Schmidt LM14-1.docx

8/9/2019 Schmidt LM14-1.docx

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Running head: TIER 2 INTERVENTION 1

Implementing Tier 2 Intervention to Improve Student Articulation and Phonological Awarene

S!ill

"e# Schmidt

$niverit% o& New England

'onth( ))( 2*1+


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TIER 2 INTERVENTION 2

Implementing Tier 2 Intervention to Improve Student Articulation and Phonological Awarene

S!ill

,hallenge arie in ever% chool where there i a need to identi&% the -hot pot. o& low

tudent achievement/ Each %ear the chool where thi tud% too! place identi&ie certain grade

in need o& more intervention than other( however( reearch how that targeting tudent with

earl% intervention i critical and thu attention and upport hould #e emphai0ed in the earl%

grade/ It ha #een di&&icult to provide intervention when there are road #loc! along the wa%(

uch a inu&&icient identi&ication o& tudent. peci&ic wea!nee in academic achievement( a

lac! o& !nowledge a to the value o& aement( data reult not #eing utili0ed in a manner that

would guide intruction in an RTI approach where tudent( who( i& identi&ied a one who

demontrate di&&icultie would &all into a tier 2 where there i a need &or mall group

intervention/ eing that there i no conitent plan in place and no emphai on earl%

intervention( the ituation doe not cater to an RTI approach( nor doe it help the cheduling o&

and planning o& the reource lead upport3 teacher. allotted time/

Problem Statement

Speci&icall%( within two( &irt grade clae o& 14 and 2* tudent each( the &ollowing

iue ha #een identi&ied a an area o& concern: Several tudent are entering &irt grade with

igni&icant peech di&&icultie( an e5ample o& which i the improper articulation o& the th ound/

A&ter a %ear in !indergarten( tudent with mild6moderate language pro&iciencie entering &irt

grade no longer receive a provinciall% &unded grant and thu no additional aide time i given to

&irt grade teacher7 there&ore( the ituation prove to #e more di&&icult a the teacher are not

peciali0ed in the area o& peech/ ,urrentl% ome tudent identi&ied with peech di&&icultie ma%

receive one( 8*)minute eion with a peech language pathologit S9P3 once a wee!(


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un&ortunatel% thi i o&ten inconitent and now( with &urther cut#ac!( there i even le time &or

S9P. to wor! with tudent at the chool/ eing that teacher and tudent ali!e &ind it di&&icult

to undertand thee tudent and we aume that linguiticall% their academic per&ormance will

continue to #e a&&ected( intervention i paramount/ There&ore( in order to addre thi and

identi&% tudent who e5perience di&&icult% in peech related iue( the reource teacher will

wor! in colla#oration with the S9P and re&erence the re&erral made &rom the !indergarten

teacher/ In&ormation noted &rom #oth the S9P and !indergarten &ile will #e reviewed and

charted/ A group o& + tudent who are identi&ied will #e given intructional leon &rom the

9indamood program( #% the reource teacher &or three( 8*)minute period( &or conecutive

wee!/ Aement will #e given #e&ore( during and a&ter intervention to monitor tudent.

progre and to determine thoe who have matered the !ill3 taught and thoe who will need

continued intervention at the tier 2/

Research Questions

Thi tud% will determine how much o& an impact intructional trategie including thoe

&rom the 9indamood program will have on improving peci&ic articulation peech di&&icultie

among thoe &irt grade tudent who were identi&ied through a colla#orative creening proce/

Hypothesis

A&ter tudent have #een given intene intructional practice in mall group uing the

9indamood program( tudent will how progre in the articulation o& each o& their peci&ic

peech ound identi&ied a have di&&icult% with/ ,ontinuit% and conitenc% in the deliver% o& the

program will #e een a a vital component to maintain the need o& the tudent in identi&%ing

an% area o& continued di&&icultie during the eion/

Literature Review


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In reearching the literature and writing a review &or tructuring an action reearch plan

o& how the reource teacher would #et provide tier 2 intervention to a group o& &irt grade

tudent with peech ound diorder SS"3( a deeper undertanding wa gained in how to #et

approach and provide e&&icac% in intervention/ Identi&%ing the man% &actor that in&luence what

and how thi could #e accomplihed i plenti&ul/ Iue ariing uch a peech language

pathologit. S9P3 caeload and how it impact the amount o& ervice that the% are a#le to

provide and the lac! o& reearch tudie providing recommendation &or which ervice deliver%

model i mot e&&ective &or tudent ucce are ome o& the area cloel% reearched/ It wa o&

pecial interet that providing individual peech intervention ma%( in &act( #et #e delivered

through literac%)#aed intruction/ In other word( implementing phonemic awarene activitie

in com#ination with peech activitie a oppoed to onl% &ocuing on peech a a eparate entit%

ma% #e more e&&ective/ ;ith a repone to intervention RTI3 program in place where

monitoring tudent progre and planning &or intruction i the &ocu( meeting the need o& the

tudent #ecome an eaier proce/

At the chool where the tud% too! place( a learning upport team compried o& the

adminitration and reource teacher wa developed at the #eginning o& the %ear in an e&&ort to

colla#orate and dicu the


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o#tain an e&&ective ervice deliver% model auer( I%er( oon ? @ore 2*1*3( the reource teacher

&elt the idea that tudent were receiving appropriate intervention wa &lawed due to the

inconitenc% o& S9P time at the chool/ Since the lead upport teacher noted that at the end o&

une in the lat chool %ear( the lit o& tudent re&erral identi&ied with peech ound diorder

SS"3 received #% the S9P had dou#led( the deciion &or earl% intervention wa an ea% &ocu/

Earl% intervention i intended &or thoe tudent needing additional intruction to ucceed in

chool "iviion &or Earl% ,hildhood( 2*1+7 Schuele ? oudreau( 2**B3/

At the #eginning o& the %ear( another


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eta#lihed at the chool and a plan put into place to meet the need o& thee tudent/ Once thi

wa determined the ne5t tep wa creating e&&icac% in providing a ervice deliver% model in the

chool that would #ene&it tudent in need o& intervention( and determining how the reource

teacher. role &it into the ervice deliver% model in a rural chool etting/

One o& the #igget hurdle i &inding tudie that provided uggetion &or uing an

e&&ective ervice deliver% model in relation to tudent peech and language outcome ,irrin(

Schooling( Nelon( "iehl( @l%nn( Sta!ow!i ? Adamc0%!( 2*1*3/ Thi ma!e it di&&icult

determining a direction to ta!e in planning &or a program epeciall% when tudent who are

targeted are not a#le to receive the continued intervention the% once had and till need to ma!e

progre in chool/ Again( it i important then to ta!e a cloer loo! at utili0ing the time o& the

reource teacher to aide in the ervice deliver% model in colla#oration with the S9P/

One deliver% model identi&ied wa the repone to intervention RTI3 &ramewor!

