Audio Transcript Auto-generated
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Hi. My name is Abby Gregory, and I am in
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the Masters program of Curriculum and Instruction.
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And here is my dad a wall.
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Um, presentation here is the big picture that I will
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load in my assignment on dhe.
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But each section here I will go through in each
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slide. So a little history about this as a kindergarten
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teacher in a small mountain town district in Colorado at
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a title one school.
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So when my kindergarten students came in, they had very
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little exposure.
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Thio Academics s Oh, I didn't know really where they
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were at.
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And I was looking at, uh, reading skills, and so
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I had no clue where they were as faras the
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reading abilities.
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Um, so the school we used the devil's assessment, which
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is, um, dynamic indicators of basic early learning, basic early
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literacy. So I use that as an assessment just to
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quickly measure where they're at with their skills so that
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I can figure out how to group them.
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Um, if they need to be, you know, at a
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mawr intense intervention.
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Um, I think all groups need interventions.
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Eso The assessment that I chose was letter naming fluency.
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I know with that that if they have that proficient,
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that they will be better readers.
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So my problems statement was, when students enter kindergarten, little
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is known about their individual reading abilities, and that early
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assessment of reading fluency helps to identify students needs.
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And also, um, there are many possible strategies to improve
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letter name influences, but there's a lack of information about
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the impact of differentiated small groups.
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My problem statement is or my purpose statement is, um
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to be to determine if participation in differentiated small group
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instruction is an effective strategy to approve letter naming fluency
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in kindergarten students.
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My research question.
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Here it is.
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Is there a difference in priest test and post test
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letter naming fluency rates in kindergarten students who participate in
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differentiated small group reading instruction and, if so, what is
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the magnitude of the difference?
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So I kind of talked about the description of the
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study in the history.
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I had 20 students.
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We use the devil's assessment for letter naming fluency.
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I collected data at a pretest two weeks into the
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school. We used that to determine what group they should
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be in, and then I had the post test scores
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to collect data at Week eight.
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So in those liked ability small groups, I had about
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4 to 6 students in each group.
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We met daily for about 20 minutes to address the
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letter. Naming fluency ease.
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So here is the devil's the cut off score.
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And, as you can see week to, there's a 01
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score where we don't want to be there at the
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at risk, uh, at risk range.
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We have intense interventions.
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Zero or 2 to 7, some risk eight plus low
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risk. Same thing here and weak ate.
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The numbers just got bigger because they should be coming
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more proficient and able.
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Thio have more letter naming fluency.
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So here we go.
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Here's the graph.
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So the blue line shows look at the blue line,
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the distribution of scores from Pretest and the Orange Line.
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There you go shows the distribution of the scores for
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the post test.
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They answer the research question.
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I determined the pre test and post test means, and
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then I then I used Cohen's D to calculate the
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size effects.
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So, as you can see, the mean pre test score
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was 4.3 and the mean post test score Waas 18.1,
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Pretest 4.3 Post test 18.1 Although in the effect although
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the effect sizes quite large, you can also see that
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at this point, the mean scores for the post test
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remains in the somewhat some risk range.
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So you have to look at those double score sheet.
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Um, show what status?
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There at the pretest here, Um, the pretest scores are
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clustered closer to the mead and at the post test
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the scores air spread out.
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And you can tell this because the curve is much
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more flat in the post test.
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So what are the findings?
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So the data showed a large difference in mean scores
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between the pretest and the post test.
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That Bridget Small group instruction does seem to be the
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strategy. It's in effect strategy improve letter naming, fluency.
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So we're on the right track, is there?
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Okay, so the conclusion is there a difference?
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And what's the magnitude?
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You know, my research question and then the problem.
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When students enter, little is known about them.
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So there are many possible strategies to improve letter naming,
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fluency, and in the findings, it is concluded that the
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differentiated small group instruction is effective.
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Um, the limitations.
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While this study was conducted in a small mountain title
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title, one school so so the same result may not
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be the same or the same.
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Results may not be the same in a different environment.
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So here's questions for further study.
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Is there a difference between one group of kindergarten students
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learning letter recognition through small group teacher instruction and the
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other group learning with one on one teacher?
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Instruct, Um, letter naming fluency is a basic reading concept.
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So if a different doubles reading skills such as phony
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um, experimentation is tested and the study is replicated, would
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the difference be the same as the study?
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And last but not least, are the references Here you
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go. One thing to point out is there waas, a
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northwest Missouri state?
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Ellen that wrote, wrote something.
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So there you have it.
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There's the presentation, and I hope you enjoyed it, and
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I explain things well, and thank you have a great