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Self-Instructional Module
Designed by
Tammy Clark & Duane Thomas
MIT 500
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Index Project Report I Summary………………………………………………………………………….. 3 Justification ………………………………………………………………………..4 Instructional Needs Analysis ………………………………………………………4 Learning Analysis ………………………………………………………………….5 Learning Preferences ………………………………………………………………6 Learning Context Analysis …………………………………………………………6 Project Report II Performance Objectives and Assessment …………………………………………..7 Instructional Strategies …………………………………………………………….19 Project Report III One-to-One Evaluation …………………………………………………………….20 Small Group Evaluation ……………………………………………………………22 Activities and Experiences Log …………………………………………………….23
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Project Report I Summary Developing an instructional module entails examining various aspects of which can include but are not limited to the following; age, experience, and capabilities of the learners, nature of the instructional content to be delivered and the amount of time available to administer the module. It is also helpful when creating a lesson to do so in a way that resembles one of the well-known instructional models. The current instructional module was shaped by all of these variables but perhaps the most important aspect of this module is the stepwise progression that must be followed in order to achieve the outlined objectives. To address the progressive nature that this module demands using Gagne’s nine events of instruction was advantageous for many reasons. The nine events of instruction also provide the creators of this module with very specific aspects that are to be achieved. One of the advantages of employing this learning strategy is that learners are engaged in activities that can be used in ways only limited by the module creator’s imagination. Although the nine events of instruction can span the gamut of learning aspects, intellectual skills are its main focus. Through his proposed taxonomy Gagne identified the mental conditions that are necessary for learning. These conditions can be based on intellectual skill, cognitive strategy, information, attitude, or motor skill. Each of these types of learning necessitates different internal and external conditions. One of the main principles included within this taxonomy is that the type of outcome desired dictates the instruction that is to be delivered. Intellectual skills that are expected to be learned by the learners require that information be presented and subsequently learned in a sequential manner. Gagne also suggested that his formulation of these steps of instruction being carried out actually constitute the conditions of that are necessary for learning. The progressive manner of Gagne’s nine steps of instruction fits into the designed word parts module because it contains prerequisite skills that are required to be obtained before the next step can be accomplished. Having prerequisite skills enables designers to ensure that learners will be theoretically able to accomplish the next phase of instruction. Also having these steps organized, as they exist allows instructional module creators to organize their material in a manner that helps for finalizing the content that will and will not be included in the module. Perhaps one of the most underappreciated aspects of Gagne’s learning theory is that it can be adapted into a self-instructional process of learning or it can include teacher-learner interaction. Each of the nine steps can be tailored to the needs of the learner but within a structured format. One of the testaments to the strength of Gagne’s design is how it has endured since it was introduced in 1965. One of the major advantages of the nine events of instructions if that it can be incorporated with technology that did not exist when this learning model was created. Introducing technology into a learning environment creates more possibilities of utilizing this learning taxonomy and creating unique opportunities to learn.
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Justification for the use of Gagne’s taxonomy The choice to adopt Gagne’s instructional model is based on some of the inherent features of the model itself as well as aspects specific to the learners and the learning environment. The stepwise progression of the model is advantageous but it must also be taken into account that designing this module from its beginning point to its end requires careful sequential consideration. The age and ability of the learners also weighed heavily in the decision to take a step-by-step approach to teaching students to identify, define and then use the meaning of word parts present in a word to predict the meaning of the word they are contained within. The lack of word part knowledge on the behalf of the learners and the terminal objective suggested to the module creators that in order to reach the highest level of success learners should be introduced to this material in portions that they would be able to handle and master in order to accumulate the desired skills and knowledge. With the content of this module being foreign to the learners the module creators felt that it would be best to approach the first step of introducing the learners to the objectives and the material they would be encountering throughout this module by actively engaging them so that they would be more likely to fully participate in this activity. Analyzing the learners and their characteristics they were projected to be more receptive to a mixture of computer generated instruction along with more traditional means of being taught. Once the learner’s attention has been captured through Gagne’s second step they will be informed of what is expected of them which is important because the first stage’s motive should be backed by learner expectancies. Since the task of predicting the meaning of words containing word parts entails being able to break words apart the module creators felt that it would be useful to adopt a learning module that allowed for the learners to have be taken through a brief lesson on how to break words apart. Gagne’s third step allows for learners to have their memories refreshed of skills that have previously learned. Other reasons that Gagne’s nine events of instruction were used within this module include the model’s ability to allow for different objectives to be taught in various ways.
