Affects on Color and Memory

Jennifer Welker

Governor’s Teacher’s Network

Staff meeting for October 28, 2014

What is Governor’s Teachers Network?

An initiative created by NCDPI in collaboration with the Governor Pat McCroy to help create state-wide professional development and

state-wide lesson plans and resources.

In accordance with this project I will be conducting an action research plan to see how color affects memory when using the flip fold theory

in teaching high frequency words.

What is the purpose of the study?

The purpose of the study is to see if using colored index cards with

in the flip fold theory that correlates with the colors on the word wall will increase recall of

high frequency word in Kindergarten students.

Who are the participants?

The participants in this study are 21 students in kindergarten, with age ranges between 5 and 6.

What are the variables?

The independent variable in this study is direct instruction of high frequency and practice using the flip fold theory. The dependent variable in this subject is the use of colored index cards and colored word wall.

What are the research questions we are looking to define?

What affect does color have on the memory?

How does linking the color to the word wall increase memorization of high frequency words?

Innovations or change to implement

In this study I will collect data through-out the year. For the students that are learning the words more quickly I will differentiate their ring with words they do not know. By the end of the year my goal is for each child to know 100 high frequency words.

Data collection and data analysis

The students were assessed at the beginning of the year with a word list. Most students knew less than 3 words. They are assessed biweekly with a list of words and the number of words they know is recorded. Mid- year I will assess them on the color. They will be asked what color each word they have learned is with out the cards in front of them. The amount of words they answer with the correct color will be recorded. This will also be done at the end of the year.

Time line

August-September- assess students with a word list and record the number of words they know. Begin teaching high frequency words. Start word rings.

October-December- Continue to asses students and record data. Continue direct instruction of high frequency words. Begin to use word wall activities identifying the color of the words. Assess students on the color of the words.

January-February- Interpret and analyze the data. Continue teaching high frequency words and adding words to their ring.

March-April- Write up findings and conclusions.

May-June- Share study and findings.

Questions?