"iviion &or Earl% ,hildhood( 2*1+7 Reithaug( 2**47 ;aton ? ellon)Darn( 2*183/ There are

8 level o& intervention( tier 1( tier 2( and tier 8/ Tier 1 i conidered to #e the univeral level

where all tudent in the cla receive e&&ective( reearch)#aed practice in their regular chool

da%/ Teacher di&&erentiate their leon to meet the need o& tudent who are howing wea!ne

in certain !ill/ Ne5t in tier 2( the targeted level i &or tudent who have #een identi&ied a

howing inadeCuate progre in curriculum outcome/ Their per&ormance put them at the

#ottom 1)2* o& the cla/ Tier 2 intervention i u#Fect to the need o& the tudent(

delivered &or appro5imatel% 8* minute and i intended to lat &or everal wee!/ The duration

and &reCuenc% depend on the need that are targeted/ Either the teacher or reource teacher

would wor! with mall group o& 8)G tudent #aed on imilar need within the claroom or on

in a pullout ituation/ @inall% in tier 8( )1* o& tudent ma% need intenive intervention


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delivered #% a pecialit( reource teacher or EA under the guidance o& a teacher/ The intruction

i more intene( wor!ing on a dail% #ai/ Thi &ramewor! provide teacher the opportunit% to

ae and monitor tudent. progre over a period o& time/ The data that i collected &rom the

aement help to ma!e &urther deciion on intruction/ A&ter the allotted time given i&

progre i o#erved( the tudent ma% no longer need tier 2 intervention and would continue with

tier 1( univeral intruction/ On the other hand i& a tudent i howing little progre the tudent

would either continue in tier 2 or ma% reCuire more intene intruction in a tier 8 etting/

Reithaug 2**43 give educator practical guidance &or wor!ing with tudent in an RTI model/

Although it i emphai0ed to implement the RTI model chool)wide it i onl% #eing implemented

in a claroom etting &or the purpoe o& thi tud%/

The Cuetion then #ecome( how man% da% duration3 and how long intenit%3 hould

the eion provided #eH Since program duration and intenit% have &ound to #e rarel% reported

randel ? 9oe#( 2*117 Schuele ? oudreau( 2**B3 it i di&&icult to !now what would #e

u&&icientl% appropriate &or tudent who have peech and language impairment/ In the reearch

that wa identi&ied providing intervention tended to #e 2*)8* minute in length( in mall group

eion outide o& the claroom randel ? 9oe#( 2*113/ The #igget variance wa the program

duration/ The &inding on thi were inconcluive a each tudent or group o& tudent ma% onl%

need a &ew wee! o& intervention and ome everal/ $ndertanding that thi action reearch i

#aed on providing intervention to tudent in mall group to improve tudent outcome( the

eion provided #% the reource teacher will #e pull out in nature &or 8 da% a wee!( &or

wee! &or the purpoe o& thi tud%/

;ith a ervice deliver% model in place a program &or intervention needed to #e

identi&ied/ There are man% di&&erent approache that can #e ta!en >amhi( 2**G3 &or providing


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intructional practice and intenive upport/ 'uch o& the reearch &inding ugget that the t%pe

o& intervention relied on and goal election choice are #aed on the reource teacher.

philooph%( e5perience( #ac!ground !nowledge in intervention( colla#oration with the S9P and

tudent need >amhi( 2**G7 Reithaug( 2**47 Schuele ? oudreau( 2**B3/ $ndertanding that

current reearch itel& ha no per&ect olution &or a precie approach to intervention( the reource

teacher mut #e diligent in undertanding #ac!ground !nowledge o& what contri#ute an

e&&ective approach and provide #et practice in intruction that #et uit the need o& the

tudent in need o& intervention/ In dicuion with the S9P it wa initiall% thought that the

&ocu &or the action reearch would peci&icall% #e a peech ound alone7 however( with &urther

reearch there i am#le evidence that tudent with SS" are all uniCue( have di&&erent trength

and wea!nee and ma% alo #e at ri! in achieving ucce in literac% related ta! Apel ?

9awrence( 2*117 illam ? @ord( 2*123 uch a phonemic awarene illon( 2***3/ Thu #oth

articulation awarene and phonological awarene come into pla% when deciding on a program

to implement/ Reearch &ound that com#ining #oth phonemic awarene ta! and peech ound

intervention to #e an e&&ective intervention &or improving tudent. literac% a#ilitie in

conFunction with peech improvement 9ouada et al/( 2*183/ Thu chooing one particular

approach peci&icall% &or intruction i not an ea% &eat/

;ith thi undertanding and having limited reource to ue( the reource teacher choe

the 9indamood phoneme eCuencing program 9iPS3( upported #% reearch tudie 'cInt%re(

Prot0( ? 'cJuarrie( 2**B3/ The choice to ue thi program wa #aed on the reource teacher.

training in the program( and !nowledge o& theorie on which the program wa developed

epeciall% the phonological awarene component along with articulation awarene/ The

9indamood program i a phoneme eCuencing proce that help tudent develop the ound)


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%m#ol repreentation through auditor%( viual and language proceing 9indamood ?