Instructional Needs Analysis
Client: Holly Conrady, language arts – 6th grade class, Friends School, Wilmington, NC
Actual Performance - 6th grade Students are not able predict or anticipate the meaning of a word by breaking it into its parts of prefixes, suffixes and roots.
Optimal performance – students should be able to break new words into prefixes, suffixes and roots and anticipate the meaning of the word measured by performance testing.
Needs- Teacher’s observation of student’s performance during reading of materials and tasks is that they currently are unable to break words into parts of prefixes, suffixes and roots. Students need to know rules to break down words. Based on rules the students need to be able to anticipate the meaning of the word.
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Solutions – drill & practice Self-instructional module Reinforcement with handout One on one with students
Goals- Students apply and demonstrate procedures to break vocabulary into parts and explain the definition of each part, prefix, and suffix and to apply the definitions to the meaning of the whole word.
Learning Analysis
Entry Behaviors The students that will be involved with this project are computer literate and have an above average scholastic aptitude. They also have reading and writing skills at or exceedingly above a sixth-grade level. Students are implicitly aware of that all words can be broken into syllables and are able to demonstrate these skills. This is expected to help them adapt to the learning module that they will be taking part in. The target population is also adept in using computers to learn which is a major component of this activity. Prior Knowledge of Topic Area According to the teacher of this class does not have any formal training in being able to use prefixes, suffixes or roots to help them decipher the meaning of unfamiliar words. She has not covered any of this material with any of her students either. Students have no or very little prior knowledge of the usage of prefixes, roots, and suffixes according to their teacher. Academic Motivation (ARCS) Attention: The primary advantages of this learning module are its power of Greek root, prefixes, and suffixes to be used to help students define many unknown words. This is fully expected to garner a high level of learner motivation. Relevance: Students are expected to complete many literature novel reading assignments and becoming aware of the meaning of a few greek roots, suffixes and prefixes can decrease the frustration of readers may experience when the come across an unfamiliar word and simultaneously increase their level of reading enjoyment. Confidence: The target population of students is composed of students who are above average in their ability to accept mental challenges and therefore it is expected that they will be very receptive to the task asked of them from this learning module.
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Satisfaction: Learners are expected to be thoroughly satisfied with having mastered a basic concept that in turn will allow them to properly decipher numerous unfamiliar words.
Educational and Ability Levels The target population consists of students who are above average in their aptitude for processing, retaining and using knowledge. General Learning Preferences The learning preferences of the target population are mainly through computer-based activities and teacher guided activities. Learners are accustomed to group and individualized projects aimed at creating an open learning environment with an abundance of freedom to express their creativity. Due to the age of the maturity level of the learners they are used to lessons that are not extremely lengthy but are filled with relevant academic content. Attitudes toward Training Organization Students perform an above average standard level of work on all of their assignments. Their motivation toward this task will not only be driven by their need to continue this trend but also because they will be learning methods that will transfer to other academic areas and will therefore be beneficial for them to perform as well as they can. Therefore a high level of positivity is expected to be elicited by this learning module and its subcomponents; the content and the mode of information transfer, a computer generated learning module. Group Characteristics The learners are male and female 6th grade students. At the 6th grade level the students have the ability to restate and summarize information, determine the importance and accuracy of information and draw conclusions. There are no students with special needs.
Learning Context Analysis
Compatibility of Site with Instructional Requirements The classroom environment is fully adaptable to the learning project being implemented, which includes computers that are each equipped with an Internet connection. Adaptability of Site to Simulate Workplace
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The classroom where students will be accessing the learning activity is the one in which they are normally accustomed to being in so there will not be any extraneous variable in the learning environment that alter the students progress. Adaptability for Delivery Approaches Since computers are frequently used in this particular classroom setting students participating in this activity will be accustomed to receiving instruction from a computer. Learning-Site Constraints Affecting Design and Delivery Because the total number of students in the class is approximately 18 students and the classroom is equipped with 8 computers they will all not be able to access the learning activity at the same time. However, since the total time of this activity will be fifteen minutes all students will be able to complete the internet-based activity during the same class period.
Project Report II
Performance Objectives and Assessment Terminal Goal Performance Objective Assessment Given a word learners will demonstrate breaking the word into its parts, anticipating their definitions by identifying the word parts and their definitions and combining them to predict the meaning of the whole word.
