Discussion of Change
Discussion Of Pre and Post Change For All Students
The most significant change seen in students in both groups is the fact that all but one of the students emerged from non- readers to emergent readers. Students in both groups showed that they had acquired the ability to read the sight words. This skill varied from student to student. Students in both groups also showed that they had acquired an understanding of the various concepts of print. This understanding also varied from student to student.
Discussion of Pre and Post Change for Each Student
Group 1-"With Music": Baseline data indicated that three of the four students in Group 1 were non-readers. One student read many of the sight words correctly.
Student #1: The student showed an interest in the shared reading experience from the start. The student enjoyed the daily read aloud time and enjoyed being read to at home. The student expressed an interest in wanting to learn to read. The student was hesitant to participate at first, but did eventually contribute to the reading along with the other students for the duration of the project. The student enjoyed the addition of both the singing as well as the drumming and did eventually contribute to both of these activities (by the second week of the project). The student began to identify words correctly within the first few weeks of the project. The student continued to identify words correctly throughout the duration of the project. The student enjoyed participating in the shared reading experience, and continues to progress as an emergent reader.
Student #2: The student did not show an interest in the shared reading experience in the beginning. The student did not participate in the group reading of the text and appeared distracted during this time. The student did enjoy the daily read aloud time and enjoyed being read to at home. The student did not express an interest in wanting to learn to read. The student did not participate at first, and did not contribute to the reading along with the other students until midway through the project. The student enjoyed the addition of the singing as well as the drumming but did not contribute to either of these activities until mid way through the project. The student did not begin to identify words correctly until the last few weeks of the project. The student was able to identify a few words correctly by the end of the project. The student enjoyed participating in the shared reading experience as time went by, and is beginning to progress as an emergent reader.
Student #3: The student showed an interest in the shared reading experience from the start. The student enjoyed the daily read aloud time and enjoyed being read to at home. The student expressed an interest in wanting to learn to read. The student did participate at first and continued to contribute to the reading along with the other students for the duration of the project. The student enjoyed the addition of both the singing as well as the drumming and did contribute to both of these activities. The student began to identify words correctly within the first few weeks of the project. The student continued to identify words correctly throughout the duration of the project. The student enjoyed participating in the shared reading experience, and continues to progress as an emergent reader.
Student #4: The student showed an interest in the shared reading experience from the start. The student enjoyed the daily read aloud time and enjoyed being read to at home. The student expressed an interest in wanting to become a better reader. The student did participate at first and continued to contribute to the reading along with the other students for the duration of the project. The student enjoyed the addition of both the singing as well as the drumming and did contribute to both of these activities. The student began to identify words correctly from the start of the project. The student continued to identify words correctly throughout the duration of the project. The student enjoyed participating in the shared reading experience, and continues to progress as a reader.
Group 2-"Without Music": Baseline data indicated that all of the students in Group 2 were non-readers.
Student #1; The student showed an interest in the shared reading experience from the start. The student enjoyed the daily read aloud time and enjoyed being read to at home. The student expressed an interest in wanting to learn to read. The student did participate at first and continued to contribute to the reading along with the other students for the duration of the project. The student enjoyed the the addition of both the singing as well as the drumming and did contribute to both of these activities. The student began to identify words correctly within the first few weeks of the project. The student continued to identify words correctly throughout the duration of the project. The student enjoyed participating in the shared reading experience, and continues to progress as an emergent reader.
Student #2: The student showed an interest in the shared reading experience from the start. The student enjoyed the daily read aloud time and enjoyed being read to at home. The student expressed an interest in wanting to learn to read. The student was hesitant to participate at first, but did eventually contribute to the reading along with the other students for the duration of the project. The student enjoyed the addition of both the singing as well as the drumming and did eventually contribute to both of these activities (by the third week of the project). The student began to identify words correctly within the first few weeks of the project. The student continued to identify words correctly throughout the duration of the project. The student enjoyed participating in the shared reading experience, and continues to progress as an emergent reader.
Student #3: The student showed an interest in the shared reading experience from the start. The student enjoyed the daily read aloud time and enjoyed being read to at home. The student expressed an interest in wanting to learn to read. The student was hesitant to participate at first, but did contribute to the reading along with the other students for the duration of the project. The student enjoyed the addition of both the singing as well as the drumming and did eventually contribute to both of these activities (by the third week of the project). The student began to identify words correctly within the first few weeks of the project. The student continued to identify words correctly throughout the duration of the project. The student enjoyed participating in the shared reading experience, and continues to progress as an emergent reader.
Student #4: The student did not show an interest in the shared reading experience from the start. The student enjoyed the daily read aloud time and enjoyed being read to at home. The student did not express an interest in wanting to learn to read. The student did not participate at first, and did not contribute to the reading along with the other students until mid way through the project. The student enjoyed the addition of both the singing as well as the drumming and and did eventually contribute to both of these activities (by the fourth week of the project). The student began to identify words correctly mid way through the project. The student continued to identify words correctly for the remainder of the project. The student enjoyed participating in the shared reading experience, and continues to progress as an emergent reader.
Limitations
The findings of this research are limited to the conditions of this experiment with these students at this time and in this setting; therefore the findings are not generalizable.