What new questions did your study results reveal?
The new questions my student results revealed are:
This study suggested that there should be a more extensive study conducted at the district, state and national level, and adoption professional development, training, and financial support for reading comprehension intervention and use of innovative strategies to support students with special needs; as well as other sub-groups, and students who are at risk. What next steps might you take to expand on or extend this study? The next steps I might take to expand on or extend for moving forward include utilizing the data analysis, a summary of the research project, progress to be noted. The data analysis, summary and etc. will utilized in future backward planning, instruction lesson preparation, and collaboration with challenges, and other support staff members.
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I have learned that the use of innovative technology does help students with improving their reading comprehension. My Action Research and the use of innovation and various "out of the box" strategies, and teaching methods in the right combinations that meet the students individual learning styles and their current instructional level, has a tremendous impact on their progress.. Additionally, having a positive and open mindset throughout this action research project, has had a positive impact on students and myself. Students are now asking to use various innovation in other subject areas, and now being proactive, and engaging in access instruction in their other subject areas (mathematics, social studies, etc.). This action research was successful in answering my research question, in utilizing a variety of innovation and innovative strategies, in assisting students in making progress and improving their current reading comprehension. All of the students made gains on their current reading comprehension by thirty-percent or higher. Nine out of 10 students made a gain of a half year or higher grade level in their reading decoding. 2 students made a full grade level improvement just in the three-week duration of this action research.
The results were evident that use this of various innovation and technological supports, assists students with improving their reading comprehension and reading decoding. The results also provided me with internal excitement and affirmation. Lastly, the students' enthusiasm and engagement throughout the project served as evidence that while the students range from non-reader to fourth grade, and are between the ages of 15 to 22, that learning and progress sill occurs with the right tools, support materials, engagement, and delivery. Why did you choose the analysis methods that you chose?
I choose to utilized the quantitative analysis methods for the Action Research project; as I wanted data and information to identify which innovative strategies, devices, applications and/or learning platforms would improve reading comprehension for students with special needs. With utilizing data, assessments that identify students prior knowledge in a pre-assessment format and forming comparisons to that following use of various innovative stratifies, devices, etc. would help to identify the effectiveness and possibly climate those that are not effective. Additionally, reflecting on the obtained pre/post assessment data and information would also help to determine which are useful for specific students, and/or distinct learning styles and instruction levels or disability categories (i.e., Down Syndrome, Autism Spectrum Disorder, etc.). How did each method choose to answer the research question? The qualitative analysis of the pre-assessment and information obtained on the student's prior knowledge, provided me with a baseline and additionally confirmed students current reading comprehension levels and identified the student's instruction levels (i.e., Primer, Kindergarten, First grade, etc.). The post-assessment data and information assisted me with identifying the use of "out of the box" strategies, such as books on audio, utilizing symbols/images, visual aids, and supplemental materials, along with a video to help students recall and correctly answer various WH questions regarding the reading passage/text. Graphic:https://yesodeurope.eu/resource-of-the-month-archive/ So What, Who Cares? In 2017, according to the National Center of Education Statistics (NCES) “68 percent of 4th-grade students performed at or above the Basic” (www.nces.ed.gov, 2018). I suspect that these 4th-grade students are typical peers enrolled in general education classes. It is accessing data that specifies specific information regarding reading for students identified as having a disability. However, NCES indicated that in the 2014-2015 academic school year and were enrolled as secondary students and between the ages of 14 to 21, of these “395,000 students ages 14–21 who received special education services under IDEA exited school in 2014–15: about two-thirds (69 percent) graduated with a regular high school diploma, 18 percent dropped out, 11 percent received an alternative certificate, (www.nces.ed.gov). It is evident that students with special needs are far more significant in lack of additional support in all academic subject areas, instruction, need accommodations and modifications to access curriculum and learning. Specifically, students need to have foundational reading comprehension skills, if they are to gain progress and be successful in their learning environments. Methodology The Action Research will include an analysis of data, information and student performances in the way of completing pre and post assessments (i.e., assignments, quizzes, tests, and exams) in the area of Reading Comprehension. Comparisons will be reviewed and analyzed on students previous reading comprehension data and scores. Students will participate in various structured lessons, activities, assignments, and assessments throughout the study over approximately two-three weeks. Daily and weekly reflections of student performance will be summarized, along with detailed charts illustrating student progress and/or regress if applicable. References Tovani, C. (2004). The “So What?” of Reading Comprehension. Retrieved April 2, 2019, from https://www.stenhouse.com/sites/default/files/public/legacy/pdfs/0376ch02.pdf Reading Performance. (2018). Retrieved April 2, 2019, from https://nces.ed.gov/programs/coe/pdf/coe_cnb.pdf While there is a wealth of resources, articles, research and journals, the task of narrowing down and comparing three was challenging in the aspects in the identification of three that best aligned the essential driving question and action research theme. Whereas, the utilization of key phrases, and narrowing down specifically to reading comprehension challenges with students with special needs/disabilities proved to be more successful. However, most of the articles targeted specific disabilities (i.e., Learning Disabilities, etc.). “A specific learning disability is a disorder in one or more of the basic psychological processes involved in understanding or using language, spoken or written, that may manifest itself in an imperfect ability to listen, think, speak, read, write, spell, or do mathematical calculations” (www.necs.ed.gov, 2017).