Given a word that has a root word and a prefix or suffix, learners will demonstrate separating the root word from the prefix or suffix, by writing out each word pat and labeling them. They will then give the correct definition of each word part by matching each word part to its correct definition and then determine the meaning of the whole word by matching the word to the correct definition. (Rule)
For each of the three words below, follow each step to determine the meaning of the complete word. Step 1. Break out the word and label what word part it is (prefix, suffix or root word). Hopeful: _________ is the ___________ + ___________ is the _______________ Benefit: ____________ is the ___________ + ___________ is the ______________ Conductor: ___________ is the ______________ + ____________ is the ____________ Step 2. Write in the prefix, suffix or root word that you listed above and write it next to the correct definition. ____________ = to have a wish
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_________ = person or thing that does something _____________= to lead a person or group _____________ = something that is suitable _____________ = an amount or quantity that fills _____________ = well, good Step 3. Now that you have the meaning of each word part, match the whole word to the correct definition. 1. hopeful 2. benefit 3. conductor a. Something that promotes well being. b. One who directs or is in charge. c. A person who shows promise for success.
Steps & Sub-steps 1.0 - Demonstrate breaking word into parts
Given a word learners will demonstrate breaking the word into its parts by writing out each word part and then labeling each part as a prefix, suffix or root. (Rule)
Read the word listed below.
Write each word part in the
space next to the word and label
the word part.
Bicycle: ________ is the
_________ + _________ is the
_________
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Faithful: ________ is the
_________ + _________ is the
_________
1.1 -Identify root word Given a list of words
containing root words, prefixes and or suffixes and the learners will identify the root word by writing out the root words present within each word in space provided. (Concept)
Read each word listed below
and write the root of the word in
the space next to the word.
Preview: _________ is the root word. Disagree: _________ is the root word.
1.1.1 Discriminate root words
Learners will be given a list of words containing root words, prefixes and or suffixes and they will discriminate the words that are similar, by writing the words that are root words in the blank spaces provided. (Discrimination)
These words are root words: a.______________
b. _______________ c. _______________
1.2 -Identify prefix Given a word that contains a root word and a prefix, the learners will identify the prefix by writing the prefix of the word in a provided space. (Concept)
Read the word listed below.
Write the prefix of the word in
the space next to the word.
Abduct: ___________ is the
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prefix. Unstable: _________ is the prefix.
1.2.1- Discriminate prefixes
Learners will be given a list of words containing root words and prefixes they will discriminate prefixes by writing the prefixes in the space provided. (Discrimination)
From the list of words write the ones that are prefixes. Bi Fit Bene Un Believable Stance These words are prefixes:
a. ________________ b. ________________
c. ________________
1.3 – Identify suffix Given a word containing a root word and a suffix, the learners will identify the suffix by writing the suffix of each word in the space provided. (Concept)
Read the word listed below. Write the suffix of the word in the space next to the word.
Collector: ________ is the
suffix.
Addition: _______ is the suffix.
1.3.1 – Discriminate suffixes
Given a list of words containing root words and suffixes, learners will discriminate suffixes from other words by writing the suffixes in the blank spaces provided. (Discrimination)
From the list of words write the words that are suffixes. agree ful mouth collect or ist
2.0 – State the definition of each word part
Given a word containing a root word, prefix and or
Read the word listed below.
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suffix, learners will state the definition of each word part by writing the definition. (Verbal information)
Write in the correct definition of
each word part.
In the word disappear: dis
means __________ + appear
means ___________
a. around b. opposite of c. too much d. in motion e. to become visible
In the word hyperactive: hyper
means ___________+ active
means ________
a. well or good b. opposite of c. too much d. in motion e. resulting from
2.1 – State the meaning of the prefix
Given a prefix, learners will state the definition of a prefix by writing the correct definition. (Verbal information)
Read the word listed below.
The prefix has been underlined.
Circle the correct definition of
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the prefix.
In the word benefit, bene means:
a. not b. well or good c. an amount
In the word empower, em
means:
a. alone b. put into c. none
Match the prefix to its correct meaning. 1. Bene a. around 2. Circum b. not 3. Un c. well, good
2.2 – State the meaning of the root word
Given a root word, learners will state the definition of the root word by writing the correct definition. (Verbal information)
Read the word listed below.
The root word has been
underlined. Circle the correct
definition of the root.
