Title

Impact of Intervention on Learning Blends and Diagraphs

Date of Award

Fall 12-19-2019

Document Type

Project (696 or 796 registration)

Degree Name

Master of Science in Curriculum & Instruction

Department

Graduate Studies

Committee Chair

Courtney LaLonde

Keywords

blends, diagraphs, instructional hierarchy, intervention

Abstract

Abstract

The purpose for the research was to study the effectiveness of Title 1 intervention for learning blends and diagraphs with first grade students. The research was conducted at a small Catholic Elementary school in Southwest Minnesota. The participants were students in first grade. The researcher collected pre-assessment blends and diagraphs knowledge data from the students using flash cards and a checklist. The researcher then matched students from the comparative/control group with similar baselines to those receiving Title 1 services as to obtain a true comparison. The students in the general education room were given instruction using the basal reading series. The students in the Title 1 room were given intervention activities to engage in. When the research period was concluded, the researcher gave all the students a post-assessment identical to the pre-assessment. Students receiving intervention in the Title 1 room showed more growth than comparative students receiving generalized instruction in the classroom. The preferred engaging activities included games utilizing matching, rhyming, music, visual prompts and motor movement.

This document is currently not available here.

Share

COinS