RUNNING HEAD: CHAPTER ONE ARP
RUNNING HEAD: SAME LANGUAGE SUBTITLING
Same Language Subtitling:
The Use of Subtitled Music as a Reading Activity
In a High School Special Education Classroom
W.Greg McCall
Action Research Project
University of Phoenix
MAEDCT-EDD 576
Research Proposal Submitted in Partial Fulfillment of the Requirements
For the degree of Master of Arts in Education
University of Phoenix
2005
Abstract
Same Language Subtitling: The Use of Subtitled Music as Reading Activity in a High School Special Education Classroom. Wayne McCall, 2005: Action Research Project Report, University of Phoenix, MA in Education focus on Curriculum and Technology. Technology Incorporation/Technology in English Education/Captioning as Reading Activity/Subtitling as Reading Activity/Lyrics and Music as Reading Activity/Technology Incorporating Video Subtitling and Music in English Classroom/Special Education English Classroom and Technology Incorporation..
This action research project was designed to examine the potential of incorporating Same-Language-Subtitling or Subtitled Music (SLS) as a repeated reading activity within Special Education English classrooms. The intervention was designed to use the presentation strength of SLS and technology to increase the amount of class time that students are actively engaged with reading text.
The goal of this action research project was to improve reading engagement and growth. The basic SLS activity involved students repeatedly viewing a short SLS video (typically Broadway Musicals), while completing response worksheets (typically cloze script). SLS was used as an entrance activity during transition and first 15 minutes of each class. Students quickly mastered the technology and programs to both create and run the reading activity semi-independently. Overall, student attitude, engagement and reading comprehension levels improved during the course of this study.
Permission Statement
As a student in the MAED Program I do (x) do not ( ) give permission to the University of Phoenix to distribute copies of this action research report on request from interested individuals.
Wayne Greg McCall October 17, 2005
Table of Contents
|Chapter I: Introduction | |
|Problem Statement |5 |
|Purpose |5 |
|Description of Community |6 |
|Description of Work setting |6-8 |
|Writer’s Role |8 |
|Chapter II: Study of the Problem | |
|Problem Description |8 |
|Problem Documentation |9 |
|Literature Review |8-12 |
|Causative Analysis |12-14 |
|Literature Review: Same-Language-Subtitling |14-19 |
|Chapter III: Outcomes and Evaluations | |
|Goals and Expectations |19-20 |
|Expected Outcomes |20-21 |
|Measurement of Outcomes |21 |
|Analysis of results |21-22 |
|Chapter IV: Solution Strategy | |
|Statement of Problem |22 |
|Discussion |23-24 |
|Description of Selected Solutions |24-27 |
|Project Calendar Plan |27-37 |
|Chapter V: Results | |
|Results |37-46 |
|Discussion |46 |
|Recommendations |47-49 |
|Plans for Dissemination |49 |
| | |
|References |50 |
|Appendices | |
|A: Reading Surveys |55 |
|B: Reading Rubric |59 |
|C: Reading Observation Sheet |61 |
|D: Application for Conducting Research |62-66 |
|Charts | |
| |6 |
|Figure 1: School Ethnic Makeup |7 |
|Figure 2: Special Education Students by Certification 2005 |38 |
|Figure 4: Weekly Class Activities – Pre-intervention |38 |
|Figure 5: Weekly Class Activities –Week 8-12 |40 |
|Figure 7: Engaged Reading Rubric |40 |
|Figure 8: Responses to Reading Survey |41 |
|Figure 9: Reading Growth by Grade Equivalency |42 |
|Figure 10: CHS SPED by Certification 2005 |42 |
|Figure 11: Intervention Group by Certification |43 |
|Figure 12: Mean Growth in Scaled Score |46 |
|Figure 14: Mean Reading Growth | |
|Tables |38 |
|Figure 3: Summary-Minutes Per Week on Tasks |39 |
|Figure 6: Classroom Activities |44-45 |
|Figure 13: Classroom Observations | |
Chapter 1: Introduction
Problem Statement
In a review of assessment records it was found that many of the Special Education students at CHS during the 2002-2003 school year were experiencing less than a quarter of a year growth per year in their reading skills as assessed by both the Stanford Diagnostic Reading Test (SDRT) and by Accelerated Reading’s STAR Reading Assessment. CHS’s Learning Disabled (LD) population averaged reading levels that are more than three years lower than their regular education counterparts. In comparison to their regular education counterparts, these students spent minimal time and focus on reading activities and tended to be resistant to many supplementary reading activities.
Purpose
The purpose of this study was to determine whether including Same-Language-Subtitling (SLS) activities in a reading class would increase the amount of time that special education students were actively engaged in repetitive reading activities and thereby impact their reading growth. At this state in the research, the SLS activities will be defined generally as the use of video subtitling and editing technology applied to music video and other multi-media presentations.
Recent computer technology developments have made both subtitling presentation formats and video editing programs available and economic for classroom applications. Same-Language Subtitling, which incorporates both music and dynamic audio with subtitling and video, can be used as an interactive reading activity. This type of activity should impact learning disabled student’s language and reading levels by increasing the time in which they are actively engaged with language and reading. An experimental study is needed in order to determine the impact of SLS on reading engagement, and to develop extended literacy applications.
Description of the Community
CHS serves the Kaneohe area of the island of Oahu in the State of Hawaii. Kaneohe is a community of about 50,000 people. The community is a largely middle class suburban population that is comprised of a mix of single-family homes, condominiums, and public housing units. There are mostly small businesses, light industries, and truck farms in the area. Most of the student’s parents work in Honolulu, which is fifteen miles away.
Description of the Work Setting
CHS sits on a 32-acre campus. In the 2004-2005 school year CHS had 110 classrooms, 134 teachers, and a student population of 2,112 in grades nine through twelve. The school’s ethnic makeup had remained stable over the previous three years. The school’s ethnic breakdown was: 37% Hawaiian or part Hawaiian, 25% Asian, 13% Caucasians, 9% Pacific-Islander, 8 % Filipino-American and 4% African-American and 4% other groups ethnic groups. The student population was fairly divided between males at 51% and females at 49%.
There were 334 students in the special education program (SPED), which represented sixteen percent of CHS’s student population. The number of SPED students had been in the 16-19 percent range for the previous three years. Fifty-three percent (177) of the students in the SPED program were classified as Learning Disabled (LD). Sixteen percent (53) were classified as Emotionally Impaired (EI), and six percent (20) were Attention-Deficit/Hyper-Active Disorder (ADHD) followed by smaller groupings of other certifications. Sixty-eight percent (227) of the SPED students attended SPED English classes. Twelve percent (41) of the SPED students were mainstreamed into general-education English classes. The remaining 20% were in self-contained classrooms or alternative settings.
Participants in this study included of students in CHS’s special education program: 149 students, four teachers, two Educational Assistants, and two Administrators. The intervention study group included 51 students from the special education program, two teachers, and one educational assistant. The remaining students and staff participated in surveys and assessments, and data collection.
The writer’s classroom was one of the four SPED English class, and was used as classroom setting for the study intervention group. The room was an air-conditioned portable type building. The lighting was florescent, and could be controlled to the extent of turning off either the front half of the room or turning all lights out for a mostly complete blackout. The room was intended to seat 30 students. There was seating for 16 in standard school chair-desk combinations, and one large worktable with four chairs. The room was equipped for broadband Internet access with six computer stations. The room was also equipped with two 600 lumens projectors, a sound system with digital video, and an Elmo overhead presenter. All equipment was secondhand acquired for nominal costs from the local state surplus office. The classroom had no additional budget for technology.
