Improving Nonsense Word Recognition in Kindergarten

improving nonsense word recognition in kindergarten by amber Neater.

Yeah, there is an abundance of evidence to support the

fact that many students are at risk of not acquiring

the basic literacy skills taught in kindergarten.

Children from high poverty are especially at risk without sufficient

early reading instruction.

The reading gap for struggling readers will increase as the

years progress, making it more difficult to close the gap

for students.

Explicit instruction starting in kindergarten is pivotal for the development

of healthy reading skills and student achievement.

As a kindergarten teacher is my responsibility to deliver the

best and most effective instruction to young learners, I set

the foundation for the success of their future reading Acquire

Mint. Therefore, the purpose of my research is to increase

phonetic knowledge of my students through the improvement of nonsense

word recognition.

I will gain a better sense of my students needs

based on if they can follow predictable phonetic patterns.

The state of Iowa requires schools to give the formative

assessment system for teachers, also known as fast, three times

per year within fast students.

Composite scores are calculated after giving four sub tests.

The sub tests include letter sounds, onset sounds, nonsense words

and words segmenting.

One specifically low achieving area of the winter benchmark was

nonsense words.

The winter benchmark is six.

Data results revealed that half of my class eight out

of 16 students tested below benchmark nonsense word fluency measures

a student's ability to decode individual phonemes and then blend

them together to read.

They're an indicator of a student's progress and acquiring early

alphabetic principle skills.

By using nonsense words, we can find out whether a

child knows the most common sound for letters, letter sounds,

correspondence and whether a child can blend the sounds to

read words he has never seen before.

I was taken from Meyer 2000 and seven, Paragraph four.

In addition to the fast assessment, the letters, phonics and

word reading survey was given to the students that did

not meet benchmark data from this assessment.

Solidify the need for an intervention.

It was decided that West Virginia phonics would be the

intervention given early reading skills are crucial to a child's

future reading performance.

The National Assessment of Educational Progress reports that 64% of

all fourth grade students in the United States cannot read

proficient proficiently at their grade level was taken from David

2016, Paragraph two.

Furthermore, fourth grade students who cannot read proficiently are four

times more likely to drop out of high school.

A child cannot learn if they cannot read Early literacy

skills are essential.

Okay, my research question is, what will the impact of

teaching West Virginia phonics for five weeks have on student

achievement? The partial literature review reads.

The most frequently reported academic problem in schools are reading

difficulties. Research suggests they account for over 50% of all

student referrals for suspected learning disabilities taken from No Altmire

2019. All studies have one common theme.

Reading is a key foundational skill that extends beyond school

to life.

Outside the school doors, teachers in every study identified the

skills that students were lacking.

They determined that targeted instruction was needed for their students

to become more successful readers at the core of teaching

reading of Hispanics and decoding.

When Children know the names and sounds of alphabet letters,

they use them to remember how to read words.

However, they often form connections between only the first and

final letters.

Sounds segmenting and blending, blending consonant, vowel consonant words and

nonsense words is a way to practice strengthening this skill.

There were two forms of quantitative data used in this

research. One was the fast winter assessment screener.

The other was the letters, phonics and word reading survey.

The qualitative data that was used in this research was

observational checklists Existing quantitative data that was collected from the

fast Bridge MTs s option on the Iowa Department of

Education website.

The detailed group report showed the early reading winter assessment

scores broken down by four sub tests.

To align with the purpose of the research being conducted.

The scores from the sub test nonsense words were obtained.

Both the number of students that met benchmark and those

that did not meet benchmark were reviewed.

Eight out of 16 students did not meet the nonsense

word sub test benchmark.

This data will be used as baseline for after the

implementation of West Virginia.

Phonics intervention is complete in five weeks.

The winter benchmark for nonsense Word in Fast is six.

The detailed group report shows that eight out of 16

students scored below benchmark nonsense words were not assessed in

the fall.

Therefore, there is no data to compare growth from fall

to winter.

Of those eight students, four students scored 01 students scored

11 student scored four.

Two students scored five.

It should be noted that seven out of the eight

students receive reading support daily.

All seven students that receive reading support also scored below

benchmark and letter sounds.

One can infer that without the mastery of letter sounds,

nonsense words will naturally be difficult.

The one student that does not receive reading support but

scored below benchmark and nonsense words did score above benchmark

and letter sounds.

Given that fast is timed one minute per sub test

time could have been a factor in that students performance.

Yeah, an additional quantitative data data artifact that will contribute

to the research is the letters phonics word reading survey.