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In the word immature, mature
means:
a. shape b. full state of
development c. control
In the word dependent, depend
means:
a. to work for someone b. control or authority c. to rely on for support
2.3 – State the meaning of the suffix
Read the word listed below.
The suffix has been underlined.
Circle the correct definition of
the suffix.
In the word formation, ation
means:
a. mind b. less or without c. resulting state
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In the word artist, ist means:
a. a doer b. an amount c. trust
Match the suffix to its correct meaning. 1. ist 2. or 3. ful a. person or thing that does something b. A doer c. an amount or quantity that fills
3.0 – Demonstrate finding the definition of the complete word
Given a word that has a root word and a prefix or suffix, learners will demonstrate separating the root word from the prefix or suffix, by writing out each word pat and labeling them. They will then give the correct definition of each word part by matching each word part to its correct definition and then determine the meaning of the whole word by matching the word to the correct definition. (Rule)
For each of the three words below, follow each step to determine the meaning of the complete word. Step 1. Break out the word and label what word part it is (prefix, suffix or root word). Hopeful: _________ is the ___________ + ___________ is the _______________ Benefit: ____________ is the ___________ + ___________ is the ______________ Conductor: ___________ is the ______________ + ____________ is the ____________ Step 2. Write in the prefix, suffix or root word that you listed above and write it next to the correct definition. ____________ = to have a wish
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_________ = person or thing that does something _____________= to lead a person or group _____________ = something that is suitable _____________ = an amount or quantity that fills _____________ = well, good Step 3. Now that you have the meaning of each word part, match the whole word to the correct definition. 1. hopeful 2. benefit 3. conductor a. Something that promotes well being. b. One who directs or is in charge. c. A person who shows promise for success.
3.1 – Identify the correct combination word
Given a word containing a root and a prefix or suffix, learners will select the correct word parts of the word by selecting the correct word parts grouping order. (Concept)
What word parts does the word
retrospect have? Circle the
correct answer.
a. prefix & suffix b. prefix & root word c. root word & suffix
What word parts does the word
perimeter have? Circle the
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correct answer.
a. prefix & suffix b. prefix & root word c. root word & suffix
3.1.1 – Discriminate a combined word
Given a list of words, learners will discriminate combination words from other words by circling the combination words. (Discrimination)
Read the words listed below.
Circle the words that are made
up of more than one word part.
a. retrospect b. civil c. indebtedness
a. perimeter b. retrospect c. prime
3.2 – State the definition of the root word
Given a word that has a root word, learners will state the definition of the root word by writing the correct definition. (Verbal information)
Read the word listed below.
The root word has been
underlined. Circle the correct
definition of the root.
In the word immature, mature
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means:
d. shape e. full state of
development f. control
In the word dependent, depend
means:
d. to work for someone e. control or authority f. to rely on for support
3.3 – State the definition of prefix or suffix of the word
Given a word with a suffix or prefix learners will state the correct definition of the suffix or prefix by writing the correct definition. (Verbal information)
Read the word listed below.
The prefix has been underlined.
Circle the correct definition of
the prefix.
In the word benefit, bene means:
d. not e. well or good f. an amount
In the word empower, em
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means:
d. alone e. put into f. none
Read the word listed below.
The suffix has been underlined.
Circle the correct definition of
the suffix.
In the word formation, ation
means:
d. mind e. less or without f. resulting state
In the word artist, ist means:
d. a doer e. an amount f. trust g.