Writer’s Role
The writer was the instructor of described classroom and had been employed as a teacher in the SPED program at CHS for fourteen years. The writer was one of four teachers responsible for instruction in CHS Special Education English classes. The writer’s classroom was the primary setting for inclusion of SLS activities in the reading program. The writer’s students formed the intervention study group. The writer located and created SLS materials. The writer incorporated SLS music activities into an ongoing directed reading program and devised additional activities to engage students with subtitled video programs. The writer assessed students’ work to determine effectiveness of the activities and to adapt activities to individual class needs. The writer trained students in use of computer subtitling programs and associated Internet programs and technology. The writer reviewed and reported on pre- and post reading assessments and surveys.
Chapter II: Study of the Problem
Problem Description
In a review of assessment records it was found that many of the Special Education students at CHS during the 2002-2003 school year were experiencing less than a quarter of a year growth per year in their reading skills as assessed by both the Stanford Diagnostic Reading Test (SDRT) and by Accelerated Reading’s STAR Reading Assessment. CHS’s Learning Disabled (LD) population averaged reading levels that are more than three years lower than their regular education counterparts. In comparison to their regular education counterparts, these students spent minimal time and focus on reading activities and tended to be resistant to many supplementary reading activities.
Problem Documentation
At CHS there were several types of assessment records that could be accessed to verify academic growth by student population: state-wide there is a biannual administration of the California Achievement Test (CAT), school-wide there is the Nelson-Denny Reading Assessment, and within the Special Education Department (SPED) there are Individualized Education Program (IEP) records, which include annual reading assessments using the Stanford Diagnostic Reading Test (SDRT) and Renaissance Learning’s computer-administered Standardized Test for Achievement in Reading (STAR). These four assessments are recorded each year in special education I.E.P. records, along with addition work samples to track yearly growth.
For the purpose of this study 149 IEP records, including SDRT and STAR records, were reviewed for SPED students in either SPED English classes or General Education English classes. A review of SDRT scores for the previous two years indicated an average reading level of 5.37-Grade Equivalency (GE) during the 2002-2003 school year with an average gain by following year of .24 GE.
Literature Review
According to National Institute of Child Health and Human Development (2000), approximately ten million children in the United States have difficulties learning to read. Of that population, from ten to fifteen percent will eventually drop out of high school and only two percent will complete a four-year college program. Further, surveys of teens with criminal records and/ or substance abuse indicate that about half of these students are struggling readers (Lyon, 1998). Nationally, an estimated 80% of Learning Disabled (LD) students have difficulty reading (Foorman, Fletcher, & Frances, 1997). Studies have shown that students with even a mild reading impairment do not read for fun (Sousa, 2004). For these students, “reading requires so much effort that they have little energy left for understanding what they have just read” (NICHD, 2000, Introduction) This pattern of resistance to reading activities can be observed in most special education students.
In April 2000, the National Reading Panel (NRP) released "Teaching Children to Read." The panel determined that effective reading instruction includes teaching children to: break apart and manipulate the sounds in words (phonemic awareness), recognize that sounds are represented by letters of the alphabet which can then be blended together to form words (phonics), practice what they've learned by reading aloud with guidance and feedback (guided oral reading), apply reading comprehension strategies to guide and improve reading comprehension. While their study was not conclusive, they indicated several practices and needs that will impact future studies of technology and literacy. The report repeatedly emphasizes the importance of Phonics in early-stage reading development, but stresses that instruction need not be in isolation from other reading activities. Further, that the practice of Repeated Readings, and Rehearsed Oral Readings were found to have strong impact on developing fluency and comprehension in both emergent and struggling readers. This study noted that there were multiple possibilities to explore the impact of various reading formats, including technology (Schacter, 2003). Directly related to technology in the classroom, the NRP found that many students benefited from the addition of multi-media instruction to conventional instruction, and that the rapidly developing capabilities of computer technology may hold promise and needed further exploration. (NICHD, 2000). This report supports incorporation of both technology and activities that support and reinforce Repeated Readings, Rehearsed Readings, Phoneme and Vocabulary practice.
According to Dr. Barbara Foorman (2004), of the National Research Center on Learning Disabilities, directly teaching decoding and phonological analysis skills is necessary for emergent level readers; however these are not sufficient for successful reading. Students that have basically mastered phonic decoding students need to rapidly increase decoding fluency. Further the practice of Repeated Readings, and Rehearsed Oral Readings were found to have strong impact on developing fluency and comprehension in both emergent and struggling readers. “Students who undertake oral reading guided by teachers, peers or parents showed significant, positive gains in word recognition, fluency and comprehension across a range of grade levels” (NICHD, 2000). Comprehension processes may also need to be directly modeled. Immersion in literacy, and increased engagement also were demonstrated to have a strong impact on a wide variety of readers. Many of these studies made use of alternate reading sources, such as newspaper articles and Internet chat (Foorman, 2004).
One major factor that has been demonstrated to impact reading growth is the amount of time a student spends in reading related activities. Sheer reading volume, how much a child will read in and out of school has a major impact on reading rate, fluency, and academic growth. Studies have shown that people with even just a mild reading impairment do not read for fun (Cunningham & Stanovich, 1998a; Cunningham & Stanovich, 1998b). Special education students can differ dramatically in time spent in reading activity when compared to their regular education counterparts. For this population, time spent in reading activities typically decreases in the middle and high school grades (Cunningham and Stanovich, 1998a). When examining voluntary reading it has been found that there can be a range of from “less than 8000 words read” per year by struggling readers to “over two million words” per year by normally progressing readers (Anderson, Wilson, & Fielding,1988). According to G. Linehardt (1998), teachers need to actively target activities that increase “engaged” or “time on task” activities.
Causative Analysis
There are a number of factors that may contribute to poor reading growth. There may be neurological, familial genetic, social and or cultural disadvantage, or instructional causes to poor reading growth. There can also be a cyclic relationship between poor decoding skills, poor fluency, low comprehension and avoidance behaviors that further damages reading growth. In addition self-esteem factors can impair reading growth; struggling readers are often very aware that their classmates have mastered basic reading skills while they have struggled to keep pace. While their peers have transitioned from learning to read to reading to learn, struggling readers fall behind in the acquisition of general knowledge; they lack much of the learning experience their peers are gaining. (Sousa, 2004; National Institute of Child Health and Human Development, 2000). These factors may interact with each other, and may all contribute to poor reading growth.
When a student is labeled “Specific Learning Disabled” the presumption is often that reading difficulties are primarily caused by a physical impairment in the function of the brain (Sousa, 2004). Neurological studies explore the question of how improved reading alters brain function, and how neurological metabolism promotes or impairs growth. There are studies that indicate that there is a difference between poor readers and good readers on a metabolic level when involved in language activities. Difficulties with reading also often run in families, and may have a genetic level component. Genetic component studies attempt to identify the different genes that may influence the reading process. However, many of these same studies also indicate that familial environmental factors also have major impact. For example, parents who struggle to read are less likely to read to their young children, and are less likely to model reading in their home lives (Sousa, 2004; National Institute of Child Health and Human Development, 2000).
Many of the SPED population are categorized as socially or culturally disadvantaged. This grouping is marked by low childhood exposure to print material, family illiteracy, or peer grouping that devalue reading activities. Logically, if a student spends limited time in an activity, they are more likely to experience limited skill growth in that activity. There are also lifestyle factors that may impair learning overall. Many students struggle with social issues that may impair reading growth. Dysfunctional families, unstable home lives, economic difficulties, substance abuse all affect a student’s ability to function in daily life. (National Institute of Child Health and Human Development, 2000)
Finally, there are instructional factors that impact reading growth. Many studies that demonstrate that LD populations will experience normal reading growth if basic skills can be taught at the elementary school level (Sousa, 2004). These studies tend to indicate that early instruction approach and interventions may be the most crucial factor in predicting reading success.
