Upload
others
View
2
Download
0
Embed Size (px)
Citation preview
Running head: WORD STUDY ACTION RESEARCH Hamby 1
Word Study Action Research
Airagee Hamby
February 2, 2015
Kennesaw State University
Dr. Lee Langub
WORD STUDY ACTION RESEARCH Hamby 2
Action Research Proposal
Introduction
Located in northwest Georgia, Dalton is a small city that lies within Whitfield County.
The total population was approximately 103,000, according to georgiastats.uga.edu, in 2012.
Dalton is the second largest city in northwest Georgia and is well known for its presence in the
carpet manufacturing industry. Within the city limits, there are approximately 7,800 students
that attend Dalton Public Schools (DPS). DPS is one of the oldest charter school districts in
Georgia. Forty-two countries are represented among our diverse student body.
I currently teach at City Park School (CPS), which houses grades PK-5. There are a total
of six elementary schools, one middle school, and two high schools within the district. At CPS,
we have approximately 870 students, with one hundred percent of our students receiving free
breakfast and lunch. Our school has a large population of Hispanic students: sixty-eight percent.
In my classroom, there are twenty students. There are twelve girls and eight boys.
Ethnicities within my room include six Caucasian, eleven Hispanics/Latinos, one Croat, one
African American, and one Syrian. Most of the students perform below or at grade level. Eight
of the students receive ESOL services and three presently receive Reading Recovery services.
Two other students received Reading Recovery services until January. One student, a Hispanic
male, receives Tier 3 interventions. Seven students in the room are in the Early Intervention
Program (EIP). I feel that the language barrier many of the students face, halters their progress.
In this room there is little parent support/involvement and the students receive little help at home
from their parents, which also impedes their progress.
As a recent undergrad student, with no prior teaching experience, I did not realize the
importance of a firm foundation in relation to word study. As a newly employed first grade
WORD STUDY ACTION RESEARCH Hamby 3
teacher, I understand the significance of this firm foundation and employ strategies in my room
on a daily basis. Many of my students have developed a strong word foundation due to the
curriculum implemented when they were in kindergarten. The district I work in uses Literacy
Collaborative, where word study is taught daily.
Statement of the Problem and Research Question
With students in my classroom performing at various levels, I often find it a challenge to
ensure that I am meeting all of their needs. Therefore, I feel it important to do my research in my
first grade classroom. It is because of the literacy focus of the school and recent data that I am
asking the question, “What effect does word study instruction have on student success in reading
and writing?”
Word study is essential for helping students develop a firm basis for reading. There are
numerous articles and suggestions on how to employ effective word study strategies within the
classroom. Developing engaging activities will help students as they learn how words work and
the various principles involved when solving unfamiliar words. If a firm foundation is
established and principles are correctly taught, students will have the knowledge necessary to
help them throughout their school career.
Definitions
Buddy Study- provides opportunities for children to apply principles for studying a
specific list of words in active ways.
Schlagel Spelling Assessment- this assessment provides teachers with an in-depth view
of the word principles their students are being taught (i.e., short/long vowels, digraphs, blends,
etc.).
WORD STUDY ACTION RESEARCH Hamby 4
Sight-words- also referred to as High Frequency words. Often seen in passages, these
words do not necessarily follow word principles/rules that students are taught. Students are often
encouraged to memorize these words so that can be easily recognized.
Literature Review
In framing the research question, I have explored and investigated issues related to the
topic of word study and have collected related literature by various authors. The literature search
will center on the following topics:
What is word study?
What are effective methods for implementing word study?
What components need to be included when teaching word study?
What effect does word study have on student reading and writing achievement?
My findings with this research will be discussed in the following section.
What is word study?
To distinguish how word study can be taught effectively in my first grade classroom,
word study must first be defined. According to Leipzig (2000), word study provides students
with opportunities to investigate and understand the patterns in words. It is my opinion that
word study is the basis of everything young students need in order to be efficient readers and
writers. Word study allows students to develop an understanding of words that will be of benefit
to them for many years. Zutell (1992) offers a thorough description of word study that I feel
compliments my own: A word study program is a cohesive approach that addresses word
recognition, vocabulary, and phonics as well as spelling.