One of the articles outlined strategy instruction in Reading Comprehension and interventions for students identified as having Learning Disabilities (LD). Forty percent of students with LD succumbed to additional challenges that occur when defined as a student with learning disabilities; such challenges of being “labeled” and being excluded from their typical peers (Antoniou, Souvignier, 2007). Although the article publication was twelve years ago, I suspect that several of the strategies outlined and detailed would still benefit students in the present. The implementation of a “three-layered model for supporting self-regulated learning, which includes the consists of the following: a) students’ use of strategies, (b) students’ use of special skills to direct their learning, (c) students’ motivational-emotional competence, and control These three strategies "would support students in becoming lifelong learners, that can think critically and problem-solve and take ownership in their learning, which would benefit all students, not just students with special needs) ( The second article expresses that with the use of assistive technology (AT) adaptations and by having students identified as having an LD participating in cooperative learning activities. According to the U.S. Department of Education Cooperative Learning is defined as “a successful teaching strategy in which small teams, each with students of different levels of ability, use a variety of learning activities to improve their understanding of a subject” (www2.ed.gov, 1992). Bryant and Bryant indicated that when students with Learning Disabilities that the use of Cooperative Learning strategies and activities promote engagement, and that students are more ready to participate. Additionally, “A process for integrating technology adaptations into cooperative learning activities are discussed in terms of three components: selecting adjustments, monitoring the use of the adaptations during cooperative learning activities, and evaluating the adaptations' effectiveness (Bryant, Brant, 1998). In conclusion, it is evident that there are a vast variety of strategies and activities, which will enhance the instruction, learning, and engagement of students with Learning Disabilities in the area of Reading Comprehension. According to the National Center of Education Statistics the highest percentage of students ages 3-21 that receive special education services have a Specific Learning Disability (SLD). SLD ranks the highest percentage over the other qualifying disabilities listed (i.e., Speech Language, Impairment, Other Health Impairment, Autism, etc.). These articles, the authors viewpoints, research and the strategies outlined along with the content relate to my driving question of Use of Innovative strategies to improve Reading Comprehension for students with special needs. References Antoniou, Faye, and Elmar Souvignier. “Strategy Instruction in Reading Comprehension: An Intervention Study for Students with Learning Disabilities.” Researchgate.net, Learning Disabilities: A Contemporary Journal , 2007, www.researchgate.net/profile/Faye_Antoniou/publication/215757766_Strategy_instruction_in_reading_comprehension_An_intervention_study_for_students_with_learning_disabilities/links/004635287ddae9c119000000.pdf#page=46. Bryant, Diane Pedrotty, and Brian R. Bryant. “Using Assistive Technology Adaptations to Include Students with Learning Disabilities in Cooperative Learning Activities.” Journal of Learning Disabilities, vol. 31, no. 1, 1998, pp. 41–54., doi:10.1177/002221949803100105. “Cooperative Learning.” Archived: Cooperative Learning, 1992, www2.ed.gov/pubs/OR/ConsumerGuides/cooplear.html. https://nces.ed.gov/programs/coe/indicator_cgg.asp While there is no shortage of articles, literatire, and resources that address reading comprehension and the use of innovation to help with reading comprehension, it was both tasking and time consuming to sort through. However, I was able to find a few that sparked both interest and excitement within me. One author Tabatha Dobson Scharlac who wrote START Comprehending: Student and Teachers Actively Reading Text reminded me of the importance of modeling for students and scaffolding instruction. The article outlines in detail eight comprehension strategies while teaching and reading aloud in the classroom. For these strategies to be successful and productive students, need to be able "to move the student to the metacognitive level of operations so that he or she is able to transfer this strategy to other settings once we are no longer providing support." The scaffolding includes steps throughout the reading process. Before reading, students are to predict and infer. During the reading, students visualize, make connections and questioning. After reading, then students demonstrate their comprehension by identifying the main idea, summarizing the reading passage/text, reflect and check their predictions and make a judgment. The students complete a two page ART (Actively Reading Text) of Comprehension Recording Sheet. The Recording sheet uses sticky notes to write or illustrate eight responses to each of the following titled boxes on the sheet: In this chapter, I think... In my mind I... This reminds me of... I wonder... I think the most important thing... In ten words or less... After reading the chapter my original prediction... My favorite part of this chapter... While the recording sheet specifies a chapter within a book, I can see how it could be modified and used for students reading a shorter reading passage or text. I believe the strategies would be helpful for students to generalize and apply in other academic subject areas that require reading passages, book or chapters (e.g., Science, Social Studies, etc.). The connection of the breath of information aligns with the need to utilize 21st-Century innovative strategies to support instruction, learning, and engagement of all students, especially students with special needs. When we think of the use of innovation and technology enhancing reading comprehension, often we associate the use of technology is a part of the "21st-Century". However, innovative ideas, strategies, and devices have been used since the 80s and 90s. In the early 90s in the United States, commercials and television programming began utilizing captioning. Shortly after that schools began uses captioned videos and found it to enhance reading comprehension, vocabulary along with student engagement and motivation.