9indamood( 2*113/ It i a proce where tudent will engage the ue o& their mouth and

poitioning o& their tongue to articulate ound in com#ination with phonemic awarene

intruction/ Thi t%pe o& intervention i !inethetic in nature and will allow tudent to el&)

monitor and el&)correct the &ormation o& their mouth( alo allowing them to identi&% the

eCuence o& ound within word/ Ta! ued will emphai0e peech ound that were initiall%

targeted &or intervention/ The proce #% which the reource teacher continue with intruction i

#aed on how the tudent repond to the eion/ oth the reource teacher and S9P &elt that

the 9indamood program would indeed #ene&it the tudent targeted &or intervention in the tier 2

etting/

Reearch upport the idea that tudent with SS" are at an increaed ri! &or

e5periencing di&&icult% with literac% development Peteron( Pennington( ? Shri#erg( 2**43 with

that in mind and the undertanding and planning &or intruction that i #aed on the need o& the

tudent( the reource teacher chooe to gather #aeline data &rom #oth the S9P data reult and

the data reult &rom an initial reading readine aement #aed on phonemic awarene ta!

adminitered #% the reource teacher/ A reearcher have &ound Peteron et/ al/ 2**43 there i

merging evidence that a tudent. language a#ilitie are good predictor o& literac% outcome &or

tudent with SS"/ There&ore( #% anal%0ing #oth aement( tudent who are identi&ied a

howing wea!ne in area o& peech and phonemic awarene will #e included in the tud%/

Overall( reearcher have &ound that when S9P and other educator chooe an

intervention approach to implement the% t%picall% end up com#ining di&&erent approache

Routone( ;ren( a!opoulou( ? 9inda%( 2*123/ The% ma% tart with a ingle intervention #ut

then adapt the intervention with other program component to #et meet the need o& the


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tudent/ There&ore( it appear that #oth the educator. e5perience and #ac!ground !nowledge o&

evidenced)#aed reearch and #et practice pla% an underlining role in deliver% o& intruction

in tr%ing to ma!e a deciion on which intervention approach to ue o&&e( ? Pring( 2**B3/ @or

the purpoe o& thi tud% the 9indamood program will #e the onl% approach ta!en/

A a reult o& the reearch it i undertood that claroom teacher and tudent need the

upport &rom adminitrator( reource teacher and S9P i& availa#le3 to create an environment

that meet the need o& tudent targeted with SS" and phonological awarene de&icit/

Educator need to continue to colla#orate( ae( and monitor the progre o& tudent

achievement( evidentl% electing and delivering targeted intervention that are e&&ective and

appropriate to enure that tudent are ma!ing progre/

Methodology

;ith inu&&icient S9P time given to the chool in the ditrict to wor! with tudent with

wea! language pro&iciencie and articulation de&iciencie there i a maFor concern that &irt grade

tudent are not receiving the peciali0ed intervention needed to ma!e e&&ective progre/ A

group o& tudent will #e choen and given targeted intervention #% anal%0ing data &rom S9P

report and reult o& a reading readine aement 9earning "ia#ilitie Aociation o&

Al#erta( 2*1+3 to determine thoe who have peech diorder and literac% !ill/ The election o&

tudent include thoe e5periencing di&&icult% with articulation error uch a k, g, v, th, l, or r

ound and have demontrated wea!ne in their phonological awarene !ill. Thee targeted

tudent will receive peciali0ed intervention &rom the reource teacher who will wor! with the

group 8 da% a wee!( in 8*)minute eion( &or conecutive wee!/ The reource teacher will

wor! with thee tudent in the deignated reource room at a !idne% haped ta#le/ Aement

will #e given #e&ore( during and a&ter intervention/


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The intruction trategie implemented #% the reource teacher through the 9indamood

program will #e ued &or the duration o& the intervention/ It will #e determined whether or not

the intervention wa ucce&ul a&ter anal%0ing the reult &rom variou data collected including

pre)aement and pot)aement given( o#ervation and Fournal entrie documented/

O#ervation will alo #e noted i& there i an improvement o& tudent who mater their !ill in

a mall group etting and appl% what the% have learned in their regular claroom/

Thi proFect i deigned to implement a peciali0ed program( the 9indamood program to

help tudent properl% articulate ingle peech ound in po!en word/ The mall group

intervention will allow &or cloe manipulation and undertanding o& what the mouth and tongue

need to do to e&&ectivel% produce the ound that i #eing &ocued on/ The goal i to produce

thee ound independentl%( #e a#le to el&)correct and have an awarene o& the correpondence

#etween letter and ound peech3/ Thi will ait tudent in ma!ing a tronger connection to

the development o& their phonological awarene with the guidance o& the reource teacher/ One

!e% techniCue i providing tudent the a#ilit% to dicover what the% ee( hear( and &eel a the%

produce the ound and engage in dialogue with the reource teacher allowing them to develop

and have trong undertanding o& ound/

Sample Selection

A group o& + &irt grade tudent were identi&ied a having mild)moderate peech

articulation di&&icultie coupled with everal wea!nee in their literac% phonological awarene

a#ilitie to #e a part o& the tud%/ Three o& the &our tudent are &emale o& which two are &rom

one grade one cla and the other two &rom the other grade one cla/ Student 1 i an energetic(

&un pirited girl who love to chat up a torm/ She tend to ruh her wor! in order to move on to

the ne5t thing/ It i di&&icult to undertand her in dialogue #ecaue o& her articulation di&&icultie/


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Der peci&ic articulation di&&icultie are v. th, l, and r ound/ Student 2 i a &riendl%( happ% #o%

who i eager to learn/ Di articulation di&&icultie are with letter ound( k, g, v th, l and r.

Student 8 i a ver% h%( Cuiet( reerved girl/ She ha di&&icult% with ound v, th, l, and r / Dow

he interact and how much he engage in dialogue in the mall group will #e o& interet/ The

&ourth tudent i a tudent who pea! ver% little and her deciion to participate or not could #e a

concern/ The peech articulation di&&icultie he encounter are k, g, v, th, l, and r.

