You have a solid framework for the paper. However, as a study, it should have the two key components of methods (including data sources, data collection, and data analysis description), and results and interpretation of data analysis. Without these, it remains a proposal unless you want to do a literature review as the study. In the latter case, it takes a different route. You will still have all the sections except this time your data source is the literature, and the methods section should describe how you sample and select the literature to be reviewed, how you code the literature as data source to ensure reliability and validity, and how you analyzed what you have coded. It is not infeasible but may take some rethinking about your paper to do so.
I will attach a proposal (not a finished product) of a literature review study (but it is a focused study on methodology), and a paper from one of my students as a finished product for you have a good understanding of what is expected.
· I will attach a proposal (not a finished product) of a literature review study (but it is a focused study on methodology)
· Instructions (Below)
· Finished Product
Format for intervention report
Demographics: Name of Child, Grade when tested, Age when tested, Date of testing, Examiner
· Relate the comments of the teacher(s) or parents about the reading abilities of the child. You can include information from an Interest/attitudinal surveys to comment on student’s reading interest.
· Describe the rapport with the examiner during the process of testing. For example, how comfortable the child appears to be during testing.
Tests to choose from: (description) [the following are some examples but you should certainly not limit yourself to these, nor include all of them. Choose or use only what you believe to be relevant.]
· Print concepts (book handling, observations)
· Letter knowledge (any informal reading inventory or teacher-created letter inventory)
· Story concepts (picture stories, story elements, IRI)
· Phoneme skills (Yopp-Singer, others)
· Phonics skills (Stahl’s informal inventory, letter-sound knowledge, Names test, etc)
· Spelling development (Spelling inventory, teacher-developed or others)
· Sight words (any appropriate inventory on grade levels, Dolch list)
· Word recognition (In context: informal reading inventory, running record; out of context: word list, non-words)
· Oral reading: fluency (informal reading inventory; any on-level texts)
· Comprehension(s) (informal reading inventory, observations)
· Writing development
· Language development (Peabody Picture Vocabulary Test)
· Follow the tests one by one in making the summary and explicitly explain the strengths and weaknesses (provide the data)
Interpretations and Recommendations
· Design a program that follows closely what you think are the strengths and weaknesses of the child based on the data. Justifications will be needed for the general framework of the intervention program (state why this is needed).
· In the program, be sure to state explicit objectives. For example, instead of saying that you need to improve student’s phonemic awareness, state clearly what types of phoneme activities.
· Plan a week’s worth of lesson planning: five-day reading lessons (about 45 minutes a day) for implementing what you recommend. You can follow a Guided Reading Lesson Plan principles and format (as attached at the end). For this class, comprehension should be a main component of the lesson. Even if a lesson is mainly on, say, spelling improvement, you will still incorporate at least an episode of enhancing comprehension (with a clear indication).
Guided Reading lesson Principles
Support for successful reading of the text
Activate prior knowledge and give background information
Discuss text features particular to genre
Review vocabulary or difficult words
Introduce strategy or skill focus
Guiding student reading
Students red text individually (whisper or silent)
Provide task/guidelines to support lesson focus (Post-Its, notebook)
Spot-check and coach–group
Check for comprehension, summarize text
Revisit strategy focus/skill
Address new skill for future use
Extend student thinking
Which Day’s Lesson Plan for _____________________________
(Name of student)
ELA Standards Addressed:
|Fluent Reading: Student reads or rereads text (book, poem, play, etc.) at his/her independent reading level.|
|Supported/Guided Reading: Introduce and help your student read and think his/her way through an instructional level text. Give as much support as needed to encourage strategic reading. Include pre-, during, and post reading activities.|
|Explicit Word Study: Focus on phonics, spelling, word structure, and vocabulary through Word Sorts, Making Words, Guess the Covered Word, Using Words You Know, and materials that contain studied features. Use assessment of oral reading and spelling to choose your focus for letter-sound associations, phonograms, key word patterns.
|Writing: Decide with your student to use dialogue journals, graphic organizers, text frames, literature response, projects, text innovations, language experience approach, or a combination. Encourage risk-taking, but make sure the student uses what he/she knows about spelling. Teach writing conventions as well as idea development.|
|Read-aloud a Challenging Book. Read to or with the student a short story, poem, joke, book chapter, magazine article, etc. of the student’s interest.|