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The Incorporation of Words Their Way Word Sorts Into Orton-Gillingham Method to Improve Fluency of Students with Learning Disabi

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The Incorporation of Words Their Way Word Sorts Into Orton-Gillingham Method to Improve Fluency of Students with Learning Disabi Cardinal Stritch University Stritch Shares Master's Theses, Capstones, and Projects 10-28-2014 The ncorI poration of Words Their aW y Word Sorts into Orton-Gillingham Method to Improve Fluency of Students with Learning Disabilities Katie A. Tyk Follow this and additional works at: https://digitalcommons.stritch.edu/etd Part of the Education Commons Recommended Citation Tyk, Katie A., "The ncI orporation of Words Their aW y Word Sorts into Orton-Gillingham Method to Improve Fluency of Students with Learning Disabilities" (2014). Master's Theses, Capstones, and Projects. 370. https://digitalcommons.stritch.edu/etd/370 This Action Research Paper is brought to you for free and open access by Stritch Shares. It has been accepted for inclusion in Master's Theses, Capstones, and Projects by an authorized administrator of Stritch Shares. For more information, please contact [email protected]. The Incorporation of Words Their Way Word Sorts into Orton-Gillingham Method to Improve Fluency of Students with Learning Disabilities By Katie A. Tyk Action Research Submitted in Partial Fulfillment of the Requirements for the Degree of Master of Arts in Special Education At Cardinal Stritch University Milwaukee, Wisconsin 2014 2 This action research has been approved for Cardinal Stritch University by October, 2014 _________________________ Date _________________________ 3 ACKNOWLEGEMENTS I would like to thank my husband for the support and patience. I am forever grateful for the countless hours he gave me to write in peace and the time he spend looking over the many pages of writing when he didn’t have to. Thank you to my little peanut who reminded me that there is always time for brain breaks. Lastly, thank you to my research advisor, Sister Gabrielle Kowalski, for answering the many questions I had, no matter how small or silly. Thank you for helping me through every step and reviewing my work so I could make it my best. 4 TABLE OF CONTENTS Chapter 1: Introduction Page Introduction 8 Purpose of the Study 8 Research Question 8 Significance of Study 9 Definition of Terms 10 Limitations and Assumptions 10 Summary 11 Chapter 2: Review of Literature Theoretical and Historical Framework 12 Research Studies 13 Chapter 3: Methodology Design 15 Sample 16 Procedures 16 Materials 17 Data Collection Plan 18 Chapter 4: Results Research 20 Supporting Data 20 Significance of the Findings 21 Chapter 5: Conclusions and Recommendations 5 Results 25 Implications 25 Limitations 26 Recommendations 26 Reference List 27 Appendix A Orton Gillingham Lesson Plan 29 Appendix B Recipe For Reading Sequence Chart 31 Appendix C Reading A-Z Example Fluency Passage 32 Appendix D Words Their Way Example Word Sort 33 6 LIST OF TABLES Table Title Page 1 Reading Rate 20 2 Word Accuracy 21 3 Number of Errors 21 7 LIST OF FIGURES Figure Title Page 1 Reading Rate 22 2 Word Accuracy 23 3 Number of Errors 23 8 Chapter 1: Introduction Introduction The key components to fluency when reading are speed and accuracy. Often times, students with learning disabilities struggle with the ability to demonstrate fluent reading at their assessed independent reading level, the level in which a student is able to read words without assistance with at least 95% accuracy. The inability to read fluently could ultimately lead to difficulty with reading comprehension. It is important to determine if a combination of instructional strategies or instructional programs can improve fluency in order to support reading comprehension for students with disabilities. Purpose of the Study Since students with Specific Learning Disabilities (SLD) in the area reading often struggle with reading fluency, reading comprehension is often impacted. Through this research, it may be determined that incorporating Words Their Way: Word Study for Phonics, Vocabulary and Spelling Instruction (Bear, Invernizzi, Templeton, & Johnston, 2000) word sorts with the Orton-Gillingham method of reading instruction (Orton & Gillingham, 1930) can increase reading fluency. Research Question Does incorporating the program Words Their Way into the Orton-Gillingham method increase fluency? It is hypothesized that incorporating the Words Their Way word sorts into the Orton-Gillingham method will increase reading fluency at the independent reading level for students with learning disabilities. In this study, two second grade students with identified reading disabilities, one boy and one girl, participated in small group instruction, using the Orton-Gillingham Method. Words Their Way word sorts were added to the Orton-Gillingham 9 method as the independent. Prior to