Within our district, we have worked diligently attempting to close the achievement gap in English Language Arts and Mathematics. In ELA for students identified as Hispanic or Latino Caucasian and Socio/Economic, all score 87% or higher meaning they Met or Exceeded. However, students classified as English Language Learners only 55% Met or Exceeded, while the number of students with disabilities was too low for statistical accuracy. At the state level, Digital Literacy and Technology Skills and the use are embedded into the California State Common Core Standards. Detailed Digital Literacy and Technology Skills are outlined for grades K to 12th grade. The students enrolled in my classes consist of students with moderate to severe disabilities (i.e., Autism Spectrum Disorders, Down Syndrome, Fragile X, and Intellectual Disabilities). All of the students also have a secondary qualifying disability (i.e., Speech-Language Impairment). Additionally, a few-verbal, and/or use alternative methods for communication (i.e., symbols, communication boards, sign language, gestures, etc.).
The week consisted of an introduction of the California Assessment Student Performance and Progress (CAASPP) practice test. Specifically, we were exploring the California Alternate Assessment (CAA) training test for Science. The tests are to will be administered in three parts for all high school students. The first part consisted of demonstrating for students how to log in, change settings, accommodations a and other information. The practice tests include of 10 multiple choice questions, comprising of either two or three choices. I previously applied for an Innovative Learning Environment Project Grant for the purchase of a sixty-five-inch ProWise touch screen and collaborative furniture for our classroom. The ProWise screen allows for students to have an up close and interactive learning experience. The students can click on screen buttons, videos, etc.. All of my students are visual and hands-on learners. The students have access to communication low and high tech devices, one-to-one Chromebook and iPad devices to support instruction and learning. While the students have access to a wide variety of technology and other innovative tools, the CAA images, and videos were “clipart” and not realistic. Therefore, the students struggled with correctly answer the sample questions. One such example showed a slide show style video of a thermometer in a glass containing liquid, and then ice was added. Prior to and after the ice added to the liquid the screen showed two different temperatures (i.e., 74* than 65*). The test question following the video asked: How is the temperature in the cup different now?
Only 7 out of 8 students present answered correctly. The results of the student responses both alarmed and puzzled me; as we have done several science lessons, labs and hands-on experiences similar to the given question. Therefore, the next day I had the students participate in a real-time activity similar and provided a paper/pencil quiz, which included symbols for non-readers. Students completed the questionnaire separately and correctly answered the quiz questions, which consisted of three items. While I have several questions, all focus on how assessment can be improved to increase student success and be more realistic so students can generalize in various environments and formats. Essential Question: How can I enhance the learning and instruction of students with special needs in my classroom with technology?
There are three notable challenges in my classroom that point to my driving question. The first, is the lack of affordable and the availability of differentiated instructional materials that encompasses research best-practices, which address the learning and instructional needs of the students. Next, is the accessibility to curriculum that aligns with the States Common Core Standards and supports Specialized Academic Instruction. Lastly, is the essential need of utilizing 21-century skills and embedding technology to increase student engagement and promote life-long learners that can problem solve, think critically and demonstrate digital citizenship. What will you “Need to Know” to answer that question? I will need to know about various technology, learning platforms and differentiated instruction materials and curriculum that meet the individual learning needs of students. What do you already know (from your own experience and from reading about)? I already know of a few online learning platforms that are specific to students with special needs (i.e., MobyMax, News2You, etc.). Additionally, I know that the teachers need to individualize and personalize the learning opportunities for students and that technology has a tremendous value to support both instruction and learning. Additionally, I know that students are learning differently in different situations, environments and that they have different learning styles and learn from a variety of modalities. |
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