Many of these studies cite failure cycles that reinforce reading failure in middle and secondary struggling reader populations. The inability to rapidly or fluently decode individual words permanently handicaps many readers. If the LD student is struggling to merely decode text, comprehension and construction of meaning are also likely to suffer (Price, Wise, Watson, Patterson, & Frackowiak, 1994; Samuels, Schermer, & Reinking, 1992). Furthermore, without fluency and comprehension, there is no joy in reading and little motivation to read (Sousa, 1998). This contributes to avoidance behaviors.
Anderson, Wilson, and Fielding found that the amount of time spent in reading activities was the best predictor of growth in reading comprehension (1988). Evidence was provided by Leinhardt (1985) who found that the amount of time actually spent in direct reading behaviors predicted the subsequent reading performance of learning disabled students, and that the experimental addition of an extra five minutes of reading per day was associated with an additional gain in grade level equivalent. The problem is that many high school LD students are resistant to many reading activities, hence the “failure cycle” (Sousa, 2004).
Literature Review on Same Language Subtitling (SLS)
Same Language Subtitling (SLS) is an amalgamation of developing captioning manipulation technologies, multi-media and Oral and Repeated Reading Activities (Ongoing Projects, 2002). Simply stated, “SLS is the use of existing subtitling technology applied to song-based" media content (Kothari, 2000, pg. 135). This is similar to Karaoke, where the subtitled text changes color in exact rhythm to the lyrics (or to the dialogue) in a manner that allows even a non-literate viewer to visually track the captioned lyrics as they are performed.
Historical Application.
When speaking of captioning, most teachers are familiar with the technology as applied to Closed Captioned Television (CCT). CCT is the captioning service that is typically provided on most television and video programs. This service can be optionally accessed by the viewer and is primarily intended for the hearing impaired. Captions are written, timed and placed using specially designed software. The technology and presentation varies widely in quality and in synchronization. The text may markedly trail the audio model, or there may be omissions and simplifications of text as compared to audio model. (Williams & Thorne, 2000)
Closed captioning technology was originally designed for the deaf; however there are many studies on the impact of CCT on reading and literacy for hearing audiences (Bean, R.M., & Wilson, R.M., 1989). As a reading source CCT and has been used with some success with second-language readers and as a motivation tool for struggling readers (Goldman &Goldman, 1988). A study by d'Ydewalle (1991) indicated that all readers (including illiterate, emergent, and struggling readers) will both, consciously and unconsciously, track available text. In other words, the student’s eyes will register the text, even if the student is not intentionally trying to read the captioning. A study by the Research Centre for English and Applied Linguistics, University of Cambridge concluded that simultaneous text and audio model presentation can aid novel word acquisition several subsequent studies suggested that captioned television is a motivating medium for below-average readers and bilingual students (Williams & Thorne, 2000; Bird & Williams, 2002). Koskinen et al (1993) strongly demonstrated that simultaneous processing (audio/video/text) enhances learning.
These studies on the use of CCT as a reading supplementary source showed better results with highly motivated groups, such as second-language acquisition, and moderate results with struggling readers. Many of these same studies were unable to indicate that CCT benefited language acquisition for SPED populations. However, most CCT studies were able to demonstrate that the addition of CCT as a reading source does no harm to language acquisition. (Koskinen et al, 1993)
Probably the most widely used and studied educational application of CCTV is with students learning English as a second language (Closed captioning helps ESOL students, 1991). For those learning English as a second language, captions can reinforce vocabulary and help them learn expressions and speech patterns in spoken English, which are not always reflected in written English (Borras& Lafayette, 1994). Further, “the use of closed captioned primetime television programs with high school ESL students and students in remedial reading programs increased the students' motivation, and resulted in an improvement in their English vocabulary, reading comprehension, and word analysis skills” (Goldman &Goldman, 1988)
There were some obvious difficulties with CCT studies. Many of the CCT studies made use of poor or low interest media models. For example, a study by Berkay & Boyce (1995) looked at adding captioning to medical profession training videos for intern training in a community college program. This study failed to show any benefit from use of the technology in conjunction with training videos. However, the instructors in this study cited “low student engagement” and “technical inconveniences of equipment and media” as contributing factors to study failure.
Karaoke.
Another technology format for presenting captioning along with music is Karaoke. Karaoke is basically a collection of multi-media devices intended to support sing-along performances. This adapted use of captioning is quite popular in Karaoke nightclubs in the Orient, especially in Japan, where singing into a microphone has become extremely fashionable. Karaoke uses prerecorded, professional musical accompaniments and video appropriate to the song while sing-along words are scrolled at the bottom of the picture. The text changes color with the rhythm and speed of the melody, allowing even a novice reader to track text-sound and phoneme relationship (Kothari & Takeda, 2000). There is a previously recorded vocal, which is kept on a separate audio track from the accompaniment so it can either be sang along with or faded out. Karaoke videos are visually appealing, and the songs are usually contemporary popular vocals. One of the motivating factors of this device is that students are often surprised by how good their singing voices sound when backed up by electronic accompaniment. They are often amazed at how good they sound with backup.
M.J. Wagner and J.S. Brick (1993) demonstrated that karaoke can be a powerful reinforcer to what is basically a repetitive reading activity. In that study, students also indicated that it was easier to learn the words to the songs via the karaoke because the songs were visually related to the video. Further, the students felt that the use of a microphone dramatically increased their focus and engagement. Wagner and Brick felt that the absence of sheet music enabled the students to focus all of their attention on the screen and the lyrics.
Karaoke does have some problems when used as a reading activity. With Karaoke, most available lyrics are suitable for instruction at the fourth grade level, and it may be difficult to find music to more challenging material. Second, typically with Karaoke, the music audio model is less dynamic and less clear than original sources; the vocal model is often faded to the background and the tempo and melody are altered or reduced.
Same Language Subtitling of Music Video.
SLS is the practice of subtitling the lyrics of song programs on video in the 'same' language as the audio. Similar to Karaoke, the subtitles change color to match the audio track exactly (Kothari & Takeda 2000). There are, however, several important improvements on Karaoke. First, with Karaoke, the audio is slightly diluted and the vocal model is slowed or dropped completely reducing the impact of audio model, and the choice of lyrics available tends to fall in lower reading-level ranges. With SLS, the audio is typically very dynamic with strong language modeling, and the instructor can choose lyrics or scripts at any reading level, and teachers and students have the option of creating their own custom SLS presentations. The available technology allows students to interact with subtitling media as a process. This allows for a wide range of repetitive and rehearsed reading opportunities. Almost any dynamic audio-media can provide the base model. This can be anything from a Broadway musical to a famous speech or poem, as long as the language model is clear and in some manner entertaining. (Kothari, Takeda, Joshi& Pandey, 2002).
Brij Kothari is currently studying the impact of SLS on illiterate and emergent level readers in India. His application is an experimental presentation format for mass consumption on public television. Basically, he takes popular movie music and adds strong subtitling and presents the product as a nightly music programme. His activity includes interactive newspaper contests and mail-in contests to encourage interaction with music scripts. His study has also previously demonstrated positive impact in phoneme acquisition in a school setting when used with elementary school children at emergent level reading. (Kothari et al, 2002).
Kothari’s study (2002) demonstrates solid evidence that simply exposing struggling readers to Same-Language-Subtitled music at their instructional reading levels has a positive impact on reading growth. The continued study, however, examined illiterate and emergent level readers across a broadcast population, not a high school special education classroom. Further, his study and most related studies did not consider the rapidly developing field of media editing software and multi-media presentations, which now allows teachers and students to have greater control over SLS presentations for classroom activities.
Media Presentation and Editing Programs.
There are a number of computer programs that can be used to develop various forms of SLS presentations. The easiest approach is to present lyrics via Microsoft’s PowerPoint presentation program while running sound on a separate system. There are programs, such as Dart Karaoke Builder and Karafun that readily produce customized DVD presentations.
