A N A C T I O N R E S E A R C H P R O J E C T

A D R I E N N E J . L O R M E `

FA L L 2 0 1 0

E D U C AT I O N 7 2 0 1

Implementing Literacy Instruction for Students with Hearing Disabilities

Table of Contents

• Research Design- Threats to Internal Validity - Threats to External Validity- Proposed Data- Proposed Data Analysis- Survey and Correlation

Research Design

• Quasi-Experimental

• Nonequivalent Control Group Design:

Three groups are pretested, exposed to a treatment (x), and post tested (o).

• Groups are randomly assigned

• Symbolic design:

– O X1 O

– O X2 O

– O X3 O

Research Design (X1) students :

1. Uses a strong phonic program in their reading instructions.

2. Is taught to read solely by using an Oral-Auditory Approach

3. Phonics is taught everyday.

(X2):

4. Uses a Total Communication Approach

5. Phonics is taught twice a week.

(X3):

6. Uses ASL

7. Phonics is not taught. • The action researcher will compare each group to determine which

approach is better for deaf students in learning how to read. The researcher will give each group the same assignments, homework, tests, and perform Developmental Reading Assessments (running records).

Threats to Internal Validity Threats to External Validity

History• Some participants may not give

honest answers to the proposed survey questions.

• Parents might sign off on the Reading Logs without recording the accurate amount of time spent reading.

Instrumentation• Researcher created surveys which

might create bias. • The collection of data may be

compromised by teachers and interpreters who do not sign the researcher’s questions/lessons accurately.

Mortality• Some participants may leave the

classroom, the school or might not want to participate anymore

Selection-Maturation Interaction• Students vary in the communication

approach, hearing loss, assistive devices and education.

• Ecological inclement weather might effect how students behave or their moods.

• Generalizable Conditions results could be completely different depending on students time of studying, if their assistive devices are working or not, and if they heard the question asked.

• Specificity of Variables Some students may interact differently with the researcher.

• Experimenter Effects There may be some personal bias due to previous interactions with some students. There may be bias in relation to age, race and gender.

• Hawthorne Effect Participants may modify their responses because they know they are being observed.

Proposed Data for (X1): Running RecordsStudent DRA Level

Student A 2

Student B 2

Student C 1

Student D 1

Student E 2

Student F 2

Student DRA Level

Student A 4

Student B 3

Student C 3

Student D 3

Student E 3

Student F 2

(X1) Running Records from October 2010

Students are reading on a Kindergarten Grade Level.

(X1) Running Records from March 2011Students reading levels have increased. The majority of students are reading at/on their grade level.

Proposed Data for (X2): Running RecordsStudent DRA Level

Student A 1

Student B 1

Student C 2

Student D 2

Student E 1

Student F 1

Student G 1

Student DRA Level

Student A 2

Student B 2

Student C 2

Student D 2

Student E 2

Student F 1

Student G 1

(X2) Running records from September/October 2010. Students are reading on a Kindergarten Grade Level.

(X2) Running records from March 2011.Students are still reading on a Kindergarten Reading Level.

Proposed Data for (X1): Reading Logs

Students in (X1) increased the time they spent reading per week.

Proposed Data for (X2): Reading Logs

The amount of time spent reading, increased slightly for students in group (X2)

Questionnaire results for (X1) and (X2)

One question chosen from Questionnaire

X-Axis-

Question 15- It takes me a long time to learn the meaning of a new word.

Y AXIS- Pre-Test October 2010 Running Record

 

Correlation for (X1) Analysis Correlation for (X2) Analysis

• There is a negative correlation between the students taking a long time the definition of a new word and their DRA level.

• The rxy is -0.47246

• There was a positive correlation between students taking more time to learn the definition of a new word and their DRA Level.

• The rxy is 0.3

References

O’Connor – Petruso, S.,(2008)Stat.scales.analyses.threats.design.ppt.