Action Research Pages
Action Research Project #1: Vocabulary Instruction
Vocabulary lesson taught to classroom and the action research about improving vocabulary methods. Vocabulary was taken from reading level C. 7 students were monitored. Goal: Study a variety of methods teaching vocabulary and measure one vocabulary methods impact on student learning.
Action Research Project #2 Leveled reading using an online computer program called www.raz-kids.com
Abstract: This paper is a review of the use of leveled reading using a computer program within a multi-grade classroom setting. This research used fluency, reading level accuracy, comprehension, and number of sight words acquired to measure reading growth. The participants of this research included eight special education fourth graders. Four students were a controlled group their lessons were set up: 10 minutes phonic work, 10 minutes writing, 10 minutes group leveled read aloud, and 10 minutes independent reading. Four students were an uncontrolled group their lessons were set up: 10 minutes phonic work, 10 minutes writing, 10 minutes computer lead leveled read aloud, and 10 minutes independent computerized recorded/reading. The students that participated in Raz-kids gained an average of 1 ½ reading levels more in 4 months and doubled their reading retention of sight words. There were also slight gains to reading fluency and no discernable effects to comprehension. The best part of this program was that the results were measurable and the students enjoyed reading with the program. Many students requested the website address and passwords so they could read the books at home or in their grade level teacher’s classroom. Three other teachers have since adopted the program for their own classroom’s use. This program also allowed each student to be read to independently and through the recording feature allowed myself, the classroom teacher, and the parents to review stories read out loud.
Action Research Project #3: Teaching using the Whole Brain Teaching Method.
Total Participation Teaching Methods in the Elementary Classroom for Reading and Math
Abstract: Many programs claim to be brain based and provide tangible results in student content growth. This semester this researcher studied the Whole brain teaching method for seven months with a small class of private pre-school kindergarteners. The whole brain teaching method promotes students to learn material through visual, auditory, kinesthetic, and cooperative learning techniques. Students were given 70 vocabulary words to learn based off common core standards. At the beginning of the study the students on average knew 41/70 words ( 59%). At the end of the study the students had mastered 65/70 ( 93%) of the required vocabulary word list. Both the teacher and the students found the new teaching method to be highly effective and fun for learning both content and behavior management skills.
Abstract: Many programs claim to be brain based and provide tangible results in student content growth. This semester this researcher studied the Whole brain teaching method for seven months with a small class of private pre-school kindergarteners. The whole brain teaching method promotes students to learn material through visual, auditory, kinesthetic, and cooperative learning techniques. Students were given 70 vocabulary words to learn based off common core standards. At the beginning of the study the students on average knew 41/70 words ( 59%). At the end of the study the students had mastered 65/70 ( 93%) of the required vocabulary word list. Both the teacher and the students found the new teaching method to be highly effective and fun for learning both content and behavior management skills.
RAVE-O Study Fall 2012
For the Adaptive Special education program Fall 2012, I studied the small group reading intervention program RAVE-O. This study tracked the program in a 3rd-5th grade class of students for two months. I plan to revisit this study in the fall to see the results for the entire year.