work Setting
Writer’s Role in Work SettingWriter’s Role in Work Setting
PROBLEM PROBLEM STATEMENTSTATEMENT
Second grade students are failing to use Second grade students are failing to use proper spelling when adding suffixes to proper spelling when adding suffixes to words.words.
PURPOSE of STUDYPURPOSE of STUDY
determine some causes for this determine some causes for this problemproblem
develop a strategy for improving develop a strategy for improving the situationthe situation
DESCRIPTION of DESCRIPTION of COMMUNITYCOMMUNITY
Public school system in urban Public school system in urban Southeastern USSoutheastern US
District comprised ofDistrict comprised of– 31 Elementary31 Elementary– 5 Middle Schools5 Middle Schools– 5 High Schools5 High Schools
Description of CommunityDescription of Community(continued)(continued)
Enrollment of 25,000 in a Enrollment of 25,000 in a community of 250,000community of 250,000
A large portion of affluent and A large portion of affluent and middle class students attend middle class students attend area private schools area private schools
leaving predominately lower leaving predominately lower socio- economic children in socio- economic children in public systempublic system
DESCRIPTION ofDESCRIPTION ofWORK SETTINGWORK SETTING
““At-Risk” Elementary SchoolAt-Risk” Elementary School
95% students qualify for free 95% students qualify for free lunchlunch
25% qualify for special 25% qualify for special educationeducation
12% retention in same grade12% retention in same grade
Work Setting (continued)Work Setting (continued)
Total student population 380Total student population 380– 99% African American99% African American– 1% Anglo American1% Anglo American
Awarded State School of Awarded State School of ExcellenceExcellence
High degree of reciprocal High degree of reciprocal community involvementcommunity involvement
WRITER’S ROLEWRITER’S ROLE
Writer is School Music SpecialistWriter is School Music Specialist
Teaching responsibilities:Teaching responsibilities:
general music - all students general music - all students grades 1-3grades 1-3
playing of instruments - all playing of instruments - all students grade 4students grade 4
choir - auditioned students grades choir - auditioned students grades 4-64-6
Chapter II. Study of Chapter II. Study of the Problemthe Problem
Problem DescriptionProblem Description
Problem DocumentationProblem Documentation
Literature ReviewLiterature Review
Causative AnalysisCausative Analysis
PROBLEM PROBLEM DESCRIPTIONDESCRIPTION
Second grade students are failing to Second grade students are failing to use proper spelling when adding use proper spelling when adding suffixes to words suffixes to words
Students do not know rules for Students do not know rules for adding suffixesadding suffixes
Students cannot apply rules when Students cannot apply rules when they are giventhey are given
Students lack motivation to improveStudents lack motivation to improve
PROBLEM PROBLEM DOCUMENTATIONDOCUMENTATION
Second grade teachers report student Second grade teachers report student spelling errors when adding suffixes spelling errors when adding suffixes to words to words 13 of 17 students make 4 or more 13 of 17 students make 4 or more errors on spelling test when adding errors on spelling test when adding suffixessuffixes15 of 17 students make multiple 15 of 17 students make multiple errors on suffixes in journal writingerrors on suffixes in journal writingOnly 1 of 17 students verbalize rules Only 1 of 17 students verbalize rules accuratelyaccurately
LITERATURE REVIEWLITERATURE REVIEW
English spelling has traditionally English spelling has traditionally been difficult for those who been difficult for those who teach it as well as those who teach it as well as those who must learn it (Johnston, 2000 ) must learn it (Johnston, 2000 )
Literature Review Literature Review (continued)(continued)
Students who have been unable Students who have been unable to intuitively grasp rules of to intuitively grasp rules of English structure benefit from English structure benefit from introduction to and more introduction to and more structured work with structured work with generalizations (Abbott, M. generalizations (Abbott, M. 2000) 2000)
Literature Review Literature Review (continued)(continued)
School-age students identify the School-age students identify the meanings of familiar suffixes meanings of familiar suffixes with fairly high levels of with fairly high levels of accuracy but their ability to accuracy but their ability to produce these same suffixes produce these same suffixes falls well short of their receptive falls well short of their receptive abilities (Windsor, J. and abilities (Windsor, J. and Whang, M., 1999). Whang, M., 1999).