implementation, the students’ fluency levels were assessed at their independent reading level. The Words Their Way word sorts were chosen based on the sequential order of lessons from the Orton-Gillingham Method provided by Bloom & Traub, (2000) and were incorporated as an extension activity three times per week. If a student missed a Words Their Way extension activity due to illness or absence, he or she had an opportunity to make up the extension activity on an alternate day. Students’ fluency levels were assessed every two weeks using a fluency passage from the Reading A-Z program (2014). Independent reading levels were assessed frequently as a part of general instruction using leveled books from the Reading A-Z program (2014). Intervention was conducted over a period of eight weeks, three times per week for 5-7 minutes per session, which took place during a 60 minute reading block. Significance of the Study Students with learning disabilities often struggle in the area of reading comprehension due to the inability to read text fluently. For these students, it is important to find methods of instruction that can increase their fluency in order for them be able to comprehend text at a level which they are able to read accurately. The Orton-Gillingham method supports a multisensory method of teaching reading. Students with learning disabilities often benefit from this type of instruction. By incorporating the Words Their Way word study program into the Orton- Gillingham method as an extension activity, it will be determined if a combination of both instructional programs can boost a student’s fluency. Currently, there is insufficient research to conclude that by combining the two programs fluency rates will increase. It is important to understand what instructional materials can be used in order to support individuals with learning disabilities. Using both the Orton-Gillingham method and Words Their Way word sorts together 10 may be one more strategy teachers can use to improve students’ reading fluency before they fall behind in their ability to comprehend text compared to their peers. Definition of Terms Fluency is “the ability to read orally in a smooth and effortless manner (Allinder, Dunse, Brunken, & Obermiller-Krolikowski, (2001, p.48).” A fluent reader can accurately and automatically recognize words and read with appropriate expression, inflection, and speed (Nichols, Rupley, & Rasinski, 2009). The Orton-Gillingham method for reading program is an organized multisensory program that directly teaches phonemic awareness, phonics, and word attack skills using multisensory methods including visual, auditory, and kinesthetic input (Scheffel, Shaw & Shaw, 2008). It is a method of instruction designed to help struggling readers. Words Their Way is a method of teaching students to spell using word patterns and structures (Bear et al, 2000). A running record is a means of assessing student’s reading levels by recording a student’s ability to accurately read a passage. While taking a running record, the recorder will mark words read correctly with a check mark and record errors by making note of the specific error as well as indicating when a student corrects his or her self (Reading A-Z, 2014). Limitations and Assumptions This specific study is limited in terms of the number of students in the study. Due to a small district and small caseload, a limited number of students qualified as participants in the study. The students’ absences could not be anticipated. In order to control for this, Words Their Way extension activities were conducted three days a week in order to provide for make up days. 11 Another limitation given the small sample size was that increased fluency could be due to small group size versus the instructional methods used. To control for this, a review of the students’ previous reading fluency scores were conducted. These scores had been recorded prior to Words Their Way word sorts being incorporated into the Orton-Gillingham reading instruction. A final limitation in this study was that one of the students was diagnosed with additional disabilities through evaluations conducted outside of the school setting. The diagnosis of a visual processing disorder and non-verbal learning disability, in addition to the previous diagnosis of SLD in the area of reading and Attention Deficit Hyperactivity (ADHD), could be a factor in the effect of the intervention on fluency scores. There was no way to control for the additional diagnoses. The assumption that can be made based on this study is that students receiving specialized small group instruction at their reading levels should increase their fluency; this specific study looked at the instructional strategies used to increase those levels. Summary One of the critical components of reading is the ability to reading fluently with appropriate speed and accuracy. This skill lends itself to the ability of students to
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