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HistoryEdited Apr 21, 2010 12:45 PM by Joseph Morelock…

Innovation Grant: Lorena Zúñiga Roa


Impact of iPod nano on Low-level Reader's Fluency

By Lorena Zúñiga Roa, Elementary ELL Teacher


Download a copy of my presentation here:

Download file "Lorena Zuniga Roa.pdf"




I. Purpose

My purpose in conducting this research is to determine the advantage that a student with certain difficulties to learn to read and write may gain when using an Ipod Nano to record her voice while reading aloud and listening to herself after recording. Since this third grader was at level 16 DRA in September, I want to see if this technology implementation will enhance my understanding of her reading and writing process to find the right accommodation for her in class.


II. Research Questions

What happens when a teacher implements Ipods nanos to accelerate a student with certain reading & writing difficulties?


III. Discussion

My school district, like many other school districts in Oregon and throughout the country, is extremely aware of the legal problems when classifying a specific student with a learning disability or difficulty to learn. My research has led me to be exceptionally careful when “labeling” a student. On the other hand, one student presents undeniable characteristics of dyslexia and, as teachers, we need to find ways to help her to overcome this issue. Moreover, this student is Hispanic who is learning English as a second language, which makes the process of teaching and learning a little bit more challenging each day.

According to the International Dyslexia Association, dyslexia is a neurologically-based disorder which interferes with the acquisition and processing of language. It is characterized, according to the National Institutes of Health, by difficulties with accurate and/or fluent word recognition, and by poor spelling and decoding abilities. In other words, dyslexia comes from a shortage in the phonological component of language. This means that a dyslexic student has poor reading comprehension, lack of growth of vocabulary and background knowledge.

Among their reading characteristics, a dyslexic student “does not make random reading errors”. They follow a pattern and are repetitive. Regarding writing, dyslexic students present an evident visual-motor integration problem, which lead them to illegible handwriting. They also have difficulties matching what they want to say with what they write down.

The first time that I met this student, who I am naming M for confidentiality purposes, I was impressed by her determination to learn to read. In January 2009, she was reading at a level 4 DRA. Her mother did not understand why her daughter was so behind “compared” to her cousins. She was trying to read faster, inventing words/stories from the pictures while reading. It was hard to see her suffering with every book in her hands. Working one-on-one, we reached level 16 by June 2009. In September 2009, M was in third grade and still at a level 16 DRA. In October she started to use Ipods Nanos, which allowed me to see if by listening to her voice after reading, it could help her to overcome the anxiety and improve her phonological connection and eye-printed word recognition.

My research about dyslexia has taught me that:

  1. dyslexia comes from auditory processing problems instead of visual problems. This means that I need to teach M to develop her auditory memory, get understanding of phonemic awareness (not phonics), and to work on word retrieval from English-Spanish.
  2. dyslexic students look at the shape of a word instead of looking carefully at the letters. This means that, according to Susan Barton, they read a word that has a similar shape, insert or delete sounds, or get the sounds in the wrong order. They ignore or change suffixes, they switch vowel sounds, and they are very confused about silent sounds.
  3. most of dyslexic students have dysgraphia, that means that students have difficulty writing letters on the line. Letters have an odd beginning and ending, they cannot write in cursive, or copy from the board.
  4. writing is the weakest strategy because it demands the use of many skills that the student has not mastered. They have difficulty spelling words, so a syllable may become a whole word that the student cannot recognize to read later, and use repetitive sentence structures (sometimes fragmented).

M matches all of these characteristics which leads me to think that she has a disability that has not been tested and this research may help me find a way to improve my teaching skills to support her learning process.


IV. Methods of Data Collection:

Since I see M everyday, I record her progress weekly on the Ipod. She is in my third grade NLD class from 10:35 to 12:05 for reading and writing in Spanish. Then I see her again from 2:40 to 3:00 for Reading Intervention and before that, she works with an instructional assistance under my supervision from 2:20 to 2:40 in another Intervention. This gives me the chance to teach her the phonemic awareness she needs to improve her reading skills. I will teach her how to listen to single words or syllable and break them up into individual phonemes. She should be able to take individual sounds and blend them into a word, change sounds, delete sounds, and compare sounds in her head, according to Susan Barton. In this way, she will be prepared to write them later. To teach these sounds, I have used:

  • Simultaneous multisensory instruction; visual, auditory, tactile, and kinesthetic.
  • Intense instruction with ample practice
  • Direct, explicit instruction; that is to say, one rule at a time. After mastering it, she will continue with the next one.
  • Systematic and Accumulative; when M does not understand something, I must go back to the very beginning and create a solid foundation with no holes. The idea is to present a rule and practice it until she internalizes it automatically and can fluently apply it when reading and writing.
  • Synthetic and analytic; how to connect the letter or sound with the word.
  • Diagnostic teaching; I must constantly check if M applies the rules without problem. Otherwise, I have to re-teach everything again.

I intend to gain information about her progress by going through her work, interviews, and questionnaires.


