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Implementing Literacy I nstruction for Students with Hearing Disabilities

An Action Research Project Adrienne J. Lorme` Fall 2010 Education 7201. Implementing Literacy I nstruction for Students with Hearing Disabilities. Table of Contents. • Research Design - Threats to Internal Validity - Threats to External Validity - Proposed Data

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Implementing Literacy I nstruction for Students with Hearing Disabilities

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  1. An Action Research Project Adrienne J. Lorme` Fall 2010 Education 7201 Implementing Literacy Instruction for Students with Hearing Disabilities

  2. Table of Contents • Research Design - Threats to Internal Validity - Threats to External Validity - Proposed Data - Proposed Data Analysis - Survey and Correlation

  3. Research Design • Quasi-Experimental • Nonequivalent Control Group Design: Three groups are pretested, exposed to a treatment (x), and post tested (o). • Groups are randomly assigned • Symbolic design: • O X1 O • O X2 O • O X3 O

  4. Research Design (X1) students : Uses a strong phonic program in their reading instructions. Is taught to read solely by using an Oral-Auditory Approach Phonics is taught everyday. (X2): Uses a Total Communication Approach Phonics is taught twice a week. (X3): Uses ASL Phonics is not taught. The action researcher will compare each group to determine which approach is better for deaf students in learning how to read. The researcher will give each group the same assignments, homework, tests, and perform Developmental Reading Assessments (running records).

  5. History Some participants may not give honest answers to the proposed survey questions. Parents might sign off on the Reading Logs without recording the accurate amount of time spent reading. Instrumentation Researcher created surveys which might create bias. The collection of data may be compromised by teachers and interpreters who do not sign the researcher’s questions/lessons accurately. Mortality Some participants may leave the classroom, the school or might not want to participate anymore Selection-Maturation Interaction Students vary in the communication approach, hearing loss, assistive devices and education. Ecologicalinclement weather might effect how students behave or their moods. Generalizable Conditionsresults could be completely different depending on students time of studying, if their assistive devices are working or not, and if they heard the question asked. Specificity of VariablesSome students may interact differently with the researcher. Experimenter EffectsThere may be some personal bias due to previous interactions with some students. There may be bias in relation to age, race and gender. Hawthorne EffectParticipants may modify their responses because they know they are being observed. Threats to Internal Validity Threats to External Validity

  6. Proposed Data for (X1): Running Records (X1) Running Records from March 2011 Students reading levels have increased. The majority of students are reading at/on their grade level. (X1) Running Records from October 2010 Students are reading on a Kindergarten Grade Level.

  7. Proposed Data for (X2): Running Records (X2) Running records from September/October 2010. Students are reading on a Kindergarten Grade Level. (X2) Running records from March 2011. Students are still reading on a Kindergarten Reading Level.

  8. Students in (X1) increased the time they spent reading per week. Proposed Data for (X1): Reading Logs

  9. The amount of time spent reading, increased slightly for students in group (X2) Proposed Data for (X2): Reading Logs

  10. Questionnaire results for (X1) and (X2) • One question chosen from Questionnaire X-Axis- Question 15- It takes me a long time to learn the meaning of a new word. Y AXIS- Pre-Test October 2010 Running Record

  11. There is a negative correlation between the students taking a long time the definition of a new word and their DRA level. The rxy is -0.47246 There was a positive correlation between students taking more time to learn the definition of a new word and their DRA Level. The rxy is 0.3 Correlation for (X1) Analysis Correlation for (X2) Analysis

  12. References O’Connor – Petruso, S.,(2008) Stat.scales.analyses.threats.design.ppt.

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