3.1 Setting The setting for this Action Research Project is the borough of Carteret, a suburb of Newark, New Jersey and the City of New York. Carteret is in Middlesex County, New Jersey.The borough has a total area of 5 square miles. The population of Carteret is 20,709. Carteret is 68.7% White, 9.54% African American, 0.24% Native American, 8.32% Asian, 0.03% Pacific Islander, and 9.26% from other races. The Carteret school district has been classified as a B district according to the 1990 census, which determined the District Factoring Groups (DFG). The DFG is a measure of school districts’ relative socioeconomic status. A DFG ranging from letters A through I was assigned to the districts. The A districts are the Abbott Districts,
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All three ESL students graduated from Pre-K, have been in the ESL program less than two years, and are considered beginners according to the W-APT (WIDA-Access Placement, 2015) test. Table 1 presents the general information about the participants. Student A was a six year-old male, whose native language is Punjabi and studying a kindergarten curriculum again due to lack of social and academic language. He was born in India, and came to the United States of America when he was four years old. He entered in the U.S. public school system in January 2014, and he was identified an illiterate in his native language, Punjabi. He was not able to read and write in his native language due to lack of schooling in India. His didn’t speak well in his own native language, and most of the sentences were unfragmented and unstructured. Due to lack of his academic language, he was identified “at risk” on the Response to Intervention report. Further, he was recommended for the Child Study Team so that he can be tested for the special education services. He was grouped with a Tier 3 RTI students, and he was receiving intensive intervention in speaking, listening, reading and writing. He was also considered Title 3 student and receiving modified instructions in content areas as well. Instructions and assignments were provided in his native language during …show more content…
Three sets of two graphs representing each student were created for the sight word identification and three sets of two graphs for each student were made for the application of the sight words using cloze sentences. Each graph had five data points. On graph one for each student, the first data point identified the baseline data for the identification of the sight words which was obtained in the first week, and the rest represented the results of the bi weekly Friday assessments. On graph two for each student, the first data point showed the baseline data, accumulated in the first week, in terms of applying the sight words in cloze sentences, and the rest of the data points represented the results of the bi weekly Friday assessments from weeks 2 to 7. Furthermore, the data points were compared to the baseline data and the weeks where the students were not using the iPads. After analysing the data, these graphs represented if the intervention of the iPads proved effective in promoting growth in acquiring the sight words in lieu of identification and application of the sight
All three ESL students graduated from Pre-K, have been in the ESL program less than two years, and are considered beginners according to the W-APT (WIDA-Access Placement, 2015) test. Table 1 presents the general information about the participants. Student A was a six year-old male, whose native language is Punjabi and studying a kindergarten curriculum again due to lack of social and academic language. He was born in India, and came to the United States of America when he was four years old. He entered in the U.S. public school system in January 2014, and he was identified an illiterate in his native language, Punjabi. He was not able to read and write in his native language due to lack of schooling in India. His didn’t speak well in his own native language, and most of the sentences were unfragmented and unstructured. Due to lack of his academic language, he was identified “at risk” on the Response to Intervention report. Further, he was recommended for the Child Study Team so that he can be tested for the special education services. He was grouped with a Tier 3 RTI students, and he was receiving intensive intervention in speaking, listening, reading and writing. He was also considered Title 3 student and receiving modified instructions in content areas as well. Instructions and assignments were provided in his native language during …show more content…
Three sets of two graphs representing each student were created for the sight word identification and three sets of two graphs for each student were made for the application of the sight words using cloze sentences. Each graph had five data points. On graph one for each student, the first data point identified the baseline data for the identification of the sight words which was obtained in the first week, and the rest represented the results of the bi weekly Friday assessments. On graph two for each student, the first data point showed the baseline data, accumulated in the first week, in terms of applying the sight words in cloze sentences, and the rest of the data points represented the results of the bi weekly Friday assessments from weeks 2 to 7. Furthermore, the data points were compared to the baseline data and the weeks where the students were not using the iPads. After analysing the data, these graphs represented if the intervention of the iPads proved effective in promoting growth in acquiring the sight words in lieu of identification and application of the sight