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PROJECT VAKS.pptx
- 1. DIVISION OF MISAMIS OCCIDENTAL OROQUIETA CITY, MISAMIS OCCIDENTAL
- 2. Project VAKS (Vision, Audio, Kinesthetic Strategy): A Multi-Sensory Approach to Enhance Reading Fluency for Grade V Pupils Wenlou Ann L. Ponce- Teacher III Roscel Joy M. Jarantilla– Teacher I Mamanga Elementary School Plaridel South District
- 3. Reading fluency is very important. Fluency is integral to comprehension and is a critical component of successful reading. Many students have fundamental deficits in their “uptake process”. CONTEXT AND RATIONALE
- 4. ACTION RESEARCH QUESTIONS • What is the reading performance of the learners before the implementation of the intervention? • What is the reading performance after the implementation of the intervention? • Is there a significant difference between the pre-test and post-test scores of the learners after immersing the research participants in the intervention?
- 5. PROPOSED INNOVATION, INTERVENTION AND STRATEGY Multisensory teaching techniques and strategies stimulate learning by engaging students on multiple levels encouraging students to use some or all of their senses. Jasmine and Connolly (2015) analyzed the effectiveness of integrated multisensory activities during weekly centers on long term spelling knowledge with second graders. The treatment included the use of six different multisensory activities to be used during center work over the course of six weeks. The six multisensory activities that the researchers chose to use included textured writing, wiki sticks, shape writing, whisper phone, skywriting, and human typewriter. Data was collected through pre and post spelling assessments each week, observational records during center work time, and a final student questionnaire Data was collected through six weeks of teaching using the multisensory approach.
- 6. PROPOSED INNOVATION, INTERVENTION AND STRATEGY Reading aloud as model. Listen and follow. Practice sight words using playful activities. Theater reading. Paired reading. Echo reading. Choral reading. Repeated reading.
- 7. ACTION RESEARCH METHODS The participants of the study are the 12 identified struggling readers of Grade Five Class of Mamanga Elementary School, Plaridel South District, Division of Misamis Occidental for S.Y. 2022 – 2023. The researchers utilized the Phil IRI test results for Grade Five to assess the reading performance of pupils. The intervention was implemented from the month of March 2023 to June 2023. The Multi – sensory approach as intervention to enhance the reading fluency of identified struggling readers will be implemented for 4 months from March 2023 to June 2023. The researcher conducted the Phil IRI pretest on the last week of August 2022. The result was the baseline for the reading performance of pupils.
- 8. ACTION RESEARCH WORK PLAN AND TIMELINES
- 9. ACTION RESEARCH WORK PLAN AND TIMELINES
- 10. COST ESTIMATES
- 11. PLAN FOR DISSEMINATION AND UTILIZATION The result of this research will be disseminated and utilized through submitting the full copy to the Division Office, District Office and School. The findings will be discussed during PTA meeting to inform the parents and the stakeholders. This will be also presented in research conferences.
- 12. REFERENCES Aja, S.N.; Eze, P.I.; Igba, D.I; Igba, E.C; Nwafor, C.C & Nnamani, S.C.(2017). Using Multi-Sensory Instruction in Managing Classroom for Effective Teaching and Learning. International Journal of Applied Engineering Research ISSN 0973- 4562 Volume 12, Number 24. Alley, J. (2011). The impact of reading on standardized testing. Retrieved fromhttp://www.nwmissouri.edu/library/researchpapers/2012/Alley. Ashbaugh , A.. (2016). Multi-Sensory Techniques in Spelling Instruction: An Action Research Study for Students with Dyslexia. Otterbein University. Campbell, M. L., Helf, S., & Cooke, N. L. (2008). Effects of adding multisensory components to a supplemental reading program on the decoding skills of treatment resisters. Education and Treatment of Children, (3). 267. Cockerille, A. G. (2014, Fall) Reading workshop in the Montessori classroom.Montessori Life, 26 (3)36-43. Retrieved from http://search.proquest.com.pearl.stkate.edu/education/docview/1654946560/A 6F1DA7D BE54364PQ/6?accountid=26879. Graham, Y., & Graham, A. (2012). Dyslexia tool kit for tutors & parents: What to dowhen phonics isn't enough. Lexington, KY: Mumbling Marmot.
