Draft Action Research Plan

Purpose

Technology has made it possible for many non-readers to learn how to read. The Edmark Reading Program and Ticket to Read are some of the available computer based reading programs that are making improvement in special education children’s lives by helping them to read in non-traditional manners. According to Ted Hasselbring and Candyce Williams Glasser, “Millions of students across the United States cannot benefit fully from a traditional educational program because they have a disability that impairs their ability to participate in a typical classroom environment. For these students, computer-based technologies can play an especially important role.”

As a special education teacher for the past nine years, I have used these available computer-based technologies in addressing the reading deficiencies of wide range of special education students from ones with mild disabilities to ones with more severe types of disabilities. I have seen improvement in their sight word recognition, fluency, decoding, and comprehension skills as they consistently used the computer programs as part of their individualized educational plan. However, I have not formally gathered data to support my claim that such programs do make an impact on their reading achievement. At this time, it is mostly through my observations that I see progress. My main objective on this inquiry is to show how technology can help special education students to improve their reading fluency and comprehension skills and to help them increase their scores on the Stanford Achievement Test and TAKS tests. Moreover, I hope that the same computer based programs will be available for use by the at-risk students in the general education classroom as part of their Response to Intervention (RTI) to prevent further referrals for special education services.

Question

1. What effects do the combined use of the Edmark Reading Program (ERP) and Ticket to Read (TTR) programs have on the reading skills of Special Education Students at Patterson Elementary School?

Subquestions

• What is the relationship between use of ERP and TTR and one or more grade level growth in student’s reading skills?
• Can the two programs be used as sole programs for reading or are they just supplemental to traditional text-based programs?
• How much time should students spend in a week on the programs in order to make a significant impact on their reading skills?
• What kind of support will the students need to make participation in the programs successful?

Method

• Collect pre- and post participation data on the participating students reading levels and scores as indicated on their scores on ERP unit tests, Voyager Passport Assessments for Reading, Stanford and TAKS scores.
• Conduct progress monitoring in between pre- and post participation
• Students will use the programs for at least an hour a day at school (30 minutes on ERP and 30 minutes on TTR)
• Collaborate with general education teachers to monitor student’s use of the computer based programs.
• Weekly participation rewards such as stickers, certificates, notes, etc

Data Collection

• Identify participating students
• Collect pre- and post participation data on the participating students reading levels and scores as indicated on their scores on sight word recognition tests, Voyager Passport Assessments for Reading, Stanford and TAKS scores
• Conduct 3 benchmark testing (First, Middle, Final)
• Progress monitoring every week fluency, comprehension and sight word recognition
• Teacher blog after conducting benchmark tests
• Chart progress
• Chart time spent
• Compare pre- and post participation scores

Calendar

September

• Gather baseline data
• Identify participating students
• Make a schedule for daily use of students
• Teacher blog on the start of the project

October

• Weekly progress monitoring
• Provide weekly rewards

November

• Weekly progress monitoring
• Provide weekly rewards



November

• Weekly progress monitoring
• Provide weekly rewards

December

• Weekly progress monitoring
• Provide weekly rewards
• Second Benchmark Testing
• Teacher blog

January

• Weekly progress monitoring
• Provide weekly rewards

February

• Weekly progress monitoring
• Provide weekly rewards

March

• Weekly progress monitoring
• Provide weekly rewards

April

• Weekly progress monitoring
• Provide weekly rewards
• TAKS, TAKS – A, TAKS – M testing

May

• Weekly progress monitoring
• Provide weekly rewards
• Stanford test
• Final benchmark test
• Teacher blog

June - July

• Share findings
• Teacher Blog
• Brochure

Data Analysis

• Ongoing

Reflections on Action Research and Data Analysis

In all honesty, whenever the word “research” is mentioned, a cringe is immediately seen on my face. It took a lot of energy to bring myself to reading Chapter 2 on the Dana text. Surprisingly, I was actually mesmerized by the topic especially by the many examples given of action research on campus. My mind went on hyper-speed and instantly thought of “wonderings” that are applicable to my roles as special education teacher/department chairperson and as Renzulli site manager. My research cringe face changed into a wide eyed and eager to learn look like the Von Trapp children as Maria taught them the first line of the song, “Doe a dear a female dear”. I find action research to be exciting, practical and extremely beneficial to my profession. Traditional research is boring and at times, not applicable to my present situation. Action research, on the other hand, is a proactive and a worthwhile endeavor. I could not wait to proceed with the 3 topics that I wanted to pursue.

The interviews of the three scholars provided a look at the current trends in education. Data seems to be the word in this decade of accountability. It is also one of those words that bring a pout to my face almost similar to “research”. However, I could not fight this trend any more if I am to survive as an educator. It is like aging, no matter how much you try to hide it with make-up, plastic surgery, or exercise, you still age with every tick of the clock. Thus, just as I accept that I am getting older each day, I accept that I need to look at data, analyze it, and make instructional adjustments accordingly no matter how much I disdain it. So bring on the data; I am now ready to digest it and use it to increase student achievement.