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Literature Review

Visually Stimulating Instruction, Offered in Addition to Direct Instruction for Behaviorally Challenge Students Presented by Michelle Keys Ms. Ed.

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Literature Review

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  1. Visually Stimulating Instruction, Offered in Addition to Direct Instruction for Behaviorally Challenge StudentsPresented by Michelle Keys Ms. Ed.

  2. There are few instructional tasks more important than teaching children to read. The consequences of low achievement in reading are costly both to individuals and society. Low achievement in literacy correlates with high rates of school drop-out, poverty, and underemployment (Snow, Burns, & Griffin, 1998; Wagner, 2000). The far-reaching effects of literacy achievement have heightened the interest of educators and non-educators alike in the teaching of reading. Policymakers, parents, administrators, and teachers seek the same end—to provide literacy instruction that is most likely to lead to high rates of achievement for all children (Evidence Based Practices)

  3. I initially undertook this study because I wanted to increase my knowledge of reading fluency research and new motivational strategies to be implemented to implement with students that are behaviorally challenged (International Reading Standards, 2003).I anticipate this study will increase my proficiencies in the use of instructional grouping options and my abilities to integrate a wide range of instructional practices, approaches, and methods, including technology-based practices, for learners at different stages of development and social emotional well being. In particular, the purpose of this study is to implement and document the effects of technology-based visual stimulation when used with elementary students who are behaviorally challenged.

  4. Literature Review • Grace Oakley published a formative experiment with students, who were identified with problematic behavior challenges and had difficulties in reading fluently. These girls created “electronic talking books” in an activity designed to improve oral reading fluency. • Walker et. al. investigated a new process, visual-syntactic text formatting (VSTF), which transforms block-shaped text into cascading patterns that help readers identify grammatical structure. The new method integrates converging evidence from educational, visual, and cognitive research, and is made feasible through computer-executed algorithms and electronic displays. • Balajhy, Reuber, Robinson published research which addressed different ways to increase fluency rates using a different visually appealing instructional approach

  5. Talking Books • Student work sample

  6. Visual-syntactic Text Formatting • Ninth Grader Reading World History Text in VSTF

  7. Balajhy, Reuber, Robinson • Software Used by the Clinicians • Software Title and Publisher • No. of Times Used • Category: Drill-and-practice/word recognition46 (44% of total)   • Reader Rabbit series (The Learning Co.)27    • Word Munchers (The Learning Co.)8    • Netscape Navigator (Netscape)12    • Africa Trail (MECC)1   • Oregon Trail (MECC)1 • Practical suggestions in terms of providing support for teachers include the following: • Provide the time necessary to review and choose software. It takes a significant amount of time to examine a new piece of software, understand its operation and educational purpose, and plan for its use with children. • Support teacher teams in creating grade-level lists of school software that address key skills, directly matching software with related components of the classroom curriculum at that grade level. • Maintain hardware in excellent condition, so that complications are minimized and teachers and students are not discouraged from using it. • Supply sufficient hardware and software so that teachers and students have it at hand for planned and unplanned use.

  8. Area of Focus: • The purpose of this study is to discover new technology employing visually stimulating strategies, to positively impact reading fluency and participation.

  9. Research Questions: • When researched based explicit direction instruction is offered with fidelity in one hour time blocks four days a week, will students who are offered an additional visually stimulating instruction for thirty minutes twice a week impact their fluency rates? • Will fluency rates increase or decrease? • What impact will visually stimulating instruction have on student behavior? • When offered visually stimulating instruction, how will rates of participation increase or decrease with behaviorally challenged students? • Will visually stimulating instruction increase internally motivating behaviors in identified students?

  10. Methodology: • Grade Level: K-5 • Literacy Need:Reading specialist teacher will conduct student file reviews, functional behavior assessment, analyze Dibels scores, and individual reading inventories. Once data is collected, collaborative meetings will be scheduled with interested general education teachers to identify students who may benefit from these interventions. These students will have documented behaviors which have been shown to impact their achievement. Each student will receive one to one support and tangible reinforcements for active participation. • These students may need more practice in a different curriculum which is offered through technology. Each is very confident on the computer and seems to engage this media with success. Each student will receive an additional half-hour two times a week (for a period of twelve weeks) using virtual Read Naturally to improve their fluency rate and increase their participation in literacy.

  11. Resources Needed • Functional Behavior Assessments, Dibels Baseline, quarterly, and weekly progress scoring books, Student Files, Reading Inventories, Observational Data. Student Interviews • Professional Development: Assess and staff training “Read Naturally program”. • Collaborator: Michelle Keys (Reading Specialist), Cooperating First- Fifth grade teachers • Projected Time line: Twice a week (30 min. each day) for Twelve weeks

  12. Anticipated Student Outcomes • Improve literacy interest and fluency rates to be determined through weekly progress monitoring. To establish a baseline, students will read three passages; their scores will be the median score. Then we will progress monitor for twelve weeks. At the end of the intervention, the students will read three passages; his score will be the median score. • Impact to student participation measured by their reinforcement menu. To establish a baseline, students will be interviewed by teacher using both convergent and divergent questions. Each question will later be coded. Then each student will fill out a student self evaluation survey at the beginning and end of intervention (Mills, 2011).

  13. Discussion • After reviewing the literature, I am wondering if we offer additional instructional time using technology. Would student’s fluency outcomes be positively impacted? Some of the inhibitive factors may be “behavioral problems” that may diminish or increase as time goes on. For example, a students’ inability to collaborate satisfactorily in this context at the beginning of the project, may impact his/her outcomes. Talking books, visual-syntactic text formatting (VSTF) and virtual Read Naturally could supplement existing strategies for improving oral reading fluency, I believe that it could be considered as an additional option that may be particularly useful for reluctant learners and in situations where the teacher would like students to gain competency in a range of outcomes, such as phrasing, visual literacy, and general information and communication technology skills. Through these strategies, students can use various modes of literacy (reading, writing, speaking, listening, and viewing) in an integrated, meaningful, enjoyable, and multi-literate way (Oakley, 2003)

  14. References • Balajthy, E., Reuber, K., & Robinson, C. (2001, October). Teachers’ use of technology in a reading clinic. Reading Online, 5(3). April 6, 2011 Available: http://www.readingonline.org/articles/art_index.asp?HREF=balajthy/index.html • Mills, Geoffery. (2011). Action Research: a guide for the teacher researcher. • Oakley, G. (2003, March). Improving oral reading fluency (and comprehension) through the creation of talking books. Reading Online, 6(7).04/07/11.Available:http://www.readingonline.org/articles/art_index.asp?HREF=oakley/index.html • Snow, C.E., Burns, M.S., & Griffin, P. (1998). Preventing Reading Difficulties in Young Children. Washington, DC:National Academy Press. • Wagner, D.A. (2000). EFA 2000 thematic study on literacy and adult education: For presentation at the World Education Forum, Dakar (April, 2000). Philadelphia:International Literacy Institute. • Walker, S., Schloss, P., Fletcher, C.R., Vogel, C.A., & Walker, R.C. (2005, May/June). Visual-Syntactic Text Formatting: A new method to enhance online reading. Reading Online, 8(6). April 4, 2011 Available: http://www.readingonline.org/articles/art_index.asp?HREF=r_walker/index.html

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