According to T. Rhyne (2004) of the Learning Technology Service of North Carolina State University there are six basic steps associated with creating subtitled content for classroom presentation:
(1) Obtain the video and audio source;
(2) Build a text transcript in electronic format of the audio content;
(3) Synchronize the text with audio and video;
(4) Combine continuous text, audio and video into one multimedia file;
(5) Copy the completed composition to storage format;
(6) Make Subtitled Content accessible for presentation.
In the process, step two and three are the most time and labor intensive since this requires the student (or teacher) to listen to audio multiple times and to create and match and synchronize a text to the audio content. (Rhyne, 2004)
Chapter III: Outcomes and Evaluation
Goals and Expectations
The goal of this study was to determine whether the addition of SLS activities to high school SPED reading classes could demonstrate benefit in reading growth. Students should experience increased engagement and enjoyment in reading and language activities. In addition the study will explore what SLS tools, activities and resources work well in the classroom and possible additional avenues for research exploration.
In 2000, the National Institute of Child Health and Human Development in their Report of the National Reading Panel after studying many different reading programs developed basic guideline to determine program efficacy. Based on that recommendation this study will use the following goals to determine benefit:
• Students in the target population who receive 12 weeks of exposure to SLS activities at minimal of 15 minutes per day (in addition to their regular academic classes) will demonstrate an 18 week improvement as reflected by standardized testing.
• Students in the target population who receive 12 weeks of exposure to SLS activities at minimal of 15 minutes per day (in addition to their regular academic classes) will demonstrate increased on-task reading behaviors as reflected by teacher observation and documentation.
• Students in the target population who receive 12 weeks of exposure to SLS activities at minimal of 15 minutes per day (in addition to their regular academic classes) will demonstrate increased engaged reading behaviors as reflected by teacher and student survey and interviews.
Expected Outcomes
For the students participating in the intervention portion of this study there were several expected outcomes. First, with the addition of SLS activities during what is primarily class transition times it was predicted that students would spend increased class time on a reading-related activity. Second, it was predicted that as the intervention progressed students would increase engagement on what is basically a repetition reading activity and decrease resistance to other classroom reading activities. While not actually a goal of this study, the third predicted outcome was that students would increase their use of technology both in and out of classroom. Fourth, and most important, it was predicted that students would demonstrate a positive reading growth as measured by comparison of pre- and post testing.
For the researcher, there are also additional outcomes to this study. This Action Research Project should expand the researcher’s exploration of technology and multi-media tools and help to develop tools, activities and materials that support classroom reading activities.
Measurement of Outcomes
This study followed quantitative and qualitative research methodology. This consisted of reviewing of academic records and conducting pre- and post treatment assessments and surveys covering the previous instructional year and the three-month intervention period. Pre- and post implementation scores on Accelerated Reader’s STAR computerized reading assessment were tracked and compared to annual Stanford Diagnostic Reading Exams. Surveys and interviews of both teachers and students were conducted. In addition, the research team documented on-task behaviors during various reading activities for comparative purposes. The results will be presented on comparative charts, graphs and tables depicting the results of observations and surveys.
Analysis of Results
Starting in November, 2004 the writer began a review of SPED IEP files. Before the intervention period began SPED English students and Mainstreamed English students were retested using Accelerated Reader’s STAR reading assessment. Students were selected for study based a number of criteria. First, the students had to be in an actual CHS English class, either SPED or General Education classes. Second the students had to have taken the STAR test within the two week time period before study implementation and their STAR scores had to be reliable when compared to previous two years of SDRT and STAR. Scores that reflected a reading level greater than previous high scores were automatically included in possible reliable data group. Scores that reflected a loss greater than time period since recent highest-test scores were automatically eliminated from reliable data group. The remaining student test data was then examined to determine if the variance of scores predicted the Pearson product-moment correlation was greater than actual variance.
This resulted in a base study group of 149 students whose pre-test data could be considered reliable for reading growth comparative purposes. Data was also collected on the remaining 78 students whose pre-test data could not be considered reliable. The quantitative test results will be used to determine project success.
Finally, there was ongoing teacher observation as the research progressed. The researcher evaluated student reaction to activities, and developed rubrics to assess on-task behaviors and reading engagement, and the writer produced comparative charts, graphs and tables depicting the results of observations and surveys.
Chapter IV: Solution Strategy
Statement of Problem
At CHS during the 2003-2004 school year many SPED students experienced less than a quarter of a year growth per year in their reading skills. CHS’s Learning Disabled population averaged reading levels that are more than three years lower than their regular education counterparts. In comparison to their regular education counterparts, LD students spend minimal time and focus on reading activities and tend to be resistant to many reading activities.
Discussion
A major factor effecting Reading Growth is: time spent on task and engagement in reading activities. This study examined the impact of incorporating Same-Language-Subtitling (SLS) music/reading activities into special education English classes. The writer predicted that SLS and multi-media technology would increase student engagement and time-on-task behaviors, and further that there would be a corresponding impact on reading growth.
Simply stated, “SLS is the use of existing subtitling technology applied to song-based" media content (Kothari, 2000, pg. 135). This is similar to Karaoke, where the subtitled text changes color in exact rhythm to the lyrics (or to the dialogue) in a manner that allows even a non-literate viewer to visually track the words as they are performed. With SLS, the audio model can be very dynamic, the instructor can choose lyric or script at any reading level, and teacher and students have the option of creating their own SLS presentations. The available technology allows students to interact with subtitling media as a process and they can create their own SLS multi-media presentations. This allows for a wide range of repetitive and rehearsed reading opportunities. This technology allows music and audio-visual presentations to reinforce what is basically a repetitive reading activity. While music strongly reinforces this activity, any audio model can be used as a starting base.
For example, a class would follow a cloze reading script while viewing a projected SLS video. The music video then reinforces what is basically a repetitive reading activity, while the SLS text on screen supplies an accurate visual cuing to the audio model. This activity can easily include elements of rehearsed reading performance. Just as easily, the activity can be done with a selection of poetry or famous speech. On a more advanced level, the student would locate an audio source, create and edit a script, and create his/her own personalized SLS for presentation to the class. For example, students could even record themselves reading a poem, or giving a speech to serve as the audio-model for building a presentation. Students can use the Internet to acquire a script or dialogue and a word processing program, plus video editing software to create their own SLS reading presentations. The hard work comes in as the student matches his visual script in time to the audio model.
Description of Selected Solutions
This action study attempted to determine if the addition of Multi-media Same-Language Subtitling (SLS) Music Activities, similar to Karaoke had a positive impact on reading programs. The action part of this research project documented the addition of several Same-Language- Subtitling music activities to daily reading activities.
In this study, the primary activity was added to what is typically class transition time. The SLS activity was intended to increase engagement during times that students typically are not directly engaged in reading activities. The basic SLS activity was used during the first 15 minutes and last five minutes of each class and included passing times. Students viewed a three to five minute selection of musical video with subtitling repeated a minimal of three times. The activity always began before students arrived in class, and students were trained to quietly enter and begin activity upon arrival. The activity included simple worksheets and echo reading sing-alongs. The idea was to promote the active tracking of the subtitling.
Source materials came from popular story musicals containing lyrics within students’ zone of proximal development (ZPD). Renaissance Learning’s STAR reading assessment program was used to determine target ZPD Levels. Microsoft Word Readability tool was used to determine lyric material reading difficulty or Grade Equivalency. Materials were paired with class reading activities, for example, Old Possum’s Book of Practical Cats with the Musical Cats, The Musical Les Miserables with Hugo’s novel. Materials were selected to support instruction of reading strategies, story elements and vocabulary from regular reading assignments. The materials for this portion of activity were primarily teacher directed or generated, and provided a model for student produced SLS presentations.
In this activity students did:
(1) Enter class and obtain text worksheet;
(2) Watch in-progress 3 to 5 minute SLS presentation; (presentation played between classes and completed three repetitions after beginning bell).