CAUSATIVE ANALYSISCAUSATIVE ANALYSIS
Second grade students lack: Second grade students lack:
a tool for memorization of a tool for memorization of general rulesgeneral rules
the ability to apply generalized the ability to apply generalized rulesrules
motivation to improvemotivation to improve
Chapter III. Outcomes Chapter III. Outcomes and Evaluationsand Evaluations
Goals and ExpectationsGoals and Expectations
Expected OutcomesExpected Outcomes
Measurement of OutcomesMeasurement of Outcomes
Analysis of ResultsAnalysis of Results
GOALS and GOALS and EXPECTATIONSEXPECTATIONS
Second grade students will use Second grade students will use proper spelling when adding proper spelling when adding suffixes to wordssuffixes to words
EXPECTED OUTCOMESEXPECTED OUTCOMES
Three specific outcomes will be achieved: Three specific outcomes will be achieved: 10 of 17 students will make less than 4 errors on post 10 of 17 students will make less than 4 errors on post intervention spelling testintervention spelling test
Number of Students with 4 or less Errors
17
10
4
0 10 20
Pre Intervention
Post Intervention
Number of Participants
EXPECTED OUTCOMESEXPECTED OUTCOMES
Three specific outcomes will be achieved: Three specific outcomes will be achieved: 10 of 17 students will make 1 or less errors per 10 of 17 students will make 1 or less errors per paragraph on journal entriesparagraph on journal entries
Number of Students with 1 or less Errors
17
10
2
0 10 20
Pre Intervention
Post Intervention
Number of Participants
EXPECTED OUTCOMESEXPECTED OUTCOMES
Three specific outcomes will be achieved: Three specific outcomes will be achieved: 15 of 17 students will accurately verbalize generalized 15 of 17 students will accurately verbalize generalized spelling rules for the addition of suffixesspelling rules for the addition of suffixes
Number of Students able to Verbalize Rules
17
15
1
0 10 20
Pre Intervention
Post Intervention
Number of Participants
MEASUREMENT of MEASUREMENT of OUTCOMESOUTCOMES
Four types of quantitative evaluations Four types of quantitative evaluations Pre and post implementation spelling Pre and post implementation spelling tests scorestests scoresPre and post implementation journal Pre and post implementation journal assignments scoresassignments scoresOral recitation of generalized rules Oral recitation of generalized rules scoresscoresComparison of study group to control Comparison of study group to control group both pre and post group both pre and post implementationimplementation
ANALYSIS of RESULTSANALYSIS of RESULTS
Analysis will be shown in bar Analysis will be shown in bar graph formgraph form
A t-test at the .05 level of A t-test at the .05 level of significance will be employed significance will be employed
Chapter IV. Solution Chapter IV. Solution StrategyStrategy
Statement of ProblemStatement of Problem
DiscussionDiscussion
Description of Selected SolutionsDescription of Selected Solutions
STATEMENT of STATEMENT of PROBLEM PROBLEM
One of the major spelling One of the major spelling difficulties experienced by difficulties experienced by second grade students is in second grade students is in attempting to add suffixes to attempting to add suffixes to root words, particularly when the root words, particularly when the root spelling changes with the root spelling changes with the addition of the suffix. addition of the suffix.
DISCUSSIONDISCUSSION
Several factors to consider Several factors to consider through which the writer can through which the writer can effect change: effect change: Flexibility based on student Flexibility based on student development is key (Abbott, development is key (Abbott, 2000)2000)Music shares brain processes Music shares brain processes with language (Hodges, 2000)with language (Hodges, 2000)
Discussion (Continued)Discussion (Continued)
Musical activities build neural Musical activities build neural bridges used for spatial bridges used for spatial reasoning (Rayl, 1995) reasoning (Rayl, 1995)
Music aids recall (Murphey, Music aids recall (Murphey, 2001)2001)
DESCRIPTION of DESCRIPTION of SELECTED SELECTED SOLUTIONSSOLUTIONS
Steps in intervention: Steps in intervention: Music Specialist will teach rules Music Specialist will teach rules set to musicset to musicClassroom teacher will play Classroom teacher will play recording of rules set to musicrecording of rules set to musicRemedial students will be given Remedial students will be given a copy of the recording to use at a copy of the recording to use at homehome
CONCLUSIONCONCLUSION
The use of music to teach general The use of music to teach general rules in spelling: rules in spelling:
adds flexibility to traditional adds flexibility to traditional approachesapproaches
aids memorizationaids memorization
stimulates language skillsstimulates language skills
strengthens spatial reasoningstrengthens spatial reasoning
motivates improvementmotivates improvement
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