Surveys: I will use three kinds of questionnaires: Visual, Auditory, and Motor Processing questionnaires (See appendixes). They will be completed by her teachers (general, PE, Music, Art, and ELD).

Student work: I will look over her voice memos, around 20 so far, to see if there has been improvements since we started this research back in October 2009. Then, I’ll transcribe one minute of her readings (20 minutes in total) and I’ll record what the books says against what she reads. In this way, I’ll check accuracy and speed/words per minute.

Interview: To get more in-depth responses, I will conduct audio interviews of her mother, student, and teachers. These interviews will provide emotional, social, and other views toward this student.


V. Tentative Timeline

January 05, 2010: talk to the principal and present the research.

January 11, 2010: start to teach reading according to Susan Barton

January 14, 2010: start interviews

January 29, 2010: start to analyze data from interviews

January 18, 2010: start to handout questionnaires to teachers

February 12, 2010: gather answered questionnaires to start to analyze them

February 26, 2010: last voice memo recorded by the student work


VI. Reflections Before Beginning

I think I will document enough information to present to any specialist in diagnosis of dyslexia. I am not labeling M under any category and I just want to learn how to help her better during this year.


VII. Resources

Barton, Susan. 1998. Bright Solutions for Dyslexia, Inc.

http://www.dys-add.com/index.html.

The Inernational Dyslexia Association. http://www.interdys.org/ [November 12, 2002]

National Institutes of Health. http://www.ninds.nih.gov/disorders/dyslexia/dyslexia.htm [Last updated March 12, 2009]

Mater, Nancy and sam Goldstein. 2001. Learning disabilities and challenging behaviors: a guide to intervention and classroom management. Baltimore, ML: Paul H Brookers Publishing.