Research regarding word study instruction and its use in the classroom has been studied
in-depth for several years. Word study in the classroom is a rather new concept within the
WORD STUDY ACTION RESEARCH Hamby 5
educational world, as traditional spelling was implemented in the classroom for many years.
According to Sangston (1993), in most instances students learn words for a test and spell them
correctly, but when one looks at their writing or later tests the students do not seem to remember
the correct spellings. Traditional spelling curriculum, even as I recall it, came from a spelling
workbook, in which a word list was presented and various exercises were to be completed before
being tested on Fridays. Some research suggest that traditional spelling is effective but as its
definition implicates, word study provides a deeper base of knowledge than the simple skill and
drill of traditional spelling.
Typically, when finding information about word study and its definition, information
most often comes with a compilation of the necessary components for an effective word study
lesson. For that reason, this paper will take a look into what components should be included
when teaching word study.
What are effective methods for implementing word study?
With all of the literature and research studies available, I have chosen to focus on specific
methods during Guided Reading time, as well as during Shared Reading, and Interactive Writing.
These methods were chosen for the following reasons: they came from evidence based research
studies, they seemed to be the most engaging for students, they were time effective for the
teacher, and they seemed to be the most applicable for an elementary classroom.
In all of the above methods, students are given ample exposure to the structure of words.
According to Scott (date unknown), rather than supporting rote learning and a reliance on a
narrow range of instructional strategies, current research calls for instruction that meets the needs
of the diverse learners in each classroom, and that encourages higher level thinking about
language. Word study should be incorporated daily into many different facets of teaching
WORD STUDY ACTION RESEARCH Hamby 6
(Guided Reading, Shared Reading, and Interactive Writing). As concluded in a study by
Williams (2009), research found that linking word study to writing, through interactive writing
lessons, supports children’s spelling and, ultimately, their writing development. Therefore, I will
assess student writing samples during the eight week study. Williams also offers nine
recommendations for making word study an effective element in the classroom.
1) Assess student’s word knowledge using multiple tools. In order to adequately
assess a student’s knowledge, a pretest should be administered.
2) Use a homogeneous small-group approach to instruction. Doing so allows me
to target specific orthographic features and principles these students need to
learn.
3) Carve out time to prepare for word study instruction. In order for the teacher
to see success in word study, ample time should be given for preparation.
4) Teach word knowledge, not just words. Students need to be taught principles
and rules. Traditional spelling focuses on skill and drill. Word study should
incorporate concepts that will remain with the students, unlike the typical
results when only memorizing for a test.
5) Demonstrate how word study can be used during reading and writing.
Students need to be given the opportunity to participate and practice the
concepts that are taught in word study through Shared Reading and Interactive
Writing.
6) Teach strategies that support students’ use of word study instruction. In this
article by Williams, ten strategies that support students’ use of word study are
WORD STUDY ACTION RESEARCH Hamby 7
listed. I hope to see my students using these strategies throughout the year,
especially after being exposed during this eight week period.
7) Make your word wall work. Within my own classroom, I have seen my
students making use of the word wall on numerous occasions. When new
principles are introduced, words following that principle should be placed on
the word wall.
8) “Word Work” should work too! Students need to be presented with various
activities that allow for hands-on interaction. For example, students need to be
allowed opportunities to build words using magnetic letters or stamps,
complete word searches, and word sorts.
9) Engage students in extensive ‘real’ reading and writing. Students need to be
given ample opportunities for authentic reading and writing experiences.
I will use many, if not all, of these nine tips in my classroom. Implementing these tips will not
only be of benefit for the purposes of this research paper, but for student success.
What components need to be included when teaching word study?
McCarrier, Fountas and Pinnell (2000) advises that word study should involve a specific
mini-lesson directed at helping children understand a specific concept or principle. The lesson
should be followed by a time for students to independently apply the new principle or concept.
Making charts, sorting words, building words, and developing a word wall are all components
that need to be included when teaching word study.