(3) Complete worksheet text related to video.
(4) Complete regularly scheduled classroom reading activities.
(5) Repeat observation of SLS during last 5 minutes of class (as schedule allowed).
In addition, students also participated in existing class reading activities: read-a-longs using audio books with matching text, directed readings and Sustained Silent Reading (SSR).
In the secondary SLS activity students produced subtitled presentations. These activities focused on using the computer programs to create and manipulate subtitling with audio and visual files. Students produced karaoke or subtitled video presentations for classroom use. This required that one day a week be scheduled on a regular schedule to conduct additional student technology workshops until students were comfortable with independent use of editing technologies. This activity started with students producing presentation of lyric/music presentations featuring their favorite song and progressed to work products for class use.
This activity followed T. Rhyne’s six steps associated with creating subtitled content for classroom presentation.
As part of producing SLS media students did:
(1) Obtain the video and audio source;
(2) Build a text transcript in electronic format of the audio content;
(3) Synchronize the text with audio and video;
(4) Combine continuous text, audio and video into one multimedia file;
(5) Copy the completed composition to storage format;
(6) Make Subtitled Content accessible for presentation.
As previously noted, in this process, step two and three were the most time and labor intensive since this required the student to listen to audio multiple times and to create, match and synchronize a text to the audio content. (Rhyne, 2004) This product was then be used for class presentation of SLS, while fellow students then proof check text and synchronization. These activities created a highly interactive language experience.
For each class the writer did:
(1) Use data on group average grade equivalent reading levels to choose source materials within each groups Zone of Proximal Development (ZPD), or at a level to be sufficiently challenging for each group.
(2) Create various SLS presentations for 30 entry class activities, and directed student created presentations for an additional 30 class presentations.
3) Document group time on-task on daily activities.
4) Create various types of script worksheets to accompany each SLS targeting various aspects of poetry, parts of speech or vocabulary, and guide students in creating worksheets for student generated SLS.
5) Keep a running record of all materials used and of addition reading activities for each class.
6) Continue to implement and modify activities as needed.
Calendar
September, 2004
The writer began process of reviewing IEP files and comparing STAR and SDRT scores.
January 31, 2005
The writer asked permission from school and special education administration to conduct action research project. The writer asked permission from administration to hand out student and teacher surveys, and to send project introduction/ student participation letters home to parents.
January 31, 2005 – February 18, 2005
Surveys were distributed to all teaching members at the high school dealing with SPED English participating students, and to all SPED English students. The writer reviewed assessment records for target population.
February 16, 2005
The writer will met with the school principal, SPED English teachers, parent resource coordinator, and interested to discuss findings of preliminary survey and aspects of ARP intervention. The group discussed proposed solution strategies and brainstormed materials and activities. The writer received permission to move forward with project implementation.
February 18, 2005– February 25, 2005
SPED English teachers administer Accelerated Reader’s STAR assessment to all SPED English students. Data was being recorded by individual student and by class placement. Data was then be evaluated by role groups and reading growth was compared to previous three-month period and SDRT to identify tests that could be considered reliable. If student scored lower than previous SDRT, his or her data was not included in trial group. If base testing data was not available during pre-test period student was not included in data comparison groups. From 227 Sped students in an English class setting, this resulted in 149 students. Of the writer’s class, 51 of 65 students made the basic qualifications. Second of 43 students who failed because STAR testing was below previous SDRT, students were screened to examine whether the difference was within the range of a time period loss since previous test (i.e. it has been 3 months since SDRT and student has scored 3 months below previous testing) The original plan was to screen the second group to determine if the score fell within the published STAR/SDRT reliability range, however all cases were clearly beyond test range and could be classified as false low scores. The testing group felt that including these scores in final data would unfairly demonstrate students making better growth than actual ability levels. Data was kept on all students.
February 28, 2005
Twelve-week implementation began. For the next 60 school days students began and ended each class with a SLS viewing activity for a minimum of 15 minutes per day.
Students typically:
o (1) Entered class and obtained text worksheets;
o (2) Watched in-progress 3 to 5 minute SLS presentation; (presentation played between classes and completely three times after the beginning of class bell ringing).
o (3) Completed daily worksheet text related to video.
o (4) Completed regularly scheduled classroom reading activities.
o (5) Casually repeated observation of SLS during last 5 minutes of class (as schedule allowed and during transitions).
It should be noted that scheduling activity in this manner was a very efficient use of time. The projector and amplifier took students focus as they entered the room, and this quickly eliminated the normal classroom entry conversations and bickering. The writer typically sang along with presentation while taking care of basic housekeeping/classroom management chores. Classroom announcements were handled with PowerPoint immediately after SLS followed by short story/vocabulary activity/and or discussions. Most days also included an additional reading activity –either audio book readings or Sustained Silent Readings followed by review of homework assignments.
February 28, 2005 to March 4, 2005
Implementation Week #1.
The writer prepped SLS and reading activities using familiar popular lyrics at each groups average Independent Reading Level (IRL). This included Buffalo Soldier, By the Rivers of Babylon, All Star, This Kiss, Paint it Black Class Readings were pulled from various websites related to each artist.
Introduced SLS activities, and continued basic activity for next 60 school days. During first week the writer:
1) Trained students as to procedure to enter classroom while a film is going.
2) Emphasized that SLS will play on a loop from before class begins and repeat a minimum of three times after the bell rings. As needed, point out that those students who arrived early, on time and are quickly on task will have a better chance of completing work scripts.
3) Encouraged students to gather information from the SLS rather than copying directly from fellow classmates work.
4) Encouraged students to read along (or sing-along) with subtitling.
Additional Homework Assignment from week #1:
i. Locate your favorite song and hand copy the lyrics. Be prepared to hand in one copy and discuss on Friday. Cite Sources.
a) Note: Friday class covered the relationship between lyrics and poetry, the different language richness of different authors and genres, the social context and appropriateness of various selections.
March 7, 2005 to March 11, 2005
Implementation Week #2. Continued basic activity for next 55 school days. Teacher prepped activities using popular musical movie lyrics at each class group’s average ZPD level. Materials included ‘Beauty and the Beast”, ‘Joseph and the Amazing Technicolor Dream Coat” Continued previous Audio-Book Readings from Harry Potter 3.
1) Encourage students to gather information from the SLS rather than copying directly from fellow classmates work. Encourage students to read along (or sing-along) with subtitling.
2) Technical Training on Computer. As these classes had already gone through basic training in computer usage and have all been issued Internet Usage Licenses, some of the processes for finding and editing lyrics only needed a brief review. Explored use of Internet to find lyric resources, review applicable copyright and fair-use rules. Reviewed applications of Microsoft Word, especially spelling and grammar and readability tools.
Additional Homework Assignment from week #2:
1) Locate a favorite song and edit the lyrics using Word to create a script worksheet similar to class activity. Be sure to create a document that is visually appealing, and fairly easy to follow if this was to become a full SLS activity. Be sure to use grammar and spelling check, and take note of where these tools would like to make changes in your script. Do not change your script unless the change will also match the performance of the song. Cite Sources.
Be prepared to hand in one copy and discuss on Friday.
Note:
Friday class discussion covered the relationship between lyrics and poetry, the different language richness of different authors and genres, the social context and appropriateness of various selections.
How to edit song lyrics so that Word can recognize complete sentences, or exclamations. Cover readability statistics and how that tool can be used to impact both reading and writing.
March 14, 2005 to March 18, 2005
Implementation Week #3. Continue basic activity for next 50 school days. Teacher previously prepped activities using Broadway musical lyrics at each group’s average ZPD level.
1) Encouraged students to gather information from the SLS rather than copying directly from fellow classmates work. Encouraged students to read along (or sing-along) with subtitling.
2) Technical Training on Computer.
