Action Research Case Study Proposal - Part 1 Data and Annotated Bibliography Assignment

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Apr 3, 2024

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Action Research Case Study: Proposal – Part 1: Data and Annotated Bibliography Assignment Required Items Responses Volunteer Teacher Annette Rowe Kindergarten Teacher All Subjects Oakwood-Windsor Elementary School Classroom Experience: 6 Years Reviewed Data Formative Data: ESGI ESGI is a resource to analyze and interpret data, personalize instruction, communicate progress to parents and administration, re-teach as needed, track growth over time, and improve the effectiveness of teaching. Summative Data: Fundations Unit Test The Fundations Unit Test assesses a student's comprehension of concepts taught in a specific Fundations unit. Data Results Upon reviewing Ms. Rowe's ESGI and Fundations unit test data, we observed that 70% of the students had achieved the expected level of progress at this point of the school year. However, the remaining 30% that scored below average consisted of ELL students and students with exceptional learning abilities. After careful analysis, we decided that Ms. Rowe should focus on improving her core classroom instruction and intervention with ELL students to enhance their language abilities by the end of kindergarten. Topic The Role of Classroom Instruction in Developing Phonological and Phonemic Awareness Guiding Research Question What 2-3 factors can contribute to the effectiveness of ELL students' phonological awareness and phonemic awareness to improve their language ability by the end of kindergarten? Annotated Bibliography Gonzales, W., & Hughes, M. T. (2018). Libros en Mano: Phonological Awareness Intervention in Children’s Native Languages. Education Sciences , 8 (4), 175. https://doi.org/10.3390/educsci8040175 The growing diversity in schools due to the increasing number of English learners has put more pressure on teachers to meet the educational needs of culturally and linguistically diverse learners. Early academic performance of ELs is lower than their monolingual peers in literacy. A phonologically based emergent literacy intervention provided in Spanish to four EL preschoolers helped improve their emergent literacy and phonological awareness outcomes in both Spanish and English. All four children showed an increase in English phonological awareness skills in both syllable segmentation and letter sound knowledge. However, sound isolation and sound segmentation demonstrated mixed results across participants. Therefore, providing explicit phonological awareness interventions in the child's native language may help improve English reading outcomes and mediate the negative effects on reading achievement attributed to limited English proficiency.

Maha Bdeir, Rima Bahous & Mona Nabhani (2022) Improving reading readiness in kindergarten children through early phonological awareness interventions, Education 3-13, 50:3, 348- 360, DOI: 10.1080/03004279.2020.1851740 This study focused on the impact of a systematic teaching programme of phonological awareness (PA) skills on pre-reading skills of children in a school in Beirut, Lebanon. The study included four Kindergarten classes, out of which two were experimental and two were control. The instruments used for the study included intervention programme, observations, evaluation checklists, interviews, and PA skills tests. Pre-tests were administered to both groups, and the experimental group received a 12-week intervention. Post-tests revealed that children in the experimental group exhibited significant improvement in PA skills and substantial improvement compared to their initial baseline performance results. The study concludes that the findings provide educators with an understanding of PA skills and ways to promote their development at the preschool level. This research can be useful for educators and parents who want to improve the pre-reading skills of children who are learning English as a Second Language. Soto, X. T., Crucet-Choi, A., & Goldstein, H. (2020). Effects of a Supplemental Spanish Phonological Awareness Intervention on Latinx Preschoolers' Dual Language Emergent Literacy Skills. American Journal of Speech - Language Pathology (Online), 29 (3), 1283-1300. https://doi.org/10.1044/2020_AJSLP-20-00029 The study discussed in this article highlights the importance of bilingual and biliterate development-focused emergent literacy instruction for Latinx preschoolers who are dual language learners. The research team observed that providing instruction in Spanish significantly improved the English initial sound identification skills of the at-risk children. This finding suggests that phonological awareness and alphabet knowledge intervention in the children's first language can have a positive impact on their emergent literacy skills. The study's results are particularly significant because they indicate that bilingual instruction can help mitigate the challenges that at- risk Latinx preschoolers who are dual language learners face in developing their literacy skills. By providing a strong foundation for their academic and personal growth, bilingual and biliterate development-focused emergent literacy instruction can help these children succeed in school and beyond. Overall, the findings of this study underscore the importance of recognizing and supporting the linguistic and cultural diversity of students to promote equity and excellence in education. Yeung, S. S., Mei-lee, N., Shen, Q., & Tsang, A. (2020). Effects of explicit L2 vocabulary instruction on developing kindergarten children’s target and general vocabulary and phonological awareness. Reading and Writing, 33 (3), 671-689. https://doi.org/10.1007/s11145-019-09982-3 This research delved deep into the effects of explicit and implicit vocabulary instruction on young learners who are in the process of acquiring English as their second language. The study found that explicit instruction proved to be much more effective in enhancing target vocabulary, general vocabulary, and phonemic awareness, as compared to implicit instruction. As a result, the research suggests that including explicit vocabulary instruction in L2 education can be hugely beneficial for young learners. This finding could have a significant impact on language education, particularly for those who may face challenges in acquiring a new language. Therefore, it is recommended that educators consider incorporating explicit vocabulary instruction as a core component of language programs to ensure that young learners can acquire the necessary skills effectively.

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