Research Design

;hile wor!ing with the participant in mall group 8 time per wee! &or 8* minute

eion the reource teacher will ma!e o#ervational &ield note that are pertinent to the tud%

with e&&ort to re&lect on the current intruction through Fournaling in order to plan &or intruction

&or the ne5t leon/ Thi tud% include in&ormation &rom archival document &ormer

documentation &rom S9P report3 to #e ued &or a #aeline in determining the peech ound that

each targeted tudent i having di&&icult% with/ Phonological awarene aement will #e given

#e&ore( and a&ter the tud% to determine i& an% growth ha #een made in conFunction with their

peech de&iciencie/ ;hen uing &ield note and Fournaling( #oth Cualitative #aed techniCue(

com#ined with anal%0ing aement data( a Cuantitative techniCue( thi tud% i conidered to #e

mi5ed)method in deign/ Daving #oth t%pe o& techniCue allow &or a #roader ene and #etter

de&ined o#ervational etting and e5planation to what i happening in thi tud%/ Jualitative data

will #e eCuentiall% collected throughout the tud% and Cuantitative data #e&ore the tud% #egin

and when it conclude/ Priorit% will #e given to the Cualitative techniCue due to the &act that

peech i the main &ocu/ Since peech i aeed through dialogue there i e5tenive

interaction #etween tudent and teacher there&ore an% pertinent in&ormation and progre

o#erved will #e noted on a regular #ai/


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The proce #% which production o& peech ound and PA leon given will #e &ollowed

through with the 9indamood program 9indamood ? 9indamood( 2*113/ Daving #een trained in

thi program the reource teacher i con&ident in her a#ilitie to engage the tudent in

intruction/ In a eCuential order tudent will #e introduced to paired cononant ound through

mouth manipulation( trac!ing( pelling( and reading/ Each cononant pair i taught

imultaneoul% a #oth are &ormed with the ame mouth movement/ The &irt cononant i

conidered to #e a voiced Cuiet3 ound and the other unvoiced noi%3/ Thee cononant will #e

re&erred to a


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a


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iolation/ I& the tudent ha no di&&icult% with the articulation o& the ound at the end o& the

leon it will #e noted with a plu ign L3/ I& minor teacher aitance wa needed to get the

articulation correct a circled L ign will #e notated/ @inall%( i& there i igni&icant di&&icult% with

the articulation o& a ound a minu ign )3 will #e notated/ There will #e one o#ervational

outline &or each tudent/ Once the articulation o& each ound ha #een taught another

o#ervational chec!lit will #e ued to o#erve tudent trac!ing mouth picture( coloured

Cuare and letter Cuare/ The ame notation will #e ued a mentioned a#ove/ @inall% the ame

t%pe o& o#ervational lit will #e ued near the end o& the tud% to o#erve tudent. articulation(

trac!ing( pelling and reading !ill/ In addition to the o#ervational chec!lit the reource

teacher will ma!e additional Fournaling on an% dialogue that ma% ta!e place #etween the

interaction among the tudent and reource teacher/ The reource teacher will care&ull% liten

&or improvement in articulation ound made over the duration o& the tud%/

Data Analysis

A line graph preenting each tudent @igure 1/1/( 1/2/( 1/8/( ? 1/+/3 will #e ued to how

an% change that are o#erved at the end o& each wee! in relation to the progre o& articulation

ound/ The line graph will how at which wee! the% matered the ound peci&icall% identi&ied

a a pro#lem/ A #ar graph will #e ued to preent the &inal &inding altogether/ The #ai &or thi

graph i to how which ound wa matered #% the tudent &or proper mouth &ormation and

ound repreentation in inolation and in dialogue #% the end o& the intervention/

Preliminar% data wa collected a a #ae line &or determining which tudent where

targeted with #oth peech and PA di&&icultie/ A wa mentioned the articulation o& ound i the

main &ocu o& the tud%( however( a reearch ugget implementing intervention to thee

tudent in need i #et practiced through phonological awarene activitie/ There&ore( a


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reading readine tet wa adminitered prior to the tud% and will #e adminitered at the end o&

the tud% to determine i& progre wa made in the area that were highlighted in red a hown in

@igure 8/1/ The data reult &rom thi aement are ued in conFunction with the reult o&

articulation a#ilitie/ Thu( thi will #e ta!en into conideration when interpreting the data a a

whole and tudent improvement in #oth peech and phonological awarene/

Results

@our grade one tudent identi&ied a having peech di&&icultie and wea! phonological

awarene !ill received mall group intervention in a Tier 2 etting/ It wa intended that thee

tudent would improve their peech articulation with peci&ic ound and increae their

phonological awarene !ill with peciali0ed upport given 8 time a wee!( &or wee!(

through intene intervention with the 9indamood program/ Throughout the proce data wa

collected in the &orm o& chec!lit( Fournaling( and o#ervational entrie a&ter each leon/

indings

@igure 1/1)1/+ 1)+ dipla% each tudent. progre made in articulating the ound

emphai0ed a&ter 8 eion that too! place each wee!/ Each ound i repreented on a line

graph with a tarting #aeline determined #% a pot aement ta!en &rom the Speech 9anguage

Pathologit. report at the end o& !indergarten/ ;hen a tudent ha correctl% articulated the

ound independentl% a&ter each wee! o& intervention the line moved up a point/ I& the tudent

wa una#le to articulate the ound correctl% the line moved diagonall% acro/

Student 1 a een in @igure 1/1 demontrated poitive and negative mar! &or ound l ( v(

& r throughout the wee!/ The th ound proved to #e a challenge and the tudent wa

unucce&ul at independentl% getting the mouth &ormation correct without aitance when uing

the ound at the #eginning o& a word/ Der attempt to ma!e the th ound were challenging a he


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wa e5tremel% tal!ative and le enthued a#out having to ma!e change in her peech/ It wa

ver% di&&icult &or her to pronounce the th ound tongue #itter3 rather he would alwa% reorted

#ac! to the -lip #itter. which wa the f ound/ A&ter the &irt &ew attempt he #ecame &rutrated

and wanted to move on to omething ele/

Figure 1.1. Results of One-Way Design sing !ines to Re"resent #orre$t or %n$orre$t For&ation an' se of ("e$i)$ #onsonant (oun's

*aseline Wee+ 2 Wee+ 4

0

1

2

3

4

5

Student 1

,t

l

r

Observational Checklist

Correct or Incorrect Articulation

Figure 1.1. *aseline is 'eter&ine' fro& te (! re"ort an' in'i$ates tat te

stu'ent $urrently as 'i/$ulties it ea$ of te soun's son. For ea$

su$$essful arti$ulation for&ation oser,e' at te eginning of te net ee+

te line ill &o,e' u" 'iagonally. For ea$ in$orre$t arti$ulation &a'e te

line ill &o,e oriontally.

