Analysis, Conclusions, and Implications

     Data were analyzed by comparing the checklists (pre and post), in an effort to identify whether or not the children in one group were more successful in learning the sight words than were the children in the other group. Also, data were analyzed to see if one group was able to learn the words in a shorter span of time, indicating that learning was facilitated in some way. Data were graphed for each of the groups.

Analysis of Students' Change-(Response to Intervention)

     The djembe drum was a wonderful tool to accompany the shared reading. It played many roles. Initially the drum drew the children's attention to the shared reading experience. As a result of its unique appearance, the children were eager to find out what it was and what it was going to be used for. It was an attention grabber. The drum also provided a sense of "community" to the group. As one child mentioned, "The drum reads with us." The children read the text along with the drum. The drum kept the readers "on-task" and in time with the reader leading the group. Another child thought that "The drum is talking with us. It's like it says the words when we do. I listen to it and to the kids." The djembe kept the children focused. The drum created the beat which provided for the one-to-one correspondence for the reading. Another child commented "I say the word when he hits the drum." The children pointed to each word in their small versions of the big book as the drum kept pace with the reader leading the group. The children were fascinated by the drum which sustained their interest in the reading experience. Repeated readings of the text were welcomed as the children were allowed to take turns playing the drum. The children also took turns leading the group in the reading and accompanying the child playing the drum. As a result of the dual leadership, the children had the opportunity to cooperate with a partner as they led the group. The children were very willing to read the same big book numerous times without being bored. "We need to practice the music" was often heard from the children in the drum group. The children looked forward to having their turn to lead the group as a reader and as a drummer. As a result of the repeated readings, the children developed concepts of print (directionality), comprehension, sense of story, fluency, sight word vocabulary, phonemic awareness, syllabication, phonics, and a love of reading.

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