Additional Homework Assignment from week #3:
Locate a favorite song and edit the lyrics using Word to create a script worksheet similar to class activity. Use basic text document to create a PPT presentation. This is first student application of part of 6 steps to create Subtitled Media (Modified for use with simple PPT).
• (1) Obtain the text and audio source;
• (2) Build a text transcript in electronic format to match the audio content;
• (3) Make sure that it is possible to manually synchronize the text slides with audio file.
• (4) Copy the completed PPT and separate audio file to a storage format;
• (5) Create a script worksheet to accompany PPT.
• (6) Make Subtitled Content accessible for presentation. Cite Sources.
Be sure to create a PPT presentation and document that is visually appealing, as this may be used as a class SLS activity. Cite Sources.
Be prepared to hand in one copy after SPRING BREAK and discuss process this Friday and products on April 1, 2005.
Note:
Friday class covered:
The relationship between lyrics and poetry, the different language richness of different authors and genres, the social context and appropriateness of various selections.
How to edit song lyrics so that Word can recognize complete sentences, or exclamations. Cover readability statistics and how that tool can be used to impact both reading and writing.
How various functions of PPT can be used when presenting SLS activities.
March 21, 2005 to March 25, 2005
Spring Break
March 28, 2005 to April 1, 2005
Implementation Week #4. Continue basic activity for next 45 school days. Teacher will prep activities using Broadway musical lyrics above each group’s average ZPD level.
1) Technical Training on Computer.
2) Review applicable ownership, copyright and fair-use rules.
3) Introduced/Explored Microsoft Producer for PowerPoint and use of application to create simple SLS presentations.
Additional Homework Assignment from week #4:
Locate a song that has lyrics within your ZPD range. Edit the lyrics using Word to create a script worksheet similar to class activity. Use basic text document to create a PPT/Producer presentation. This is second student application of 6 steps to create Subtitled Media (Modified for use with simple PPT/Producer).
• (1) Obtain the text, photo/video file and audio source;
• (2) Build a text transcript in electronic format of the audio content;
• (3) Synchronize the text with audio and photo/video file;
• (4) Combine continuous text, audio and video into one multimedia file;
• (5) Copy the completed composition to storage format;
• (6) Make Subtitled Content accessible for presentation. Cite Sources.
Be sure to create a PPT/Producer presentation and text script document that is visually appealing, as this may be used as a class SLS activity. Cite Sources.
Be prepared to hand in one copy and discuss process this Friday April 1, 2005.
Note:
Friday class discussion covered:
The relationship between lyrics and poetry, the different language richness of different authors and genres, the social context and appropriateness of various selections.
Readability statistics and how that tool can be used to impact both reading and writing.
How various functions of PPT/Producer can be used when presenting SLS activities.
April 4, 2005 to April 8, 2005
Implementation Week #5. Continued basic activity for next 40 school days. In addition, student produced SLS viewed on Friday. Student scripts at this stage are targeting literacy skills.
1) Encourage students to read along (or sing-along) with subtitling.
2) Technical Training on Computer.
3) Explored photo and video media sources, file types, and storage methods.
Review applicable ownership, copyright and fair-use rules.
Introduce/Explore Karafun and Dart Karaoke Builder, and use of application to create simple Karaoke presentations.
Additional Homework Assignment from week #5:
Choose a song from class’ collection that has lyrics within your ZPD range. Edit the lyrics using Word to create a script worksheet similar to class activity. Use the text file to build a basic Karaoke presentation using Karafun or Dart Karaoke Builder. (This is the third student application of 6 steps to create Subtitled Media and first usage of a program that can produce stand alone SLS presentations).
• (1) Obtain the text, photo/video file and audio source;
• (2) Build a text transcript in electronic format of the audio content;
• (3) Synchronize the text with audio and photo/video file;
• (4) Combine continuous text, audio and video into one multimedia file;
• (5) Copy the completed composition to storage format;
• (6) Make Subtitled Content accessible for presentation.
Be sure to create a SLS presentation and text script document that is visually appealing, as this may be used as a class SLS activity. Cite Sources.
Be prepared to hand in one copy next Friday, April 15 2005, but be ready to discuss process this Friday April 8, 2005.
Note:
Friday, viewed student produced SLS and class discussion covered:
How various functions of PPT/Producer can be used when presenting SLS activities.
April 11, 2005 to April 15, 2005
Implementation Week #6. Continue basic activity for next 35 school days. Teacher will prep activities using Broadway musical lyrics above each group’s average ZPD level. In addition, student produced SLS could be viewed on Friday. Encourage students to read along (or sing-along) with subtitling.
1) Technical Training on Computer.
Explored Dart Karaoke Builder media sources, file types, and storage methods.
Reviewed applicable ownership, copyright and fair-use rules.
Introduce/Explore Dart Karaoke Builder, and use of application to create Karaoke DVD presentations.
Additional Homework Assignment from week #6:
Continue previous week assignment: Choose a song from class’ collection that has lyrics within your ZPD range. Edit the lyrics using Word to create a script worksheet similar to class activity. Use the text file to build a Karaoke presentation using Dart Karaoke Builder. This is still the third student creation Subtitled Media (First program that can produce stand alone SLS presentations).
• (1) Obtain the text, photo/video file and audio source;
• (2) Build a text transcript in electronic format of the audio content;
• (3) Synchronize the text with audio and photo/video file;
• (4) Combine continuous text, audio and video into one multimedia file;
• (5) Copy the completed composition to storage format;
• (6) Make Subtitled Content accessible for presentation.
Be sure to create a SLS presentation and text script document that is visually appealing, as this may be used as a class SLS activity. Cite Sources.
Be prepared to hand in one copy Friday, April 15 2005.
Note:
Class discussion covered: Rubric for SLS productions.
How various functions of Dart Karaoke can be used when presenting SLS activities.
April 18, 2005 to April 22, 2005
Implementation Week #7. Continue basic activity for next 30 school days. Teacher prepped activities using Broadway musical lyrics above each group’s average ZPD level (Created mega-mix sampler). In addition, student produced SLS viewed on Friday--Scripts targeted literacy skills. SLS sources paired to class novel readings and assignments.
1) Encouraged students to read along (or sing-along) with subtitling.
2) Technical Training on Computer.
Explore zip files, compression files, and storage methods.
Review applicable ownership, copyright and fair-use rules.
Introduce/Explore Vegas 5 and Boris Graffiti, and use of application to create Multi-media presentations.
Additional Homework Assignment from week #7:
Choose an audio recording from class’ phonographic record/audio tape collection. For this assignment you will select from our collection of Radio Plays, Speeches and Poetry. Edit the text using Word to create a script worksheet similar to class activity. Transfer the audio from analog to digital format and save a media file. By listening to text, create a script. Use media program of your choice to clean up/clarify the audio file and then create a SLS presentation. Cite Sources.
• (1) Obtain the text, and audio source, use editing program to improve quality of audio file;
• (2) Build a text transcript in electronic format of the audio content;
• (3) Synchronize the text with audio and create a photo/video file;
• (4) Combine continuous text, audio and video into one multimedia file;
• (5) Copy the completed composition to storage format;
• (6) Make Subtitled Content accessible for presentation. Cite Sources.
Be sure to create a SLS presentation and text script document that is visually appealing, as this may be used as a class SLS activity. Cite Sources.
Be prepared to hand in one copy Friday, April 22 2005.
Note:
Friday, April 22, viewed student produced SLS.
Class discussion covered: Rubric for SLS productions.
How various functions of Vegas 5 and additional audio editing programs can be used when creating new sound files.
April 25, 2005 to April 29, 2005
Implementation Week #8. Continued basic activity for next 25 school days. Teacher created activities using Broadway musical lyrics above each group’s average ZPD level. In addition, student produced SLS viewed on Friday. Worksheet/scripts required targeting literacy skills. SLS sources were also paired to class novel readings and assignments. Began Cats and Les Miserables, classes began readings from Old Possum’s Book of Practical Cats and Hugo’s novel –Les Miserables.