Student 2 ee @igure 1/23 demontrated continued( tead% progre once he caught on to

the proper &ormation o& each o& the ound/ The tudent wa eager and willing to repeat the

ound &ormation while loo!ing in the mirror to correct hi tongue and mouth movement/ Note

that ound k ? g are in the ame poition on the line graph a well a ound r ? th.



18/36


19/36


0123

45

Student 3

,t

l

r






te line ill &o,e u" 'iagonally. For ea$ in$orre$t arti$ulation &a'e te line

ill &o,e oriontally.

Student + ee @igure 1/+3 had ucce with the k ound wee!l%/ The g, v, l, & th were all

ound that were initiall% not articulated correctl% #ut #% the econd and third wee! improvement

wa een/ Note that ound g ? th have the ame line path/ The v ound reult were #ac! and

&orth a he tended to pronounce the Cuiet ound f intead o& the noi% v ound/ The r ound wa

the mot di&&icult ound &or her to articulate/



20/36


0123

45

Student 4

+

g,

t

l

r






te line ill &o,e u" 'iagonally. For ea$ in$orre$t arti$ulation &a'e te line

ill &o,e oriontally.

In @igure 2/1 tudent were rated on their a#ilit% to el&)correct their letter ound at

the #eginning o& each wee!/ Student 2 and tudent + were ucce&ul in their a#ilit% to el&)

correct articulation error/ At the end o& the tud% the reult indicated that tudent 2 had an B8

ucce rate and tudent + a GM ucce rate/ oth tudent 1 and tudent 2 truggled with

independentl% el&)correcting and had a 2 ucce rate/


21/36


Figure 2.1. Results of (elf-#orre$tion (elf-onitoring

0

1

2

3

Monitoring Articulation Success

+

g

l

r

,

t

Targeted First Grade Students

ating Sel!"correction

Figure. 2.1. e ,erti$al legen' on te left is 'es$rie s"e$i)$ally as su$ 1-

%'enti)e' as a,ing 'i/$ulty it te "arti$ular soun' ta+en fro& (!

re"orts in ea$ stu'ents # )les. 2-%'enti)es stu'ents o a,e &a'e

"rogress it un'erstan'ing o te soun' is &a'e it teir tongue an'

&out ut a,e not rea$e' &astery in self-$orre$tion an' self-&onitoring.

3-(tu'ent as rea$e' &astery in self-$orre$tion an' self-&onitoring.

oth &igure 8/1 and 8/2 how the phonological awarene pre)aement and pot)

aement reult repectivel%/ All tudent made igni&icant improvement/ Student 2 and

tudent + howed the mot improvement/


22/36


Figure 3.1. onologi$al :areness re-assess&ent - Fall 2014

#etters

h$%e

&etection 'lending

&eletion

Isolation ecognition

( t u ' e n t

! e t t e r % ' e n t i ) $ a t i o n

! e t t e r s o u n ' s

R - y & e D e t e $ t i o n

R - y &

e ; e n e r a t i o n

W

o r ' D e t e $ t i o n

( y l l a

1 l e D e t e $ t i o n

. - o n e & e D e t e $ t i o n

( y l l a 1 l e * l e n ' i n g

. - o n

e & e * l e n ' i n g

( y l l a 1 l e D e l e t i o n

. - o n e & e D e l e t i o n

n

% n i t i a l ( o u n '

F i n a l ( o u n '

5 e ' i a l ( o u n '

W o r ' R e $ o g n i t i o n

< o n W o r '

D e $ o ' i n g

1 16 18 1 0 1 4 0 1 0 3 0 4 0 1 3 0

2 21 16 5 2 5 5 0 2 0 3 2 5 0 0 2 0

3 21 18 5 4 3 2 0 1 0 2 2 4 1 3 1 0

4 9 4 1 0 3 1 0 4 0 2 0 0 0 0 2 0

Figure 3.1. (a'e' $o'es for !etter (oun's an' %'enti)$ation - *la$+ is

sa'e' in for s$ores 20-25=25> ;ray 15-19=25> Wite 0-14=25 Wor'

Re$ognition ? *la$+ 5-10=10> ;ray 3-4=10 Wite 0-2 :ll oter $ategories -

*la$+ 4-5=5> ;ray3=5> Wite 0-2=5. :'a"te' fro& @Rea'ing Rea'iness

:ssess&entA re$or'ing oo+let y te Alberta Disabilities Association of

AlbertaB. Retrie,e' fro&

tt"A==.aassa.$o&=u"loa'e'=C'u$ationalResear$=O(:#=re,entingRea

'ingDi/$ulties=assess&ent=Re$or'ing*oo+let."'f

http://www.aassa.com/uploaded/Educational_Research/OSAC/Preventing_Reading_Difficulties/assessment/RecordingBooklet.pdfhttp://www.aassa.com/uploaded/Educational_Research/OSAC/Preventing_Reading_Difficulties/assessment/RecordingBooklet.pdfhttp://www.aassa.com/uploaded/Educational_Research/OSAC/Preventing_Reading_Difficulties/assessment/RecordingBooklet.pdfhttp://www.aassa.com/uploaded/Educational_Research/OSAC/Preventing_Reading_Difficulties/assessment/RecordingBooklet.pdf