- 13. REFERENCES Hosp, J., & Suchey, N. (2014). Reading assessment: Reading fluency, reading fluently,and comprehension- commentary on the special topic. School Psychology Review, 43(1). Hudson, R., Lane, H., & Pullen, P. (2014). Reading fluency assessment and instruction:What, why, and how? The Reading Teacher, 702-714 Malouf, R. C, Reisener, C. D, Gadke, D. L,Wimbish, S. W, Frankel, A. C. (2014). The effects of helping early literacy with practice strategies on reading fluency for children with severe reading impairments. Reading Improvement: 269-279. Retrieved from ProQuest. Neddenriep, C.E., Fritz, A.M., & Carrier, M.E. (2010). Assessing for generalized improvements in reading comprehension by intervening to improve reading fluency. Psychology in the Schools, 48, 14-26. doi:10.1002/pits.20542 Rasinski, T. (2016). Multidimensional Fluency Rubric. Reading Fluency Literacy. Retrieved From http://timrasinski.com/?page=presentations Reading Rockets. (2015). Fluency. Retrieved fromhttp://www.readingrockets.org/helping/target/fluency Salinas, M. F., Kane-Johnson, S.E., & Vasil-Miller, M.A. (2008). Long-term learning, achievement tests, and learner centered instruction. Journal of Scholarship of Teaching and Learning, 8(3), 20-28.
Notas do Editor
- Better fluency leads to greater understanding.---------------------------When a computer processes information, the bits and pieces are transformed into a whole that is then used to contribute to a problem solution. In a similar vein, students take in or read words and phrases pieced together to constitute a fictional story or the account of an individual’s life. Fluency has been defined in different ways such as it is the ability to read quickly and accurately with appropriate and meaningful expression. The conceptual thread underlying each of these definitions is that fluent readers must be able to quickly and accurately recognize words, read these words with adequate expression and phrasing, and comprehend from the text read. This is where problems with fluency are most apparent, as students read so slowly, missing words, disregarding punctuation, and ultimately not comprehending the text. Furthermore, every reader, even a proficient reader, has fluency problems when given texts to read that are hard for them. The texts may be hard because they contain many rare, long, or hard-to-pronounce words. Unfortunately, a long line of classroom observational research indicates that too- difficult texts are precisely what struggling readers are usually asked to read. This occurs when a grade-level, one-size-fits-all core curriculum is put in place and all students are provided reading instruction in that curriculum material. In connection to this, Mamanga Elementary School, Plaridel South District, Division of Misamis Occidental specifically Grade 5 pupils were not fluent in terms of their reading skills. As teachers, we look for an intervention or reading strategies to help pupils improve their reading fluency the reason why we conducted this action research.
- The use of these multisensory teaching techniques helps the teacher build on student’s strongest modes of learning while still training the weaker ones. Sensory integration is building a neutral pathway between the right and left-brain hemispheres. In doing this, teachers are able to enhance a student’s ability to perceive word reliability, retrieve learned information, and problem solve. Improving sensory integration includes having the student cross the body midline from right to left and left to right (Graham & Graham, 2012). Moreover, Multi-sensory approach can be beneficial to bridge this gap and give the students instruction explicitly and systematically on phonemic awareness through the multi-sensory reading approach. By teaching through a multi-sensory approach, the Special Educator is instructing a student simultaneously through visual, auditory, and kinesthetic strategies to improve their memory and learning of new decoding skills (Campbell et al., 2008).
- Reading aloud as model. As a teacher, we read aloud to children to provide a model of fluent reading. Usually, teachers read aloud to their pupils. A regular read aloud period is a must in any elementary classroom. No matter their age or ability, children need a frequent model of fluent reading. Listen and follow. We have let children listen and follow along with audio recordings. Some teachers even record themselves as they read aloud to their class. Practice sight words using playful activities. When children know many words by sight, they’re less likely to be awkward, choppy readers. We prefer games over flash cards. Theater reading. Reader’s theater requires no set or costumes and is a fantastic way to improve fluency. Children take turns reading their parts from a script and bring the text alive through their voices. To create a script, create an original play with speaking parts or adapt a familiar story by typing it up into several speaking parts. Paired reading. In this study, we have made paired reading (also called “buddy reading”) a daily practice within their literacy block. To do paired reading, put students in pairs and have them read to each other. Pair more fluent readers with less fluent readers, but be careful not to make the ability gap too great. Children can take turns reading by sentence, paragraph, or page. Echo reading. With echo reading, the pupils can follow along as we displayed enlarged text. We also utilized Big Books and a text displayed on an interactive white board. And we pointed to words as they read sentence or short paragraph. We pointed to the words again as students echo my reading. Choral reading. We utilized the nursery rhymes, songs, and funny poems are fantastic for choral reading. Repeated reading. Echo reading and choral reading are both forms of repeated reading. Repeated reading is also something that students can do individually. We choose a short passage of 100-200 words. We allowed the pupils to read the same passage multiple times.