1) Encouraged students to read along (or sing-along) with subtitling.
2) Technical Training on Computer.
Explored cut and paste programs, file conversions, and transitions.
Reviewed applicable ownership, copyright and fair-use rules.
Explore Photo and video editing components of Vegas 5 and Boris Graffiti, and use of application to create Mixed Multi-media presentations. Introduce Pinnacle 10 video edit.
Additional Homework Assignment from week #8:
Locate photo and/or media files. For this assignment you will find visual media to illustrate support last weeks assignment. Practice using Edit feature to create movement in still photos and/or pulling still out of video. Use media program of your choice to add visual media to the audio file and then create a SLS presentation. Cite Sources.
Friday, April 29, view student produced SLS.
Class discussion covered: Rubric for SLS productions.
How various functions of Vegas 5 and additional photo editing programs can be used to create mixed file media presentations.
May 2, 2005 to May 6, 2005
Implementation Week #9. Continued basic activity for next 20 school days. Teacher will prep samples of multi-media presentations. In addition, student produced SLS could be viewed on Friday. Presentation will be paired to class novel readings and assignments.
Friday, May 6, 2005 possibly view student produced SLS.
Class discussion can cover:
How various functions of Vegas 5 and Karaoke producing programs plus additional photo and audio editing programs can be used to create mixed file media presentations.
May 9, 2005 to May 13, 2005
Implementation Week #10. Continued basic activity for next 15 school days. Teacher used student prepped multi-media of Broadway presentations.
May 16, 2005 to May 20, 2005
Implementation Week #11. Continued basic activity for next 10 school days. Class will viewed student-generated samples of SLS multi-media presentations.
May 23, 2005 to May 27, 2005
Implementation Week #12. Continued basic activity for next 5 school days. Class will view student-generated samples of SLS multi-media presentations.
May 23 – June 7
Follow-up Surveys distributed.
May 27, 2005
Twelve-week implementation period ended, SLS activities continued to end of school year. Students continue to use activity as schedule allows for remaining seven days of school year.
May 31 – June 7
SPED English teachers administered Accelerated Reader’s STAR assessment to all SPED English students. Data was recorded by individual student and by class placement. Data was evaluated by role groups and charted by reading growth in comparison to previous assessments. Returned surveys recorded and evaluated by role groups.
June 8, 2005
The writer held a follow-up meeting with the school administration, and special education department personnel to discuss initial results on the implemented activities.
Chapter V: Results
Results
This study examined whether the addition of video based Same-Language-Subtitled (SLS) music lyrics as a supplementary reading activity could positively impact the problem of low reading growth in a high school special education English classroom. The goals of the study included: increasing overall time per class that students participated in a reading activity, increasing student engagement in reading activities, and improving reading growth rate.
The following table and two charts (Figure 3, Figure 4, and Figure 5) provides a summary of classroom time spent weekly on various activities.
|Table 1 |Pre-Intervention |Intervention Mean |
|Summary |Weekly Mean |Week 8-12 |
|Minutes per week on task | | |
|Intervention group | | |
|Total Reading |95 |105 |
|SLS |0 |90 |
|Video |25 |0 |
| |205 |130 |
|Other Activities | | |
First, the writer anticipated that the inclusion of SLS activities in his Special Education English classroom would result in increased class time on reading tasks. This first goal was met, reading time increased and time on reading related activities more than doubled. Classroom activities were monitored by the Special Education Staff before the intervention period and during the last four weeks of the intervention. For the Intervention Group, average weekly reading activity times increased from 95 minutes to 105 minutes per week, further this increase does not include the SLS activity. When the SLS activity (90 minutes or 28%) is combined with class reading activities (105 minutes or 32%), total reading related activities increased from 29% to 60% of class time available, or from 95 minutes per week to 195 minutes per week. The following table (Figure 6) provides a more detailed analysis of averaged number of minutes per week for various classroom activities.
|Table 2 |
| |
|Classroom Activities – Intervention Group |
|Minutes per week on task |
| |
|Pre-Intervention |
| |
|Week 8 - 12 |
| |
|Classroom management/ announcements |
|59 |
|12 |
| |
|Use of Video/SLS |
|0 |
|90 |
| |
|Use of video w/out captioning |
|0 |
|0 |
| |
|Use of Video with Captioning/ no immediate response activity |
|25 |
|0 |
| |
|Use of Video with Captioning w/active response activity |
|0 |
|0 |
| |
|Sustained Silent Reading |
|18 |
|25 |
| |
|Group Reading-Audio-Books |
|47 |
|60 |
| |
|Group Reading-Teacher Read |
|19 |
|10 |
| |
|Group Reading -Student led |
|11 |
|20 |
| |
|Lecture |
|31 |
|20 |
| |
|Class Discussions |
|41 |
|30 |
| |
|Written Responses |
|43 |
|28 |
| |
|Group Work/Cooperative Learning Activities |
|20 |
|30 |
| |
|Student Free-time |
|11 |
|0 |
| |
Figure 6
Table 3 illustrates that much of the reading-related time gain during the intervention period comes from what was previously non-academic instructional time. Second, the writer anticipated that the inclusion of SLS activities in his Special Education English classroom would result not only in increased time but also in increased engagement in reading tasks. This second goal was met as evaluated by observation rubrics conducted by SPED staff. The following chart (Figure 7) illustrates the change in observed focus during group reading activities such as Sustained Silent Reading and with reading along with Audio Books.
Figure 7
Further, student feedback gathered through student surveys and summarized by the following chart (Figure 8) indicates positive attitude improvements on reading related activities. During the pre-intervention survey 35 % of the intervention group responded with the least favorable reaction to reading activities in general, while post survey the entire group rated themselves at average or better in all categories. Theses two qualitative data sources indicate that both student attitude and engagement with reading activities improved over the span of the study intervention.
Third, the writer anticipated that the inclusion of SLS activities in his Special Education English classroom would result in improved reading growth as reflected by the STAR and SDRT reading assessments and would demonstrate at least an 18 week improvement over the 12 week intervention. This third goal was met as mean reading scores improved from GE 6.7 to 7.4, or 25 weeks growth over the 12 week school period. The following chart (Figure 9) illustrates the mean growth in reading levels for the Intervention Group over a 36 week period as assessed both by STAR and the SDRT. During the previous assessment period intervention group demonstrated a Scaled Score (SS) mean growth of 24 points or GE 0.2 which is equivalent to a 7.6 weeks mean growth over a 12 week period. In comparison, during the intervention time period this group made a gain of SS 66 points, or GE 0.7 which is equivalent to 25 weeks growth. The following 12 weeks reflects the group’s end-of-year performance on the SDRT and the reading loss over the summer intercession. While there was a SS 17 point loss over the summer break, these students began the new school year with the gains they had made during the intervention period.
Assessment data was gathered and analyzed for all CHS SPED students taking English classes over a twelve month period from September 2004 to September 2005. The original intention of this study was that the other three SPED English classrooms or that the five mainstreamed English classrooms could provide a control group for evaluating comparative data. The study team and the contributing teachers reviewed the accumulated testing data and class placements and the team agreed that the data comparisons could not be matched to create a proper control group. The data is however interesting for discussion purposes and setting the study within the school community.
The following two charts illustrate the difference in SPED certification between the CHS SPED population and the group placed within the intervention classroom. The major difference is that the intervention group statistically had higher percentages of Learning Disabled (LD) students, Emotionally Impaired (ED), and Hyperactive/Attention Disorder (ADHD). These three groups together are 94% of intervention group. The resulting remaining student pool had limited opportunities to create a matched group. For example, 55% of all CHS ADHD students were in the control group classroom, four of these students were part of the ‘additional’ student group. Similarly, SPED group four had a much higher percentage of MI students and low counts on EI and ADHD. Overall result is that while similar mean reading levels are present in three groups (Intervention Group, Combined other SPED English Students, and Mainstreamed SPED Students) a matched group does not exist.