23/36


Figure 3.2. onologi$al :areness ost-assess&ent - Fall 2014

#etters

h$%e

&etection

'lending

&eletion

Isolation ecognition

( t u

' e n t

! e t t e r % ' e n t i ) $ a t i o n

! e t t e r s o u n ' s

R - y & e D e t e $ t i o n

R - y & e ; e n e r a t i o n

W o r ' D e t e $ t i o n

( y l l a 1 l e D e t e $

t i o n

. - o n e & e D e t e $ t i o n

( y l l a 1 l e * l e n

' i n g

. - o n e & e * l e n

' i n g

( y l l a 1 l e D e l e t i o n

. - o n e & e D e l e t i o n

n

% n i t i a l ( o u n '

F i n a l ( o u n '

5 e ' i a l ( o u n '

W o r ' R e $ o g n

i t i o n

< o n W o r ' D e $ o

' i n g

1 23 20 3 2 5 5 0 2 1 1 5 3 1 5 12 24 21 5 5 5 5 3 5 5 5 5 5 5 5 6 4

3 24 21 5 4 5 4 3 3 1 3 4 5 3 3 3 14 20 16 4 1 5 4 0 4 5 1 3 0 5 4 0 5

Figure 3.2. (a'e' $o'es for !etter (oun's an' %'enti)$ation - *la$+ is

sa'e' in for s$ores 20-25=25> ;ray 15-19=25> Wite 0-14=25 Wor'

Re$ognition ? *la$+ 5-10=10> ;ray 3-4=10> Wite 0-2 :ll oter $ategories -

*la$+ 4-5=5> ;ray 3=5> Wite 0-2=5. :'a"te' fro& @Rea'ing Rea'iness

:ssess&entA re$or'ing oo+let y te Alberta Disabilities Association of

AlbertaB. Retrie,e' fro&

tt"A==.aassa.$o&=u"loa'e'=C'u$ationalResear$=O(:#=re,entingRea

'ingDi/$ulties=assess&ent=Re$or'ing*oo+let."'f

Discussion



24/36


The data reult indicated that ound l &ront li&ter3 ? r #ac! li&ter3 were the mot

di&&icult to el&)correct @igure 2/13/ The reearcher contri#ute thi to thee ound not #eing

introduced until the ver% end o& the cononant ection in the program/ Not onl% are thee ound

more di&&icult to pronounce #ut the% are di&&icult &or tudent to clearl% viuali0e and &eel what i

happening to the poition o& their tongue in the mirror/ Dowever( due to the time limitation to

introduce thee ound( the% were taught out o& order/ Alo due to the nature o& the la%out o& the

9indamood program #oth ound were not introduced until the econd wee! into the tud%/

It wa evident that #oth tudent 2 and tudent + made the greatet gain in #oth their

peech articulation and pot)aement core/ It wa alo at the #eginning o& the &i&th wee!

that the S9P without the !nowledge o& the data reult &rom thi tud% wa impreed #% #oth

tudent progre( in their pot)aement reult he had adminitered a an S9P/ That and the

comment made #% tudent 2. mother a to how her on. articulation had improved and how he

wa el&)correcting and el&) monitoring at home i evidence o& ucce/ ;hen the reult o& the

data were hared with hi grade one teacher he wa in agreement that the ame progre

happening and #eing noticed in the claroom/

@rom the data reult it wa clear that Student 8 had the mot di&&icultie in the

#eginning with her articulation( enthuiam( and engagement/ It wa noted how &atigued he

appeared to #e and thu le engaged he wa on everal o& the da% that he came to the

eion/ It wa ver% evident that he had di&&icultl% ta%ing in tuned and &ocued/ Than!&ull% it

did improve over the wee! time &rame and once he caught on to the routine he #ecame more

engaged/ % the end o& wee! the reearcher #egan to wor! with thi tudent and tudent 1 in a

group o& 2 rather than + when time allotted &or it/ The other tudent were ma!ing huge gain

and were loing interet/ The reearcher &elt the% were not #eing challenged enough and #egan


25/36


to loe interet/ It Cuic!l% #ecame evident that adaptation needed to #e made in the planning o&

intruction/

It alo #ecame clear( ver% Cuic!l%( that tudent +. #ehavior wa going to #e a challenge/

Thi tudent wa ver% much a tactile tudent( needing to #e moving and doing thing with her

hand at all time/ Initiall% the manipulative ued &or the letter ound and correponding mouth

picture were in a platic container &or each tudent with their name on it/ Thi wa an e&&ective

mean o& manipulating the letter and picture until thi tudent decided to continuall% pile the

manipulative altogether( turn them upide down or move them all around/ It wa evident that

adFutment needed to #e made( o #% the end o& the &irt wee! the manipulative were velcroed

to manila tag to decreae the a#ilit% to mi5 all o& the manipulative up/ $n&ortunatel% he &ound

other wa% to #ecome ditracted uch a pla%ing with the mirror or &elt piece which were needed

&or each eion/ It wa alo di&&icult at time to get her to pronounce word #ecaue it wa

#aed on when he wa read% to pea!/ The data reult how ee @igure 1/+3 that although

there were #ehavioural iue he wa till a#le to demontrate ucce/

A the data wa collected and anal%0ed it #ecame evident that the tudent were a#le to

el&)correct when the peci&ic mouth picture la#eling wa mentioned &or each particular ound

and #% watching the mouth &ormation o& the reearcher/ At &irt the reearcher did Cuetion the

de&inition o& each term( el&)correcting and el&)monitoring and needed to clearl% de&ine the

meaning and give more clarit% and undertanding to #oth term/ ;hat did it mean to el&)correct

and el&)monitorH Sel&)correcting de&inition!automaticall% adFuting to or correcting mita!e(

el&)monitoring de&inition) reCuire a tudent to o#erve their #ehavior meaure3( then evaluate

it againt an e5ternal tandard or goal/ The de&inition helped to clari&% that all tudent were

el&)correcting #ut tudent 1 and 8 needed &urther time and upport to achieve mater%/


