Grade Level: Kindergarten Katherine Rodgers ACTION RESEARCH PROJECT- LETTER NAME/LETTER SOUND KNOWLEDGE

Research Question How might I increase the learning of letter name and letter sound knowledge of Student A in my group?

Meeting with the Cooperating Teacher After meeting with my Kindergarten classroom teacher, we selected one student to be a part of my action research project. He was selected because he is an ESL learner, and he has been struggling to remain on the same level of instruction as the others in the classroom. The area of focus to be addressed was letter name and letter sound knowledge.

Research for Best Strategies/Means of Instruction Letter name knowledge is one of the best predictors for early reading achievement among young children (Reutzel and Cooter, 2012). Some teachers may introduce the letters in sequence of the alphabet by singing the song, listening to books, and linking these letters to the alphabet through posters and walls containing the different letters throughout the room (Reutzel and Cooter, 2012). Develop recognition of letters/sounds within students’ names (Reutzel and Cooter, 2012) Search for specific letters in books and within displays in the room (Reutzel and Cooter, 2012). Present the letters randomly for students to begin to recognize them based on their distinguishing shapes and characteristics (Reutzel and Cooter, 2012).

Research for Best Strategies/Means of Instruction Incorporate matching activities for the letters and sounds such as using the game of “Go Fish!” (Reutzel and Cooter, 2012). Search for letters in various settings in the classroom or on worksheets (Reutzel and Cooter, 2012). English learners (EL) in the classroom may have a different written and spoken system of the letters in their native language. Most instructional time must be doubled for EL learners (Reutzel and Cooter, 2012). ELL or ESL learners may have difficulties understanding the differences between certain letters and their sounds because they may not be present in their native language or may even be pronounced differently. Use children’s literature to teach by focusing on particular letters and their sounds (Multicultural & ESOL Program Services Education Dept. 12, 2007).

Research for Best Strategies/Means of Instruction Children understand the letters and their shapes before learning the sounds that match the letters (Felton, n.d.). Teach letter name and sound knowledge systematically and directly(Felton, n.d.). Review previous material in order for the child to have the additional reinforcement of prior knowledge (Felton, n.d.). Teach letter names and sounds in two different ways to students(Felton, n.d.). Give children multisensory clues to discover letter names and sounds (Felton, n.d.). Introduce letter names and sounds slowly by giving ample practice opportunities (Gagen, 2010).

Research For Best Strategies/Means of Instruction Introduce letter names and sounds that are frequently seen or heard by students (Gagen, 2010). Separate similar letter names and sounds as well as introduce vowels early in instruction (Gagen, 2010). Teach print to sound relationship of letters and sounds primarily during instruction (Gagen, 2010). Model letter names and sounds before having students practice(Reutzel and Cooter, 2012). Teach letters and sounds by reviewing them at least three different times with the students (Reutzel and Cooter, 2012). Model letter names and sounds by demonstrating before allowing the student to practice writing. Record additional strategies for instruction as needed (Reutzel and Cooter, 2012).

Implementation of Strategies Based on Research TROLL Assessment Reviewing letters/sounds and introducing new letters and sounds by teaching a child a letter to produce its sound and vice versa at least three different times Introducing children’s literature Giving multisensory cues (songs, tracing letters, drawing letters in the air with fingers) Searching for letters and their sounds in various settings (worksheet, stories, around the room, familiar words, etc.) Matching letter names and sounds in game of “Go Fish!” Change of instruction in the last session: Introduced new strategy of matching game by matching letters/sounds in the game of “Go Fish!” as a bit of a challenge to use as a reinforcement during review

Results of Administration of TROLL Assessment

Data Chart Based on Sessions/Review Time

Reflection TROLL Assessment Results Overall Data Results Growth over period of time based on instructional strategies chosen Personal reflection on the process and Student A’s learning achievements and success