Appendix II: Pretest Appendix III: Worksheet Appendix IV: Posttest
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Instructional Strategies Sequence of Instruction Learners will receive the instructional material in several different sections. The main organizational method of this learning module will follow Gagne’s nine-step instructional model. The content and nature of this learning module entails that learners be taken through some essential steps of how to break apart words first and then they will be taught new information concerning word parts. This information will be presented in such a manner that learners will be able to be introduced to the three different types of word parts then progress on to see these word parts used to predict the meaning of a word that they are contained in. Informing the Learner of the Goal The overall goal of the instructional module will be presented initially to the learners when they begin the training portion of the module. Learners will also receive expectancy goals as they progress through the module. Each step included in this module is designed to enable learners to achieve success at the next stage of learning therefore learners will be informed that it is pertinent for them to achieve mastery of one step before they move on to another. Attention of the Learner The implementation of Gagne’s nine-step process of instruction, which will be adopted for this learning activity, which begins with gaining the learner’s attention. This will be achieved by initially presenting the learners with a PowerPoint driven presentation including lively, age appropriate graphics, language and examples of how to accomplish the predetermined objectives. Presenting the Problem Introducing the learners with problems will be accomplished by presenting the problems within a printed handout that will contain questions pertaining to word problems that the students will use to write their answers to all problems. Structure and Content of Instruction The structure of this module will be carried out in a manner that allows students to be refreshed of some of the basic steps used to break words apart. They will be introduced then to new material; specifically what word parts are and how they can be used to break predict the meaning of a word. Learners will be carefully guided through this process in with the intent of assisting them with learning this process and then applying it to test questions. Teaching and Assessing Terminal Objective
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The terminal objectives consist of subordinate components that will each be assessed as being correct or incorrect. Learners will be asked to perform activities such as identifying specific word parts as well as defining the meaning of these word parts. The terminal objective will be judged based on how well learners are able to take a word and predict its meaning based on identifying, using the meaning of the identified word part(s) and then predicting the meaning of the word based on the definition of these word part(s).
Project Report III One on One Evaluation Once all of the materials were completed for the self-instructional module were completed arrangements were made with Shari Laird, the substitute language arts teacher at Friends School. Holly Conradi, who is the full-time language arts instructor, has been out on medical leave so Ms. Cheri Laird has been teaching the class for the last ten weeks. A meeting was set up with Ms. Laird to give her the details of the learning module we were presenting along with a verbal outline of the process and time involved. We went over the learning materials, which consisted of a pre-test, a PowerPoint learning module, a post-test and an evaluation. The time of forty-five minutes was approved. The one on one evaluation were then discussed and the criteria for the three students we were looking for based on learning levels. Since the ideal situation would be a lower level student, an average student and a higher level 6th grade learner, it was decided that Ms. Laird would choose the students. We also wanted to perform the evaluations in the classroom setting. The computers are in the language arts classroom and she was able to accommodate this environment. For the one on one evaluations each of the students were given a packet that contained the pretest, labeled “A”, a worksheet, labeled “B” and a post-test labeled “C”. The evaluation was conducted orally and not given to them as part of the packet. As a pre-preparation for the students we had linked the PowerPoint through a web page and had the page displayed ready for the students to begin. A brief introduction given explained the module. While taking the pretest, one tendency, we observed was that the students wanted to look ahead to get the answers on the pretest. The material was not familiar to them and they wanted to get the answers right. The purpose of the pretest had been explained to them, but they were not use to taking a “pretest” and that it was ok, if they did not get the answers right. Once they got through the pretest, the module held their attention; they all were focused and interested in the module.
Question Student 1 Student 2 Student 3 What did you think overall?
It was good. Good. Good.
Did it help to use the same colors for each of the word parts?
Yes. Yes. Yes.
Did you like the graphics?
I liked them. They were good. Yes.
Were the directions easy to follow?
Yes, they were good. Fine. Yes.
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What did you think about the tests?
I did not like the pretest.
I had to guess at some of the questions on the pretest.
How did you feel about the length of the lesson?
I thought it was just right.
It was ok. It was fine.
What do you use the computers for at school?
Looking on the internet.
Typing or the internet. Typing or the internet.
Have you ever had a lesson like this before?
No No No
Do you think this lesson was helpful?
Yes Yes. Yes, I would like to do more this way.
Changes made after one on one evaluation;
1. The words “it is ok, if you do not know what prefixes, suffixes, root words are right now” were added to slide 6 to reassure the students that for the pretest it was ok that they did not get the answers right.
2. An additional slide was added between the students performing and exercise and checking their answers so if they happen to click to the next slide before completing the exercise they would not see the answers.
3. On the pretest, posttest and worksheet the words “there are 2 pages” were added to the top of each and at the bottom of page one “go to page 2” with and arrow was added to reinforce that there were two pages to each.
