writing the literacy wave: effective literacy instruction for students with exceptionalities

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

Cierra Cupini

West Virginia University

Inquiry as a Stance, Uncovering the Answers

• Special education internship placement

• Dilemma

• Research-based practices

• Student-centered learning

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?

Methodology

Context • Eastwood Elementary School - Morgantown, WV

Grades PreK-5, approximately 520 students

• Special education pull-out, resource roomEnglish language arts, 5 students

Methodology Continued

Participants

• Student selection • Student profile

• Interests• Strengths • Weaknesses• Disposition

• Present levels

Methodology Continued

Phonemic Awareness

• Hear, identify, and manipulate phonemes

• Phoneme isolation

• Oral blending and oral segmenting

• Onset-Rime

• Decoding

Whole Language Approach

• Holistic

• Constructivist theory

• Language not to be broken down

• Opportunities to read

• Comprehension

• Writing

Teaching Strategies Implemented

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

Schedule of Action Research Implementation Over the course of 6 weeks

Monday Tuesday Wednesday Thursday Friday

Word Study Continuation of Word Study

Writing Workshop

Authentic Literature

Assessment & Catch Up

• Introduce words

• Phonemic awareness

• Decoding

• Kinesthetic activity

• Read on-level text

• Identify sight words within text before and during reading

• Discuss mechanics

• Use weekly words in writing

• Various writing tasks

• Comprehension on plot and story elements

• Listening skills

• Sequencing

• Assessment

• Independent reading

• Relating text to self, text to text, and text to world

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

Methodology Continued

Data Analysis: Qualitative

Coding schemes to monitor affects on:

• Student engagement and disposition• Student learning • Pre and post student interviews

Methodology Continued

Data Analysis: Quantitative

• Student work samples• Assessment scores

Results and Conclusions

Engagement

• Participation• Level of confidence • Disposition • Homework completion

Learning

• Phonological sensitivity• Blending • Identification of high

frequency words• Comprehension

Results and Conclusions Continued

Results and Conclusions Continued

Q: How does a balanced language instruction influence the development of proficient literacy skills in students?

A:

Implications

• Inquiry as a stance• Importance of student-centered and

differentiated instruction • Open-mindedness • Varied resources• Professional learning

communities

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.

Contact Information

Cierra Cupini West Virginia University

I may be contacted at: ccupini@mix.wvu.edu