Decoding Strategies
Data Collection
Proficient in the Fall = 2/19 students
Proficient in the Spring = 11/19 students
Approaching proficiency = 15/20 students
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The bar graph indicates the scores earned from the winter scores to the spring scores for all 19 of my students. I chose to demonstrate the results of all of my students, because it was not just the few students who needed the intervention most that received these instructional strategies. Therefore, this data demonstrates the positive results from implementation of Elkonin boxes and letter tiles. All but 3 students have shown some sort of growth after using the strategies I provided for them.
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Because of so much growth shown, some students were moved to better support their guided reading instruction. Some students moved up grade-level text for small group instruction. Some students even moved up two grade-level texts. Although the rest of my class stayed at their appropriate reading text, they are now more fluent readers during this instructional time.
Data from winter to spring
Notes and observations
January to March
Throughout my instruction and implementation of letter tiles and Elkonin Boxes, I kept anecdotal notes for each student. I wrote down the words we were going to practice in small groups on their note sheet. I included the date we practiced to show their growth. If students read the decodable words correctly, they could color in the box. Not only did this increase engagement, but it increased their confidence as young readers. When students reached to the top of the page with all their boxes colored in, students were able to receive a small prize. This varied from a desk pet, a "witch finger" to help them point, or a bookmark. When my students saw their boxes colored in, they realized they could use the strategies I taught them to decode words and start to become more independent young readers.
Click the link above to see the confidence grow
This survey was given before and after implementation of my action research. The survey consisted of questions about how they felt reading decodable words before using letter tiles/Elkonin Boxes and after using their manipulatives. Before adding Elkonin boxes and letter tiles, 80% of students did not feel confident about letter sounds, but now 90% of students feel confident about letter sounds and word decoding. One student told me she really loved using the Elkonin boxes and letter tiles because it helped her understand reading better.
Triangulation of Data
Qualitative and quantitative data points worked together to improve success of decoding skills during the research period. The feelings survey displayed students' confidence at the beginning and end of the study, as well as their interest in word recognition. The anecdotal records monitored the students' progress and gave me an insight into successes and with what students needed extra assistance with. The pre and post illustrated 15 decodable words. I can conclude that students feel confident decoding words and also enjoy using Elkonin boxes and letter tiles.
