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Open book

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by

Amy Mullins

on 30 November 2015

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Transcript of Open book

f
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Developed to assist students in learning how to identify letter names, letter sound correspondences and rhyme patterns through the use of multiple modalities such as chants, movement and visual cues
"Oh, magic sound sprinkles make these kids smart. Help them tell all their letters and sounds apart."
Alphabet Sound Review

Magic Sound Sprinkles
The Phonics Dance
An Analysis of a Teacher Created Phonics Program in a Rural Midwestern School
Teacher Created Phonics Curriculum
Magic Sound Sprinkles
"Oh magic sound sprinkles make these first graders smart, help them tell all their letters and letter sounds apart."
Alphabet Sound Review
Mean Old Uncle Mario
Hunks and Chunks
Monster Words
I am smart, I am smart, I am smart

Amy Mullins Ph.D.
JoLLE Conference Feb. 6, 2015
Research Question
How does the use of the teacher created phonics curriculum impact first graders' letter name, letter sound identification, phoneme segmentation and nonsense-word reading skills compared to students taught with the Scott Foresman basal reading program?
Components and Elements of the Teacher Created Phonics and Basal Program
Components of the Programs
Teacher Created Phonics Curriculum
Theories Associated with the Teacher Created Phonics Curriculum
Jerome Bruner’s
Enactive Representation
Iconic Representation
Lev Vygotsky
Sociocultural Theoretic Perspective
Zone of Proximal Development
Albert Bandura’s
Self-Efficacy

Theories Associated with Basal Phonics
Jerome Bruner’s
Iconic Representation
-Lev Vygotsky’s
Sociocultural Theoretical Perspective

Magic Sound Sprinkles
Alphabet Sound Review
Word Association
Hunk and Chunks
Mean Old Uncle Mario
Monster Words
Basal Phonics
Connect
Sound Spelling Cards
Model
Group Practice
Review
Study Participants
There were 74 first grade students from two rural public elementary schools located in Northwestern Ohio that participated in this study.

All students in first grade from both schools were invited to participate in the study.

Variables
Current Study Data Analysis
The analyses that I performed for this study are the repeated measures ANOVA.

For the analyses of the components of the teacher created phonics curriculum and basal phonics I did content and task analyses through observing, writing field notes and analyzing teacher manuals.
Study Results
Individuals improved over time regardless of which group they were in.

The results of the repeated measures ANOVA indicate that there was a significant interaction between the teacher created phonics curriculum and basal phonics programs concerning letter sound, phoneme segmentation and non-sense words.

Study Procedures
Letter Naming
Letter Sounds
Phoneme Segmentation
Non-Sense Words
Word Association
There are four outcome variables in this study letter naming, letter sounds, phoneme segmentation and non-sense word identification.

The categorical treatment variable in this study is the teaching method, two types of teaching methods included in this study are the teacher created phonics curriculum and Scott Foresman basal phonics.


I assessed the students using the AIMS web letter naming, letter sound, phoneme segmentation and nonsense word identification assessments.

Students were assessed the first week of school, after eight weeks of instruction and after eight additional weeks of instruction.

Field notes were also taken.

Research Question
How does the implementation of a multi-sensory teacher created phonics curriculum impact first grader's letter name, letter sound identification, phoneme segmentation and nonsense word reading skills?
Caution
w-a-n-t, w-a-n-t, I want to go on a picnic but
I don't want ants!
a-u, au, a-u, au, a-u, au, beep!

t-i-o-n, tion, tion, t-i-o-n, tion, tion
Full transcript