Desiree Ellison D179 Task 2

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School

Western Governors University *

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Course

D091

Subject

Computer Science

Date

Feb 20, 2024

Type

docx

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Uploaded by UltraRat1917

Desiree Ellison D179 Task 2 A. A problem I have encountered in my classroom is my students' lack of letter recognition and sounds. At my school, students learn letter recognition and sound in Pre-Kindergarten, so when they start Kindergarten, they already have a strong concept of this skill. The lack of letter and sound recognition impacts the learner’s ability to read and spell. I believe the summer break plays a role in students' lack of motivation and willingness to work on recognizing each letter and producing it's sound. Ba. The characteristics of participants include 22 students. 10 boys and 12 girls in Kindergarten, ages ranging from 5-6 years old. b. The data was collected Fall of 2021 c. The type of data is quantitative d. The instrument used to collect the data is letter recognition and sound assessment using the Texas Primary Reading Instrument (TPRI). e. The assessment collected data on each student’s ability to name the letter on the screen and produce its sound. The letters will appear in random order and will be in lowercase. Ca. The method used was descriptive statistics to analyze the quantitative data. Using this method, I can determine the mean of each assessment and use this knowledge to help determine future instruction to assist my students in learning their letters/sounds. In addition, the program provides graphs that allow me to determine which letters or sounds were missed by most students and quickly identify any patterns or trends within the data. b. The summary of my analysis is this test was first administered the second week of school the average of students who could correctly identify all the letters and sounds was thirty percent. Three months later, I administered the test again, and the average increased to sixty percent. Five percent “meets the average,” meaning they only missed seven or fewer names/sounds. Thirty-five percent scored “approaching,” meaning they missed more than half of the letters and sounds. The most commonly known letters were ( a, c, s, x,z). The most commonly unknown letters were (h, t, n, y, q). For letter sounds, the most commonly known were (c, k, z, s, x). The most commonly unknown letter sounds were (i, u, e, q, n).

60% 5% 35% Exceeds Meets Approaching

D1. A conclusion I have taken from the data is that forty percent of students cannot identify or produce the sound of every letter. Another conclusion is that the most common missed letters and sounds are (h, t, n, y, q) and (i, u, e, q, n). I believe my students would benefit from me spending more time teaching these specific letters and sounds. D2. One recommendation is to review all letter names and sounds daily while using alphabet cards or music and movements to mimic the letters. Another recommendation is to have small group intervention to teach the specific letters/sounds missed the most on the assessment.

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