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
Great topic and research idea! I am assuming that your target test population will be 100% of the inclusion students? What I like about your topic is that you are improving on something that you already know is successful. Most people, including myself are working on trying to fix an issue that has been unsuccessful. This research will definitely have a positive impact in the literacy of your students.
ReplyDeleteI agree with Jose. It's refreshing that you are not content to stay where you, but are looking to the future and improving your program.
ReplyDeleteI understand why you scheduled teacher blogs where you have (immediately following benchmark testing). Have you considered informal blogging at other times? It would be interesting to see some of the daily successes or setbacks that might not be reflected in the benchmarks, and to have a record of them.