According to Vaughn (2004), the crucial elements of phonics and word study are:
phonological and phonemic awareness, print awareness, alphabetic knowledge, alphabetic
principle, decoding, reading practice with decodable text, irregular or high-frequency words, and
WORD STUDY ACTION RESEARCH Hamby 8
reading fluency. When students have a firm hold on these crucial elements, they will be able to
better understand the principles presented in word study. It is through engaging word study
activities, including games, that teachers can implement cohesive strategies that engage and
motivate students and enhance literacy instruction (Radke, 2011).
What effect does word study have on student reading and writing achievement?
In an article written by J. Wasowicz (2010), it is stressed that individuals “rely upon
phonological awareness and knowledge of orthography, vocabulary, and morphology and
semantic relationships. Students also rely upon mental orthographic images stored in their long-
term memories. The article suggests literacy is an equal combination of spelling, reading, and
writing. In order to determine if there is such an effect on reading and writing, I will use the data
obtained during Guided Reading through observational notes and running records, as well as
through writing samples.
It is important to note that word study will have the highest impact on student learning if
combined with authentic literacy experiences. Bear and Templeton (1998) emphasize that
purposeful word study must be embedded in authentic reading and writing instruction. Students
must explore words in a way that is meaningful to them. They also feel that “in order for students
to read and write words appropriately and fluently and to appreciate fully how words work in
context, instruction must balance authentic reading and writing with purposeful word study”
(Bear & Templeton, 1998, p. 223).
Students also learn word knowledge that can be applied to a variety of reading and
writing activities. Word study has the potential to support students’ reading and writing
development if they understand the relationship between these processes. Teachers must teach
children how to use word study independently in their reading and writing if they expect them to
WORD STUDY ACTION RESEARCH Hamby 9
apply this process. In order for word study to move beyond simply spelling instruction and
become an approach to supporting young children’s literacy development, most students need
specific instruction on how they can use word study strategies during authentic reading and
writing activities.
Methodology
Purpose
The purpose of my study is to determine what effects word study has on student success
in reading and writing. I also want to uncover the most effective methods for implementing
word study. Based on the explicit instruction my students will receive over eight weeks, I hope
to see a correlation between this instruction and my students’ growth in their reading and writing
performance. As a first year teacher working in first grade, I hope to obtain valuable knowledge
that will help me as I continue to instruct students for years to come.
Methods for Assessment
Buddy Study
Buddy study provides opportunities for children to apply principles for studying a
specific list of words in active ways. The purpose is to develop word solving actions so that
children can problem solve by working on words in isolation or while reading or writing
continuous text. Rapid, automatic word solving is a basic component of fluency. It is important
for comprehension because it frees children to focus their attention on the meaning and language
of the text. The following shows the different activities incorporated with Buddy Study.
Buddy Study System:
Day 1 – Choose, Write, and Build, Mix, Fix
Day 2 – Look, Say, Cover, Write, Check
WORD STUDY ACTION RESEARCH Hamby 10
Day 3 – Buddy Check
Day 4 – Make Connections
Day 5 – Buddy Test
Buddy Study is not necessarily implemented Monday-Friday. Therefore, a five day system is
used for implementation.
Observational Notes
During Guided Reading, I will note student success in reading and writing sight words. I
will also note if the students were able to apply principles and rules they have been taught
throughout the course of the year.
Pre- and Post-Tests
Students will be tested on their ability to read and write high frequency words using the
High Frequency word test and the Schlagel Assessment. Student post-test results will be
compared with the results obtained when given the pre-test.
Running Records
I will use Running Records that are obtained during Guided Reading. These records
indicate accuracy in reading passages that contain numerous sight words. Many words also
require students to use the principles they have been taught during word study.
Writing Samples
Students writing pieces will also be assessed to see if the students are able to transfer the
knowledge obtained during word study.
Setting
This research will take place in my first grade classroom at City Park School in Dalton,
Georgia. The school is attended by approximately 870 students. Within the school, many
WORD STUDY ACTION RESEARCH Hamby 11
ethnicities are represented including Caucasian, African American, Hispanic, Chinese, Korean,
Biracial, and others. The vast majority of students would be considered part of the low
socioeconomic group, with 100 percent of our students receiving free breakfast and lunch daily.
