Research Project

Exemplary Practices in Oral Language

What Are the Experiences in Oral Language That Are Needed

 Prior to Learning to Read?

Problem Being Studied:

     Oral language techniques including shared reading (teacher and class read together), choral reading  (children read together as a group), partner reading (two children read together), discussion following story, and music (singing and an African djembe drum) were used to introduce kindergarten children to literacy. The use of an alternating design with an initial  baseline and a final treatment phase was used to determine if the addition of music would have a positive effect on the literacy development of kindergarten children.

Planned Outcomes:

     The oral language experiences introduced kindergarten children to literacy. Children had the opportunity to read a variety of stories from big books. As a result of these experiences, the children developed rhythm, rhyme, a sense of story, comprehension, creative expression, an understanding of various concepts about print, and a sight word vocabulary.

Methods Used-Materials, Population, Subjects:

     Using small group instruction, the children were introduced to print, rhythm, creative expression, and music.  Through shared reading, the teacher modeled various reading behaviors such as pointing to the word as it is read,  return sweep, left to right progression, and stopping at the end of a sentence when a period is seen.  The children  were also taught to look at the illustrations in an attempt to help understand what is happening in the story.

     Eighteen big books, small versions of the big books, word cards, and an African djembe drum were used to introduce children to literacy.

     The population for this study consisted of five and six year old children in a full-day kindergarten class in the Hull Public Schools. All of the children were "typically developing" children. There were no special needs children in the classroom.

     The subjects for this study were two groups of five and six year old children from the kindergarten class. Each group consisted of four children-two boys and two girls. Each group consisted of children who had attended pre-school for at least one year.

 Independent Variables:

     The independent variables were the various reading materials (big books & small versions of the big books),  a djembe drum, the number of repeated readings (practice) of the printed material, the frequency of the repeated readings, teacher modeling, peer modeling, and music (singing, and drumming).

Dependent Variables:

     The dependent variables were the development of beginning reading behaviors such as pointing to each word as it is read, return sweep, left to right progression, and stopping at the end of a sentence when a period is seen. The dependent variables were also the development of rhythm, rhyme, creative expression, a sight word vocabulary, and the ability to read printed material.

Experimental Design:

     An alternating treatment design with a baseline and final treatment phase was used.

Procedure:

     The teacher choose twenty high frequency sight words from the big books. Each word was printed on a 4x6 index  card. The words were shown one at a time to each child who was asked if he/she could read the words. The teacher      explained that she knew the child had not been taught how to read, but she would like him/her to guess what he/she thought each word said. The teacher did not say if the child's responses were right or not, but acknowledged that an effort had been made by the child. The child's behaviors and responses were noted by the teacher and  were  then recorded in a notebook. A checklist was used to indicate which words were read by the child at this time. The results of the initial interaction with the children provided the baseline data for the study.

     The next day the teacher randomly choose four of the children-two girls and two boys, and introduced them to a big book. The teacher and group talked about the illustrations accompanying the printed material as a means of developing interest in the lesson. The teacher read the first page, pointing to each word as she read. The group watched as the teacher read. The teacher asked the group to read the material with her as she pointed to each word. The teacher acknowledged the efforts of the group and asked them to reread the material with her for "practice".  The teacher continued in this way for each page in the book.

     On the third day, the teacher followed the same procedure with the same book. After the repeated reading, the teacher picked a partner for each child and asked them to practice reading to each other. Following the practice with their partner, the children meet again as a group. The children were asked to volunteer to read to the group.

     The second group of children which also consisted of two girls and two boys, followed a similar procedure     over  a  two day period. The difference was the addition of music. The teacher read the first page of the book, pointing to each word as she read. The group watched as the teacher read. The teacher asked the group to read or sing the material with her as she pointed to each word. The addition of a djembe drum was included to accompany the reading. The teacher tapped the drum as each word was read. The teacher acknowledged the efforts of the group and asked them to reread the material with her for "practice".  The teacher continued in this way for each page in the book.      

      This study began in October and continued until March. A new story was introduced every other week. There were periodic measurements of effects. A checklist of reading words was used weekly to monitor progress. There was a treatment phase as well. This was the same procedure that was used for collecting baseline data. The same twenty high frequency sight words were used. The child's behaviors and responses were recorded by the teacher and two teacher assistants using the same checklist that was used during the collection of  baseline data. Observation of  reading behaviors was noted once a month.

Assessment:

     The assessments of the student's progress was in three forms (triangulation). First, interaction with the students (discussion) took place. Conversations centered around the children's perceptions of themselves as readers.  Samples of dialogue or comments were provided. Second, observations of the student's reading behaviors as they interacted with the printed material was noted on a teacher-made checklist once a month. Third, performance analysis was noted. A teacher-made checklist was used once a week to identify the sight words read by the children  from the class word wall. In addition, student's self-reflections of their reading  experiences were noted. Samples were included. Data were collected  by the teacher/researcher as well as by the two assistant teachers. (The assistant teachers share a schedule-each working a half day, five days a week).  The three observers compared their observations.

Validity:

     The assessments of the student's progress in reading were valid measures of the intervention because they  identified the children's growth over time, beginning with baseline data and concluding with samples of the students progress. The specific words (data) which the children could or could not read were provided, and growth was noted at  periodic intervals.  On-going measurement of effects over time were assessed and recorded. There existed close  monitoring and record keeping of the children's learning. As a result, there existed internal validity. The classroom teacher/researcher was able to attribute an effect (ability to read the sight words) to a given cause (intervention).

Data Analysis:

     Data were analyzed by comparing the pre and post checklists in an effort to identify whether or not the children in one group were more successful in learning to read the sight words than were the children in the other group. 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 group.

Prediction/Reflection:

     I predicted that the results of the study would relate back to other work or theories which show that music experiences have a positive effect on the literacy development of children (Fisher, 2001). The integration of  music    helped the children to learn, and added fun to the learning process. I predicted that the group that was exposed to the music would outperform the group that was not exposed to music in their literacy experience. The continued  opportunities for oral language activities increased the children's sense of rhythm, rhyme, and creative expression.  Oral language in the form of chants, songs, and text can be used by teachers and parents to assist in the development of language and literacy skills (Huffine & Ellis, 1979).  Music can be integrated into the curriculum to  benefit the   literacy development of the children. Music creates a positive, motivating, relaxing, and fun atmosphere for children.

Limitations:

The findings of this research were limited to the conditions of this experiment with these students at this time and in  this  setting; therefore the findings were not generalizable.

Reflection:

 Reflection on this paper informed on instructional strategies and student's responses to the intervention                           

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Detail of Assessments of Student Progress

Detail of Assessments of Overall Project