This evaluation was administrated by the instructional coach to students

that scored below benchmark on the nonsense words sub test

and fast.

The parts of the survey that was administered were single

consonants and dia graphs, short and long vowels and closed

syllable words with short vowels and single consonants.

The purpose of the word reading survey is to give

more in depth information regarding students knowledge of letter sound

correspondence. The aid students that scored below below benchmark and

nonsense words were given the letters, phonics and word reading

survey. One student was proficient in single consonants and dia

graphs. Two students were proficient in short vowels.

No students were proficient in long vowels.

No students were proficient and closed syllable words with short

vowels and single consonants.

This data is consistent with what the fast data shows.

Only one student mastered letter sounds, as was stated earlier.

Letter sound correspondence is expected to be mastered prior to

learning words with short bowels and single consonants.

The final data artifact that will be used in this

research will be qualitative through observational checklist.

In small group instruction.

Focus areas on the checklist include blending phonemes, isolating initial

sounds, isolating medial sounds, isolating final sounds and segmenting phonemes

and words.

The purpose of the checklist is to get a quick,

informal check of the skill gaps.

The checklist will be beneficial throughout the intervention to track

progress. Two out of eight students show consistency and blending

phone names.

Five out of eight students show consistency and isolating initial

sounds. Three out of eight students show consistency and isolating

medial sounds.

Five out of eight students show consistency and isolating final

sounds. Five out of eight students show consistency and isolating

final sounds.

Five out of eight students show consistency and segmenting phonemes

and words.

One can conclude from this data that short vowel sounds

are an area to improve on.

Segmenting phonemes is improving, while blending phonemes is another area

to improve on of the eight kindergarten students that are

below proficiency, five students never had prior preschool or remedial

early childhood education.

The three students who were enrolled in preschool had their

academic school year interrupted and cancelled due to the Covid

19 shutdown of schools in March of 2020.

The lack of exposure and limited instruction could be contributed

to the low assessments course.

The goal of the future action plan will be after

completion of the five week West Virginia phonics intervention.

Student achievement will have increased from 50% to 81%.

Objectives include one.

The classroom teacher will carry out the West Virginia phonics

intervention with Fidelity for five weeks.

Instruction will be 20 minutes four times per week to

the students will increase their awareness of phonetic knowledge by

segmenting and blending CVC and nonsense words each day in

a controlled setting.

Driving forces include built an intervention.

Time is provided four days a week for 15 minutes,

along with the classroom teacher, multiple support, staff assists with

intervention groups providing quality instruction to smaller group sizes, and

student and staff accountability.

Possible restraining forces or barriers to success include no prior

preschool or early childhood education, inability to focus absent from

school, possible learning, disability and behavior versus well specifically, with

the eight students referred to in this research, five of

them have never attended preschool or any sort of early

childhood education.

At the start of the school year, seven of the

students could identify five or less letters of the alphabet.

One student is consistently absent and or tardy to school.

Two students in the group have high difficulty focusing and

being attentive to instruction.

Even in small groups, a learning disability is suspected and

one student due to lack of increased achievement.

Since the beginning of the school year, two students have

I E.

P s for behavior.

Relationships are key in any situation where behavior can be

an academic obstacle.

Both students with the behavior.

I E.

P s have a solid relationship with the classroom teacher.

Yet both students behavior results from different needs.

It was decided based on all the factors and needs

that the student with no prior early childhood education would

stay in the intervention group with the classroom teacher.

The other student gets intervention instruction from another classroom teacher

again due to factors that influence behavior and the ability

for the student to be successful outside of the classroom.

By the time the intervention is complete, the spring fast

assessment window will be open.

This data point will provide evidence of growth from the

winter fast data.

Midway through the intervention, the letters, phonics and word breeding

survey can be given again.

This could provide information on if the intervention is going

in a positive direction or if the need for redirection

is necessary in the future.

The observational checklists are an ongoing in informal assessment.

Students show mastery on any of the content documented.

Other content on the checklist can be added explicit early

literacy instruction starting in kindergarten is pivotal for the development

of healthy reading skills and student achievement.

As previously stated, the purpose of this research is to

increase phonetic knowledge of my students through the improvement of

nonsense word recognition.

Reflecting on the three assessments used, collected and analyzed, the

data communicated the same need for the group of students

that did not meet benchmark and nonsense words and fast

the consistency reiterated the need for an intervention where West

Virginia phonics was decided.

The impact of West Virginia phonics on student achievement will

be the measurement of this entire action research project.

Thank you for taking the time to listen.

Improving Nonsense Word Recognition in Kindergarten

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