improving spelling through using rhythm and melody to teach spelling rules
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Action Research ProjectAction Research Project
In Partial Fulfillment of a
Masters Degree in Education Technology and Curriculum
University of Phoenix Online
Kathryn S. Morrison, Researcher
Table of Contents
1. Statement of Problem
2. Description of Community
3. Discussion of Literature
4. Method of Intervention
5. Results
6. Resources and References
Statement of Problem
Second grade students in a predominantly African-American semi-urban public school setting are failing to perform at or near national norms in spelling…
Statement of Problem
…particularly in attempts to memorize and use generalized rules when adding suffixes to root words.
Description of Community
Public school system in urban Southeastern US
District comprised of 31 Elementary Schools 5 Middle Schools 5 High Schools
Description of Community
The school for this study has a student population of approximately 400 students, grades Pre-K through 6.
Description of Community
98% African-American
1.5% Caucasian
0.5% Other
School Demographics
African-American Caucasian Other
Description of Community
95% of the student population qualifies for free or reduced price lunches
25% qualify for special education
12% retention in grade level
Description of Community
High degree of reciprocal community involvement through:
partnership with area businesses/churches
PTA and parental education programs
After school programs
Discussion of Literature
Students who have been unable to intuitively grasp rules of English structure benefit from introduction to and more structured work with generalizations (Abbott, M. 2000)
Discussion of Literature
Rather than teaching to the generic mean, students would benefit from teachers who can match their teaching to the unique qualities of their students (Jennings, 1997)
Discussion of Literature
By fourth grade less than half of African-American students are performing at grade level (Howard, 2001)
Discussion of Literature
“If learning structures and stimuli are grounded in a cultural context familiar to students, the potential for cognitive expansion is increased” (Howard, 2001)
Discussion of Literature
Foster and Peale (1999) suggest the three R’s of
rhythm, recitation, and repetition
in order to reach and teach African-American students.
Method of Intervention
Spelling rules were divided into three general categories:
Root words with 1 syllable, 1 vowel, and single ending consonant
Root words ending in silent e
Root words ending in consonant then y
Method of Intervention
1. A pre-test was administered
2. One rule was taught through song
3. Students practiced application of the rule in rhythmic call and response for three weeks
4. A quiz was administered
Method of Intervention
5. The process was repeated with each of the other two rules (song, practice, and quiz)
6. All three rules were reviewed for one week
7. A post-test was administered to the study group
Method of Intervention
Example
When do we drop silent ‘e’We want to add a suffix;
– Silent E Rule Song
Can you tell me, what’s the rule?This is what we learned in school:
Method of Intervention
If you see – ‘e-r’,
–- ‘e-s-t’,
–- ‘e-d’,
–- ‘i-n-g’
But leave ‘e’ to add – ‘l-y’
It’s so easy when you try.
Method of Intervention
Rhythmic PracticeWord: Bike
With a ‘b’ and an ‘i’
– drop the ‘e’
Biking!”
- Silent E Rule+ ing
and a ‘k’ and an ‘e’;
Add an ‘i’ and an ‘n’ and a ‘g’
Results
Expected outcome:
Bring class mean spelling test score up to 70%, plus or minus 5. (net improvement between 9% and 19%)
Results
Actual outcome:
Pre test mean score 56%
Post test mean score 66%
Actual net improvement +10%
Pre and Post Test Scores
0 1 2 3 4
100%
90%
80%
70%
60%
50%
40%
30%
20%
Sco
re
Number of Students
Pre-TestPost-Test
Results
Although the net gain in test scores did not bring the class average up to 70%, the intervention did result in an overall improvement of 10%.
Results
This improvement was within the margin of error established prior to intervention (14%, plus or minus 5).
Results - Conclusion
The addition of elements of music (song, rhythmic speech, call and response) was effective in improving spelling of African-American second grade students when adding suffixes to root words.
Resources and References
Special thanks go to Patsy Stevens, composer of the three songs used in this project.
Interested parties can find a wealth of information on her web site at http://www.gardenofpraise.com
Abbott, M. (2000). Identifying reliable generalizations for spelling words: The importance of multilevel analysis. [Electronic version] The Elementary School Journal, 101(2), 233-245.
Foster, M. & Peele, T. (1999). Teaching and learning in the contexts of African American English and culture. [Electronic version] Education and Urban Society, 31(2) 177-189
Howard, T. C., (2001). African-American students: A case of four teachers. [Electronic version] Urban Education, 36(2), 179-202.
Jennings, M., (1997). Individualize your spelling instruction. [Electronic version] Preventing school failure, 42(1), 44.
Kaplan, A. & Maehr, M.L. (1999). Enhancing the motivation of African American students: An achievement goal theory perspective. [Electronic version] The Journal of Negro Education, 68(1), 23-41.
References
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