Results
Quantitative Data
Pre and Post Schlagal Assessment
SchlagalNumber Correct (20)
StudentA B C D E F G H I J K L M N O P Q R S T
Pre- 2 13 10 4 13 5 7 2 9 5 11 3 8 2 13 13 10 12 11 11
Post- 3 15 9 10 18 9 -- 3 9 9 14 6 10 4 9 10 19 14 10 9
Growth/Regress +1 +2 -1 +6 +5 +4 -- +1 -- +4 +3 +3 +2 +2 -4 -3 +9 +2 -1 -2When I first gave the Schlagal assessment, 50% of my students got at least 10 or more
words correct. After analyzing my students’ pre and post assessment results, I discovered that
75% of them showed growth. I also noticed that 25% of them regressed, missing one or more
words in the post assessment than they did in the pre assessment. I was rather surprised by this
as two of these students are in the top of my class academically.
Buddy Study
Another method I chose to use to implement to teach word study was Buddy Study
activities and tests. The students are tested every fifth day on a list of words chosen by me,
based upon word principles being taught and high frequency word lists. Many of my students
did very good with these activities and tests. The two students who did not have more than 20
correct are two of my lowest students academically and are also ELL students. 18 out of 20
students got 20 or more words correct, out of a possible 29.
WORD STUDY ACTION RESEARCH Hamby 12
Buddy Study
Test
StudentA B C D E F G H I J K L M N O P Q R S T
#1 (6 Total)
5 6 6 6 6 6 6 3 6 5 6 5 6 4 6 6 6 6 6 6
#2 (6 Total)
5 6 6 6 4 6 6 6 4 6 6 6 6 6 6 -- 6 6 6 5
#3 (6 Total)
6 5 5 5 6 5 6 -- 6 5 5 6 -- 6 4 6 6 6 6 5
#4 (6 Total)
-- 6 6 6 6 6 -- 5 6 6 6 6 6 6 5 6 6 6 6 6
#5 (5 Total)
3 5 5 5 5 5 5 5 5 5 5 -- 4 5 5 5 5 5 5 5
Number Correct
(Total Possible
29)
19 28 28 28 27 28 23 19 27 27 28 23 22 27 26 23 29 29 29 27
High Frequency Word Test
The final piece of data I used in my research was high frequency word tests. This
assessment is given at the end of every term in the district where I teach. I compared the
students’ data from the middle of January (Lists 1-3) to the middle of March (Lists 1-4). Below
is the graph displaying the students’ growth of both reading and writing four word lists, with 20
words included on all list. Therefore, the highest a student could score at the end of January was
60 in both reading and writing. Students must read any words that were previously missed as
WORD STUDY ACTION RESEARCH Hamby 13
well as 20 new words. As you can see, all students showed growth. Many were on grade level.
A B C D E F G H I J K L M N O P Q R S T0
10
20
30
40
50
60
70
80
90
High Frequency Word List 1-4Reading
January March
A B C D E F G H I J K L M N O P Q R S T0
10
20
30
40
50
60
70
80
90
High Frequency Word List 1-4Writing
January March
WORD STUDY ACTION RESEARCH Hamby 14
Qualitative Data
As part of the process I do daily in my class, I made numerous observational notes
throughout this research process. Using my notes from writers’ workshop, interactive read
aloud, writing samples, and Buddy Study, I decided to create a wordle. Taking these notes
allowed me to see the similarities and differences between my students, as well as their strengths
and weaknesses. Unfortunately when observing them in writing, many were not able to correlate
their word study knowledge into their writing. Some did recall principles they had learned and I
would see them sounding out words or verbalizing certain strategies I had taught them. It was
very interesting to watch them throughout this process.
WORD STUDY ACTION RESEARCH Hamby 15
Implications
I plan to continue to implement word work in my classroom and use the strategies I have
used. Many of the activities used have become part of my daily routine, as well as my students.
I would like to possible differentiate the students’ word list for Buddy Study.
I would also like to begin using the word lists, for second grade, with my higher students.