26/36


In the end the data collected con&irm that tudent did in &act ma!e progre in the

articulation o& their peech ound/ Not all reached mater% #ut the reult how that the

program wa a contri#uting &actor in guiding tudent in how to properl% &orm their ound/ It

ha #een the com#ination o& attention to ound dicrimination plu the phonological awarene

ta! that are a natural progreion with the program and the #alance o& maintaining a

converation throughout the leon all contri#uted to the ucce o& each tudent thu &ar/

Limitations

There were man% limitation that were identi&ied and proved to #e o& concern a the

tud% continuall% progreed/ @actor uch a time retraint &rom une5pected chool &unction(

pecial author viit( now cloureer da%( meeting and limitation o& time &or the reearch action

plan itel& made &or cheduling change challenging(7 not ever%thing went according to plan/

Alo( the attitude( learning t%le( and #ehavioural tendencie o& tudent pla%ed a part in the

peed and ucce o& the eion/ Even wor!ing with tudent 8 da% a wee! with intene

intruction there ma% have #een a lape o& 8)G da% in #etween each o& the wee! depending on

cheduling( P" da%( or now da% involved( o thi ma% have contri#uted to tudent wor!ing

memor% o& what the% had practiced and learned at chool and whether or not thi in&ormation

!ept with them and tran&erred to the claroom ituation and home in the da% the% did notn.t

have a eion/

Time retriction were certainl% noted a #eing one o& the mot limiting &actor/ ;hen

the reearch action #egan and the 9indamood program wa implemented the amount o& time to

get through the #eginning o& the program wa not &ull% ta!en into conideration #ecaue the

peed at which the ound were introduced wa un!nown/ It wa di&&icult to continue through

the 9indamood program &or a 8*)minute eion and !eeping the tudent activel% engaged/


27/36


'ore activitie needed to #e added in order to have review and practice the ound without it

#ecoming too monotonou &or the tudent/ @or the purpoe o& thi tud% the reearcher initiall%

&ollowed the progreion o& introducing the ound in the order that it wa uggeted and reali0ed

a previoul% mentioned that ome o& the ound needed more time and repeated eion &or

tudent to #e a#le to el&)correct and reach a mater% level/ ut a dicovered in the literature

review it wa di&&icult &or the reearcher not to add additional teaching material and e5tend the

learning and interet o& the tudent with a variet% o& di&&erent ta! in conFunction with the

peci&ic program/ A 8*)minute eion wa o#erved a #eing too long to &ocu on the program

alone due to their individual need and attentivene/

It wa aumed that tudent would demontrate on)ta! #ehaviour/ ;hen it #ecame

evident that there were ome di&&icultie with thi( the reearcher needed to adapt to the ituation/

Preparation and adFuting o& the current reource #ecame necear% &or the continued planning

and deliver% o& the tud%/ eing a#le to improvie and get creative in &inding activitie that

related to the peci&ic peech ound wa an important component needed &or a ucce&ul

deliver%/ Through o#ervation and Fournal note tudent needed e5tra( continued practice with

certain ound to #ecome ucce&ul/ Thi #ecame an iue when the reearcher initiall% thought

not to continue to wor! more in)depth with particular ound uch a the th #ecaue time wa a

&actor and it wa important to get all o& the ound covered #e&ore wee! &ive wa completed/

Another limitation wa the recording o& #eginning ound onl%/ Some tudent could

ma!e the th, r, or l ound articulation appropriatel% when the ound came at the end o& a word

#ut not the #eginning o& a word/ @or the purpoe o& thi tud% onl% proper articulation o& the

ound at the #eginning o& word wa ta!en into conideration/


28/36


;or!ing within a mall group in a tier 2 level( proved to #e ucce&ul( however( it

#ecame di&&icult &or the reearcher to liten to all o& the tudent at the #eginning o& each wee! to

chec!lit their repone &or repeating word with the correct articulation/

Summary and urther Research

There are de&inite gain in the ue o& the program #ut it i eential to undertand that

amhi(

2**G( pg 2M23/ All o& the a#ove mentioned &actor pla%ed a igni&icant &actor in the ucce o&

thi reearch action plan/

Overall the implementation o& the reearch action plan wa a poitive and ucce&ul

e5perience/ Each tudent made progre( ome Cuic!er than other/ It wa intereting to

dicover how each tudent di&&ered in their learning t%le( wor!ing memor% and who needed

more intene intervention/ aed on the reult( continued intervention will #e given to tudent 1

and 8/ @or thee tudent in particular( all ound will continue to #e reviewed uing the

9indmood program la%out/ The peci&ic peech ound that continue to give them di&&icultie

will #e emphai0ed and additional activitie will #e added to &acilitate the need &or e5tra practice

and need &urther rein&orcement/ @or tudent 2 ? + the% will no longer need the tier 2 level o&

intervention and will continue #ac! in the regular claroom etting/ There will #e continued

colla#oration with the teacher and the reearcher to maintain dicuion a#out ongoing

aement and reult to enure that progre and ucce o& each tudent continue/

Action Plan


29/36


At the end o& the reearch action plan it i in the #et interet o& the tudent &or the

reearcher to hare the data with the teacher/


30/36


a grati&%ing e5perience( one that open up the door to &urther inCuir% on how to continue

ma!ing our teaching practice and thoe o& other the #et the% can #e/ ,ontinued adaptation(

&le5i#ilit% with intructional planning( alwa% !eeping the tudent. need at the &ore&ront o& the

planning proce #ecame apparent/ Re&erring to reearch #aed literature helped &ormulate new

idea and e5poe new trategie/ In the end thi reearch action plan reearch proFect give

priorit% to optimi0e the reearch #ae &or lead upport teacher to ue their !ill and utili0e their

poition in upporting mall group o& tudent in a tier 2 etting in the earl% grade a well a

older grade with the help o& adminitrator and teacher colla#oration/


31/36



32/36


A((endices

Ta#le 1/1/

Relationhip etween "ata ,ollection Intrument and Reearch Juetion

Note/ Adapted &rom


33/36


Re&erence

Apel( >/( ? 9awrence( / 2*113/ ,ontri#ution o& morphological awarene !ill toward)level

reading and pelling in &irt)grade children with and without peech ound diorder/

Journal of Speech, Language, and Hearing Research( !3( 1812)182M/

auer( >/ 9/( I%er( S/( oon( R/ T/( ? @ore( ,/ 2*1*3/ 2* wa% &or claroom teacher to

colla#orate with peech)language pathologit/ "ntervention in School and #linic( !3(

888)88M/

randel( /( ? 9oe#( "/ 2*113/ Program intenit% and ervice deliver% model in the chool:

S9P urve% reult/ Language, Speech, and Hearing Services in Schools( !$+3( +G1)+4*.