Comments

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18:18:42+00:002010-08-03 18:18:42addTag66morelocjJoseph Morelock2010-08-03 18:18:23+00:002010-08-03 18:18:23updated65morelocjJoseph Morelock2010-08-03 18:10:52+00:002010-08-03 18:10:52updated64morelocjJoseph Morelock2010-08-03 18:02:55+00:002010-08-03 18:02:55updated63morelocjJoseph Morelock2010-08-03 17:59:49+00:002010-08-03 17:59:49updated62morelocjJoseph Morelock2010-08-03 17:53:40+00:002010-08-03 17:53:40updated61morelocjJoseph Morelock2010-08-03 17:51:38+00:002010-08-03 17:51:38updated60morelocjJoseph Morelock2010-08-03 17:45:06+00:002010-08-03 17:45:06updated59morelocjJoseph Morelock2010-08-03 17:39:01+00:002010-08-03 17:39:01updated58morelocjJoseph Morelock2010-08-03 17:38:16+00:002010-08-03 17:38:16updated57morelocjJoseph Morelock2010-08-03 17:28:46+00:002010-08-03 17:28:46updated56morelocjJoseph Morelock2010-08-03 17:17:02+00:002010-08-03 17:17:02updated55morelocjJoseph Morelock2010-07-30 23:48:34+00:002010-07-30 23:48:34updated54morelocjJoseph Morelock2010-07-30 23:48:04+00:002010-07-30 23:48:04updated53morelocjJoseph Morelock2010-07-30 23:44:28+00:002010-07-30 23:44:28updated52morelocjJoseph Morelock2010-07-30 23:33:30+00:002010-07-30 23:33:30updated51morelocjJoseph Morelock2010-07-30 22:51:24+00:002010-07-30 22:51:24updated50morelocjJoseph Morelock2010-07-29 02:29:44+00:002010-07-29 02:29:44updated49morelocjJoseph Morelock2010-07-29 00:35:59+00:002010-07-29 00:35:59updated48morelocjJoseph Morelock2010-07-29 00:35:43+00:002010-07-29 00:35:43updated47morelocjJoseph Morelock2010-07-29 00:35:18+00:002010-07-29 00:35:18updated46morelocjJoseph Morelock2010-07-29 00:25:36+00:002010-07-29 00:25:36updated45morelocjJoseph Morelock2010-07-29 00:21:48+00:002010-07-29 00:21:48updated44morelocjJoseph Morelock2010-07-29 00:09:38+00:002010-07-29 00:09:38updated43morelocjJoseph Morelock2010-07-29 00:01:39+00:002010-07-29 00:01:39updated42morelocjJoseph Morelock2010-07-28 23:57:16+00:002010-07-28 23:57:16updated41morelocjJoseph Morelock2010-07-28 23:43:45+00:002010-07-28 23:43:45updated40morelocjJoseph Morelock2010-07-28 23:26:51+00:002010-07-28 23:26:51updated39morelocjJoseph Morelock2010-07-28 23:19:47+00:002010-07-28 23:19:47updated38morelocjJoseph Morelock2010-07-28 23:13:10+00:002010-07-28 23:13:10updated37morelocjJoseph Morelock2010-07-28 23:09:02+00:002010-07-28 23:09:02updated36morelocjJoseph Morelock2010-07-21 09:20:40+00:002010-07-21 09:20:40updated35morelocjJoseph Morelock2010-07-15 19:14:25+00:002010-07-15 19:14:25updated34morelocjJoseph Morelock2010-07-15 18:40:29+00:002010-07-15 18:40:29updated33morelocjJoseph Morelock2010-07-15 05:25:41+00:002010-07-15 05:25:41updated32morelocjJoseph Morelock2010-07-15 05:22:39+00:002010-07-15 05:22:39updated31morelocjJoseph Morelock2010-07-15 05:18:02+00:002010-07-15 05:18:02updated30morelocjJoseph Morelock2010-07-15 05:13:20+00:002010-07-15 05:13:20updated29morelocjJoseph Morelock2010-07-15 05:08:49+00:002010-07-15 05:08:49updated28morelocjJoseph Morelock2010-07-15 05:04:29+00:002010-07-15 05:04:29updated27morelocjJoseph Morelock2010-07-15 05:01:02+00:002010-07-15 05:01:02updated26morelocjJoseph Morelock2010-07-15 04:58:06+00:002010-07-15 04:58:06updated25morelocjJoseph Morelock2010-07-15 04:51:55+00:002010-07-15 04:51:55updated24morelocjJoseph Morelock2010-07-15 01:13:11+00:002010-07-15 01:13:11updated23morelocjJoseph Morelock2010-07-15 01:10:44+00:002010-07-15 01:10:44updated22morelocjJoseph Morelock2010-07-15 01:05:05+00:002010-07-15 01:05:05updated21morelocjJoseph Morelock2010-07-15 00:56:40+00:002010-07-15 00:56:40updated20morelocjJoseph Morelock2010-07-15 00:54:46+00:002010-07-15 00:54:46updated19morelocjJoseph Morelock2010-07-15 00:53:42+00:002010-07-15 00:53:42updated18morelocjJoseph Morelock2010-07-15 00:43:53+00:002010-07-15 00:43:53updated17morelocjJoseph Morelock2010-07-15 00:42:38+00:002010-07-15 00:42:38updated16morelocjJoseph Morelock2010-07-15 00:41:24+00:002010-07-15 00:41:24updated15morelocjJoseph Morelock2010-07-15 00:40:30+00:002010-07-15 00:40:30updated14morelocjJoseph Morelock2010-07-15 00:38:29+00:002010-07-15 00:38:29updated13morelocjJoseph Morelock2010-07-15 00:32:02+00:002010-07-15 00:32:02updated12morelocjJoseph Morelock2010-07-15 00:28:07+00:002010-07-15 00:28:07updated11morelocjJoseph Morelock2010-07-15 00:26:31+00:002010-07-15 00:26:31updated10morelocjJoseph Morelock2010-07-15 00:26:05+00:002010-07-15 00:26:05updated9morelocjJoseph Morelock2010-07-15 00:20:48+00:002010-07-15 00:20:48updated8Added tag - 3rdgrademorelocjJoseph Morelock2010-07-15 00:18:37+00:002010-07-15 00:18:37addTag7Added tag - syncmorelocjJoseph Morelock2010-07-15 00:18:29+00:002010-07-15 00:18:29addTag6Added tag - deploymentmorelocjJoseph Morelock2010-07-15 00:18:27+00:002010-07-15 00:18:27addTag5Added tag - ipod touchmorelocjJoseph Morelock2010-07-15 00:18:24+00:002010-07-15 00:18:24addTag4morelocjJoseph Morelock2010-07-15 00:17:56+00:002010-07-15 00:17:56updated3morelocjJoseph Morelock2010-07-15 00:17:43+00:002010-07-15 00:17:43updated2First createdmorelocjJoseph Morelock2010-07-15 00:17:01+00:002010-07-15 00:17:01created1wiki2010-09-20T20:00:17+00:00groups/ipodusergroup/wiki/98ee1FalseManaging a Major Deployment/groups/ipodusergroup/wiki/98ee1/Managing_a_Major_Deployment.htmlJoseph Morelock77 updatesManaging a Major Deployment Or, "How to un-box, label, tag, update, sync, and get into carts 840 iPod touches without going crazy." [wikisized-IMG_1169.jpg] We hav...Falsemorelocj2010-09-20T20:00:17+00:00hot/groups/ipodusergroup/search/index.rss?sort=modifiedDate&kind=all&sortDirection=reverse&excludePages=wiki/welcomelist/groups/ipodusergroup/search/?sort=modifiedDate&kind=all&sortDirection=reverse&excludePages=wiki/welcomeRecent ChangesRecentChangesListUpdates?sort=modifiedDate&kind=all&sortDirection=reverse&excludePages=wiki/welcome0/groups/ipodusergroup/sidebar/RecentChangesListmodifiedDateallRecent ChangesRecentChangesListUpdateswiki/welcomeNo recent changes.reverse5search