This would allow those students the challenge that many of them enjoy. I do not feel that I
should assess them on these words but rather allow them to have the exposure to them.
I feel that I need to work more in small group during writing instruction. Many of my
students did not seem to carry over the instruction in word work to their writing pieces. I feel
that many of my students would benefit from working closer with me.
WORD STUDY ACTION RESEARCH Hamby 16
References
Bear, D.R. and Templeton, S. (1998). Explorations in developmental spelling: foundations for
learning and teaching phonics, spelling, and vocabulary. The Reading Teacher. 52(3), (p.
223).
Leipzig, D. H. (2000). The Knowledge Base for Word Study: What Teachers Need to Know.
Online Submission
McCarrier, A., Fountas, I., & Pinnell, G. (2000). Interactive writing: How language and literacy
come together, K-2 (p. 20). Portsmouth, NH: Heinemann.
Radke, J. (2011). Does word work really work? Investigating the effects of word work vs.
traditional spelling instruction during guided reading (Unpublished master's thesis).
Retrieved from http://minds.wisconsin.edu/handle/1793/55791. University of Wisconsin:
River Falls, Wisconsin.
Sangston, Amy (1993). Word Study vs. Traditional Spelling: Are Students
Instructed through Word Story More Likely To Have Higher Retention Rates When
Retested Two and Four Weeks Later, and Will They Be More Successful at Spelling
Unfamiliar Words? Online Submission.
Scott, R. M. Word study and reading comprehension: Implications for instruction. Retrieved
from: http://www.edu.gov.on.ca/eng/research/mcquirter.pdf.
Vaughn, S., & Linan-Thompson, S. (2004). Research-Based Methods of Reading Instruction,
Grades K–3.
Wasowicz, J. (2010). Improving written language using a multiple-linguistic spelling word study
approach. Learning by design, Inc. Retrieved from
WORD STUDY ACTION RESEARCH Hamby 17
http://www.learningbydesign.com/uploads/Multiple-
Linguistic_Spelling_Word_Study_Approach.pdf
Williams, C., Phillips-Birdsong, C., Hufnagel, K., Hungler, D., & Lundstrom, R. P. (2009).
Word Study Instruction in the K-2 Classroom. Reading Teacher, 62(7), 570-578.
Zutell, J. (1998). Word sorting: A developmental spelling approach to word study for delayed
readers. Reading & Writing Quarterly: Overcoming Learning Difficulties, 14,
219-238.
WORD STUDY ACTION RESEARCH Hamby 18
APPENDIX A
Word Lists for Assessments
Schlagal Word List
1. Girl
2. Want
3. Plane
4. Drop
5. When
6. Trap
7. Wish
8. Cut
9. Bike
10. Trip
11. Flat
12. Ship
13. Drive
14. Fill
15. Sister
16. Bump
17. Plate
18. Mud
19. Chop
20. Bed
WORD STUDY ACTION RESEARCH Hamby 19
WORD STUDY ACTION RESEARCH Hamby 20
High Frequency Word List
Reading/Writing
List 1 List 2 List 3 List 4 List 5a we out into where he go him away couldno my as little beforeat on or very wouldin you get us wantsee play saw been motheran here back our justI look had but too
so will come your whenand went by from wereis all came put over
the has his man thenam how make what girlit not of boy I’mto she did after now
can was two with whylike are be there manyup her have they gooddo this said because badme one that going car
WORD STUDY ACTION RESEARCH Hamby 21
Buddy Study Word List
List 1 List 2 List 3 List 4 List 5away our where of couldfrom here want who wouldinto back just come withthat by too have orget then over said hisput him then you
WORD STUDY ACTION RESEARCH Hamby 22
APPENDIX B
Buddy Study Materials
WORD STUDY ACTION RESEARCH Hamby 23
Name______________________________
Look, Say, Cover, Write, Check
Spelling Test Spelling TestName Name
WORD STUDY ACTION RESEARCH Hamby 24
_________________________ _________________________1. 1.
2. 2.
3. 3.
4. 4.
5. 5.
6. 6.
7. 7.
8. 8.
9. 9.
10. 10.