,irrin( @/ '/( Schooling( T/ 9/( Nelon( N/ ;/( "iehl( S/ @/( @l%nn( P/ @/( Sta!ow!i( '/(

Adamc0%!( "/ @/ 2*1*3/ Evidence)#aed %tematic review: E&&ect o& di&&erent ervice

deliver% model on communication outcome &or elementar% chool)age children/

Language, Speech & Hearing Services in Schools %nline', !(83( 288)2G+A/ Retrieved

&rom http:66earch/proCuet/com6docview6M2*B*1Haccountid12MG

"iviion &or Earl% ,hildhood o& the ,ouncil &or E5ceptional ,hildren/ 2*1+3/ @ramewor! &or

repone to intervention in earl% childhood: "ecription and implication/

#ommunication )isorders *uarterly( +23( 1*B)114/

"e@our( R/( "u@our R/( ? Ea!er( R/ 2**B3/ Revisiting professional learning communities at

ork- e insights for improving schools. loomington( IN: Solution Tree Pre/

illam( S/( ? @ord( '/ 2*123/ "%namic aement o& phonological awarene &or children with

peech ound diorder/ #hild Language eaching and herapy( $083( 24M)8*B/

http://search.proquest.com/docview/752058501?accountid=12756http://search.proquest.com/docview/752058501?accountid=12756


34/36


illon( / T/ 2***3/ The e&&icac% o& phonological awarene intervention &or children with

po!en language impairment/ Language, Speech, and Hearing Services in Schools( +(23(

12G)+1/

o&&e( V/( ? Pring( T/ T/ 2**B3/ ,hildren with phonological pro#lem: A urve% o& clinical

practice/ "nternational Journal of Language & #ommunication )isorders( !+23( 1+)

1G+/

>amhi( A/ / 2**G3/ Treatment deciion &or children with peech)ound diorder/ Language,

Speech, and Hearing Services in Schools( +1 +3( 2M1)2M4/

9earning "ia#ilitie Aociation o& Al#erta/ 2*1+3/ Reading readiness assessment- Recording

booklet. Retrieved &rom :'a"te' fro& @Rea'ing Rea'iness :ssess&entA

re$or'ing oo+let y te Alberta Disabilities Association of Alberta.

Retrie,e' fro&

tt"A==.aassa.$o&=u"loa'e'=C'u$ationalResear$=O(:#=re,entin

gRea'ingDi/$ulties=assess&ent=Re$or'ing*oo+let."'f

9indamood P/( ? 9indamood( P/ 2*113/ he Lindamood phoneme se2uencing program for

reading, spelling, and speech +th ed/3/ Autin( T: Pro)ed

9ouada( '/ '/( eu( 9/ T/( ,apela( S/ S/( 'argaca( ,/ ,/( Simoe( "/ "/( Valente( A/A/( ?

o&&e( V/ 9/ 2*183/ Phonological and articulation treatment approache in Portuguee

children with peech and language impairment: A randomi0ed controlled intervention

tud%/ "nternational Journal of Language & #ommunication )isorders( !023( 1M2)1BM/

'cInt%re( 9/( Prot0( S/( ? 'cJuarrie( 9/ 2**B3/ E5ploring the potential o& 9iPS intruction &or

#eginning reader/ )evelopmental )isabilities 3ulletin( +4 1)23( 1B)+B/



35/36


'ill( / E/( 2*1+3/ 5ction research- 5 guide for the teacher researcher. Gth ed/3/ $pper addle

River( N: Pearon/

Peteron( R/ 9/( Pennington( / @/( Shri#erg( 9/ "/( ? oada( R/ 2**43/ ;hat in&luence literac%

outcome in children with peech ound diorderH Journal of Speech, Language &

Hearing Research( $3( 11M)11BB/

Reithaug( "/( 2**43/ hree tiers of instruction and intervention for reading. ;et Vancouver(

,: Stirling Dead Enterprie Inc/

Roultone( S/( ;ren( /( a!opoulou( I/( ? 9inda%( / 2*123/ Intervention &or children with

peech( language and communication need: An e5ploration o& current practice/ #hild

Language eaching and herapy( $083( 82)8+1/

Schuele( ,/( ? oudreau( "/ 2**B3/ Phonological awarene intervention: e%ond the #aic/

Language, Speech, and Hearing Services in Schools( +613( 8)2*/

;aton( / "/( ? ellon)Darn( '/ 9/ 2*1+3/ Speech)language pathologit and general educator

colla#oration: A model &or tier 2 ervice deliver%/ "ntervention in School and #linic(

!6+3( 28M)2+8/


36/36


Assign%ent )* esults and &iscussion Points

Reslts se$tion in$lu'es a rief inro'u$tion tat

su&&aries te stu'y

10

Data 'is"laye' in te Fin'ings se$tion isre"resentati,e of +ey )n'ings of te stu'y 10

ales an' Figures are use' a""ro"riately asoutline' in te :: anual $e$+lists 5.19 an'5.30 an' are for&atte' $orre$tly

9 (uggest you $onsi'era &ore $lear"resentation of so&e'ata tan te linegra"ing.

Dis$ussion se$tion "ro,i'es an analysis of te'ata an' 'ras $on$lusions ase' on te 'ata

10

Results se$tion a''resses te li&itations of testu'y an' re$o&&en'ations for furter resear$

10

otal 49

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