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Tran Data Memo 1
Tran Data Memo 1
Tran Data Memo 1
MEMO ROUND 1
EDCI 253A/B: Transforming Curriculum
Tina Tran
Intervention/Innovation What was the innovation/intervention that you designed and the
rationale?
o One group of students received Heggerty Curriculum instruction, another group received
Scholastic Guided Reading Strategies instruction and the third group received SIPPS
instruction. Students were seen in a small group instruction, 30 minutes a day. Each
group were seen 3 times a week, as long as no other event obstructs learning time (field
trips, assemblies, minimum days etc.). For the first data set, there were no obstructions to
learning time. Students receiving Heggerty instruction mainly focused on phonemic
awareness skills. Students receiving Scholastic Guided Reading Strategies instruction
started with site word practice, followed by a skill needing to be learned in the
curriculum, ending with independent reading with the teacher. Students receiving SIPPS
guided reading had a full class instruction on phonics focus of the week, followed by
small group instruction on choral reading (together at a controlled speed), and
phonological awareness, sight words and phonics. All groups were assessed using BPST,
Dolce Site Word and Fountas and Pinnell reading Level assessments after receiving at
least 3 small group lessons.
o Below shows a table of students in each group and their primary language.
Data Collected What data/artifacts did you collect? ( e.g., student work, notes from
observations, interviews, videos, etc.)
Data Analysis
o Describe your data analysis strategies for qualitative data (e.g., coding strategies)
The strategy I utilized for the qualitative data analysis was a coding strategy. I
interviewed each student within the student based on questions related to
academics and any outside source they may have that can influence their ability in
reading fluency. Each time a student had an outside source aiding them with
academics, I coded that as a point, and the points tallied at the end would be
correlated to see if that influence helped with their overall assessment scores.
o Describe your data analysis strategies for quantitative data (e.g., what numbers did you
crunch to arrive at descriptive statistics?). Attach an Excel spreadsheet of your
descriptive statistics.
In analyzing my quantitative data, I observed and wrote down every assessment
score from each student based on categories of which test they took.
From each group, I took their average score in each assessment, and found the
mean, median, range, standard deviation, and variance of the groups score.
The Quantitative data will be used to gauge if methods used are increasing
reading literacy at any rate above just one level or overall score. An increase of
over 5 points on BPST or DOLCE and increasing one levels or more will show a
success in the instruction. The data is used to see if curriculum is increasing
literacy skills, and to compare which curriculum helps students master phonemic
awareness at a quick pace.
Findings
o What do the qualitative data tell you? (attach visual data display such as tables, graphs,
etc.
The qualitative data informed me about the outside sources that the students are
receiving, along with the extra support of guided reading groups. For round 1, the
qualitative data is informing me that most students to not have an outside
academic source aiding in there early literacy skills, aside from student 3, 4 and 7.
Above is the survey questions I interviewed each student with, attached with the coding strategies and
numerical I gave for each question to make analysis simple.
Below is the data I coded and received from each student:
o What do the quantitative data tell you (attach a Descriptive Statistics excel document)
Attached below is the descriptive statistics collected (assessment scores based on BPST, DOLCE and
Reading Level)
The data is letting me know that all students are still reading at a kindergarten level, and have a
kindergarten level when it comes across the board for test scores in each category.
Literature Connections: Cite any sources here and briefly describe how the literature was
leveraged to inform your intervention and findings in this round.
Gibbons (2003) states that English learners are more proficient in nonverbal language, rather
than verbal language. I followed the theoretical framework that this source actively follows,
which is: Krashen’s theory, stating that learners will be able to learn through multiple
interactions through comprehension and acquisition of science knowledge (hands on, minds
on and supportive learning activities). Krashen’s theories are utilized in my research to help
describe theories on how and why English learners can utilize academic vocabulary. The
researcher also used learning centers and modeled talk, which is something I did to
incorporate for my research while doing guided reading with them.
A study done by Justice, Chen, Jiang and Logan (2019) looks at the implementation of reading
programs, which have been developed using evidence of other frameworks, by caregivers to
students with language impairment. The source uses data starting from survey research,
which takes into account what the student has gone through in the early stages of their life,
and parent life. This journal mentions giving curriculum at home is as important as it is to
receive it at school, especially for language deficiencies. Part of my qualitative data, I have
used a survey to also look into the home resources that my students may have, and take that
into account for the research.
380.
Justice, L., Chen, J., Jiang, H., Tambyraja, S., & Logan, J. (2019). Early-Literacy Intervention
Patterns Using Survival Analysis. Journal of Autism and Developmental Disorders, 1-15.