A Research Study On Student Engagement Through Structured Phonemic Awareness Instruction

1139 Words Sep 3rd, 2016 5 Pages
The student A-B-C data collected reinforced that the targeted behavior occurs most often when D.B is fatigued or emotionally upset. The antecedent (or what happens before the behavior) has been verified, as the announcement of afternoon reading instruction. D.B is often able to makes progress alone, and is less distractible when less then five students are present. The behavior is often task avoidance and defensiveness. The consequences are always negative to the student; she expresses she feels picked on and embraced. When this occurs she often becomes self-justifying and shut’s down. This author/ writer found that it is best to write about the behavior not the emotion.

Rational for the Action Research: Question(s);
D.B. is a Kindergarten student at P.S. 13 in New or York. The research involves an exploration examining ways to improve D.B’s. concentration, which will subsequently improving her reading level through structured phonemic Awareness instruction. The questions to be addressed are; why is phonological awareness is critical for ready instruction and How they do increase student engagement through phonemic awareness?
Literature Review
The four scholarly journals articles that are analyzed and synthesized were chosen to helped this teacher/ writer gain clarification of how children with reading disabilities may be only part of the total compression and fluency concern. The authors share similar viewpoint and beliefs that will prove to show significant connections…

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