4. Every component was proof read again for any typos.
Evaluation of Pretest, Posttest and Worksheet Answers As indicated by the percentage of correct or incorrect most students’ performed well on some items but not so well on other questions concerning word parts on the pretest (see Appendix V). Comparing these percentages to those that were obtained from the posttest a noticeable improvement can be seen. None of the items on the posttest garnered a perfect percentage of correct responses unlike several questions on the worksheet. Looking at the evaluations from the worksheet student’s seemed to struggle more on this section as a whole than any of the two other parts judging from the range of correct and incorrect responses although unlike the pre (see Appendix V) or posttest (see Appendix IX) several of the items were answered correctly by all students. It may not be plausible to blame fatigue on the disparity of percentages obtained within
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the pretest section since there was not a continual or consistent drop off in the correct scores obtained when the pretest was administered. Small Group Evaluations Most of the rubric items received mixed opinion responses. While the overall length of the module according to an overwhelming majority of students was too short the same percentage felt that their attainment of knowledge was average (see Appendix XI). These two measures may be intercorrelated and could perhaps suggest that this module and its content should be either extended in length or separated into smaller portions and focus on one of the three word parts. Over half of the learners stated that they did not understand the information they were learning which may also support the theory that this modules content should either be extended in time or shortened in content. However the answers on the posttest (see Appendix XI) show that learners were able to effectively achieve the terminal objective at times. Perhaps the results of the student assessments were based on the fact that they are accustomed to being able to ask questions, interact with their teacher and are supplied with adequate practice which may have been uncomfortable for them and therefore resulted in the scores that were obtained. Many students due to time constraints did not complete the open-ended portion of the module evaluation.
Evaluation Feedback
“What did you think?”
See Appendix X
What did you like best?
• The first part. • It was hard to remember what a prefix was. • The words were kind of easy. • The cat.
What would you change?
• How long it is. • I would not change anything. • Everything except the computer part. • I would not have so many pretest questions and make the site more interesting to be at.
Observations Learners overall seemed to be very pleased with their learning experience. Several students felt that they were already familiar with the content of this module although no student received a perfect score on any one portion of the three measured phases. Almost all of the students did take
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the allotted forty-five minute time limit to complete the learning module. Their posttest scores (see Appendix IX) suggest that the module overall was effective in accomplishing the terminal objective but not to its fullest extent. Further use of this learning module would benefit from shortening the sections of the pretest, posttest, and worksheet. Other suggestions that the module creators think would be useful would be to allow for more practice time using word parts so that students would be prepared more prepared to take the posttest (see Appendix IX). The assessment items seemed to vary in level of difficulty and the scores of each item seem to generally reflect a low, medium, and high range of scores based on the percentage of correct and incorrect responses. The implementation of this module could also benefit from a more extensive and detailed explanation of how word parts are identified so that students are more able to use the knowledge that they have. Many students who did not receive credit for their answers did not do so because they only wrote an incomplete word part as the answer for a test item. This suggests partial but not full mastery of the concepts being taught.
Activities and Experiences Log
Activity Experiences Time Spent
Theoretical Assumptions
This required a review of the literature to provide a solid background of the past groundwork and how it should be applied to the learning module that we were attempting to construct.
Six Hours
Learner and Context Analysis
This required a visit to the site the module would be administered within. We observed the learners in their natural learning environment and met with the classroom instructor to gain insight into the abilities of the learners, their past learning experiences and their preferred learning styles.
Three Hours
Goal Statement
Drafting the goal statement necessitated a thorough examination of several important variables; the time frame the learning module was to be conducted within and the content that
Two Hours
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should be covered within the span of the module.
Task Analysis
This step required thinking from a perspective that for every step was logical and very detailed.
Two Hours
Performance Objectives
Writing performance objectives entailed a clear understanding of the task analysis and ensuring that each objective corresponded with each task analysis step. These objectives also required that we write them from the perspective of the learner.
Two Hours
Assessments
Each question within the assessment tools was matched with an objective and the pre and posttest required the similar questions for each objective. The remaining objectives were embedded within the learning module.
Thirteen Hours
Instructional Strategies/ Learning Module
We had to consider the learner-based-variables, the learning environment, information sequencing, time constraints and other factors.
Eighteen Hours
Evaluations
Learner responses were measured so that items
containing more than one answer (e.g., 9.1, 9.2, etc.)
were assessed independently and weighted
equally.
Eight Hours
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Coding for terms and symbols
Symbol Meaning
Used each time a question was presented.
prefixes
Red type was used for all prefixes.
suffixes
Yellow type was used for all suffixes.
root words
Green type was used for all root words.
This sign was used when the student needed to stop and read before going on.
This symbol was used whenever a student needed to check their answers.
This button was used to proceed to the next page.
This button was used to go back to the previous page.
This graphic was used for encouragement.
(1.1) The orange type was used to indicate the specific question number and its corresponding answer as indicated on the graph appendices.