The study group consisted of 65 students, of which 51 were designated as the study data intervention group. The remaining fourteen students were not part of the original 149 students whose STAR pre-testing data corresponded to the yearly SDRT assessments. The research group predicted that including these students would artificially inflate growth scores, as there was a high probability that their pretest scores were lower than their actual abilities. These students participated in the intervention classroom and in other class groups but their data were not included in group mean. Figure 12 compares the mean Scaled Score (SS) between the four data groups: the intervention group (Study Group -51), additional students participating in the intervention activities, the combined remaining students in SPED English classrooms, and mainstreamed SPED English students. The graphic illustrates that including the additional testing data would only have resulted in greater mean growth than the intervention group actually attained. Data for this additional set of students is included only to visually demonstrate that separating their data from main study group did not benefit the performance scores of the study group.
The process of collaboration on the assessment and data collection may also have positively affected student engagement in reading activities. The increased testing of students on the STAR program, the resulting availability of reading data and the increased presence of classroom observations also impacted video and reading activities in both additional SPED classrooms and in the five mainstream English classrooms. The following table (Figure 13) illustrates the similarities and differences between the various SPED settings and the mainstream classroom settings and the change in activities that occurred during the intervention period.
|Table 3 |
|Classroom Observations Pre-Intervention Plus Mean of weekS 8-12 |
|Total minutes per week -Detailed |
| |
|Classroom Observations Pre-Intervention/ Mean of weeks 8-12 |
|Total minutes per week - Summary |
| |
|Intervention Group SPED 2 SPED 3 SPED4 SPED mean Gen Ed (5) |
| |
During the course of this study, several teachers modified how they use video in their classroom and several also increased directed reading activities. Notice that all five of the regular education classrooms and two of the SPED classrooms began using video more actively, these classrooms added captioning and response activities. In light of this study, it is also interesting to note that that during the final weeks of the intervention the time spent on SLS activities was equal to the time the regular education classes used video and only eight minutes more than the average usage of video by the other SPED classes.
The following chart (Figure 14) illustrates mean reading growth over a 36 week period for the three data groups: the intervention group, other SPED English classrooms and mainstreamed SPED students as evaluated by both STAR and the SDRT. In comparison to both themselves and to other SPED students the SLS intervention group did demonstrate marked improvement in reading growth.
The intervention period ended two weeks before the end of the school year. Significantly, the intervention group tested GE 0.3 higher just before the summer break began, and only lost GE 0.2 over the summer intercession.
Discussion
This action research project was designed to examine the potential of incorporating Same-Language-Subtitling or Subtitled Music (SLS) as a repeated reading activity within Special Education English classrooms. The goal was to improve reading engagement and growth. The intervention was designed to use the presentation strength of SLS and technology to increase the amount of class time that students would be actively engaged with reading text. The basic SLS activity involved students repeatedly viewing a short SLS video (typically Broadway Musicals), while completing response worksheets (typically cloze script). SLS was used as an entrance activity during transition and first 15 minutes of each class. Students quickly mastered the technology and programs to both create materials and run the reading activity semi-independently. Overall, student attitude, engagement and reading comprehension levels improved during the course of this study.
This action research project addressed two major goals: raising reading levels and determining Same-Language-Subtitling’s impact on reading activities and reading growth. The basic goal of raising reading levels and increasing engaged reading was met. In addition there is strong evidence that as part of classroom activities SLS can support reading growth. Significantly, most research on struggling readers indicates that the amount of time a student spends in reading related activities is the major factor in predicting subsequent reading growth. Sheer reading volume, how much a child will read in and out of school has a major impact on reading rate, fluency, and academic growth. In addition, studies have shown that people with even just a mild reading impairment do not read for fun, and that attitude to reading activities can also have a major impact (Cunningham & Stanovich, 1998a; Cunningham & Stanovich, 1998b). Same-Language-Subtitling has the potential to address these concerns. SLS as a reading and presentation format can have significant impact on student focus and attitude.
Recommendations
Same-Language-Subtitled activities can be a very effective learning tool for classroom use. If a teacher is interested in incorporating this approach or if another researcher is interesting in either replicating or expanding upon the research study discussed above, here are a few recommendations:
1. SLS is a technology intensive approach. First, if possible use the best technology available. This study used a 2000 lumens projector, this allowed for the equivalent of a 72 inch screen viewable in classroom light. This allowed even traditional subtitling to be easily viewed from the entire room. In addition the study used a good quality sound amplifier and speakers with wireless microphone and remote control capabilities, this gave the classroom teacher control of volume levels and the ability to interject instructions over the volume of the music. SLS materials were created on a Dell Precision 670.
Second, this approach requires that researcher become adept with both presentation technology and multi-media programs and resources. Additional resources can be found at: Same Language Subtitling Home .
2. Choose dynamic source materials. This study used some popular music; however, the majority of activities were done using Broadway Musicals. Choose music with lyrics at a reading level well above class mean, in this study the students responded particularly well to Les Miserables, which has lyrics ranging from G.E. 6.0 to G.E. 12+. While music seems to work best, the students also responded well to famous speeches; try Martin Luther King’s “I Have a Dream”. Do not worry about materials being out student’s comfort zone; prior to this project the participating students had rarely been exposed to the musical genre and were unfamiliar with Les Miserables.
3. Keep the students actively engaged in SLS activity. Always use a response worksheet. This can range from filling in simple phonics-level cloze worksheets, to rewriting or translating musical scenes into contemporary stage dialogue, to karaoke renditions, to performing multi-character scenes.
Use the students, they will quickly master the both the presentation technology and they can help prepare SLS media. Do not use video in classroom as a passive receptive activity. At the very least, for all classroom video viewing use the captioning and a response worksheet. Lyrics and transcripts are available for most music and videos. Devise worksheets and activities that force students to repeatedly track text while listening to audio model. The key element is active and repetitive.
These recommendations should make the process as a whole, go much smoother. The intention of this study was to demonstrate that SLS could be used as a classroom reading activity; please remember that this approach is only a presentation format and is dependent upon a teacher’s creative use and student engagement.
Plans for Dissemination
The presentation portion of this project was presented at a HSTA reading and technology workshop on October 10, 2005 and will be presented again on October 27, 2005 for a district level workshop for reading teachers at University of Hawaii.
This report and related PowerPoint presentation and additional resources for using music and multi-media as a reading activity are available online at: Same Language Subtitling Home . In addition final copies of this report will be distributed to the research team, school administration.
Finally, the researcher is preparing to submit a related methodology article for publication to the Journal of Current Issues in Technology and Education (CITE).
References
Anderson, R.C., Wilson, P.T., & Fielding, L.G. (1988). Growth in reading and how children spend their time outside of school. Reading Research Quarterly, 23, 285- 303.
Bean, R.M., & Wilson, R.M. (1989). Using Closed-Captioned Television to teach reading
to adults. Reading Research Instruction, 28(4), 27-37. Retrieved July 20, 2003
from the Closed Captioning web sight:
Berkay, P.J. & Boyce, M.L. (1995). The effects of captions on declarative knowledge
comprehension and intellectual skill. International Journal of Instructional Media. Vol. 22 Issue 4, p283, 9p, 1 chart. Retrieved June 29, 2003, from the EbscoHOST database.
Bird, S.A., & Williams, J.N. (2002) The Effect of Bimodal Input on Implicit and Explicit Memory: An Investigation into the Benefits of Within-Language Subtitling. Applied Psycholinguistics, v23 n4 p509-33 Retrieved November 24, 2003, from the EbscoHOST.
Borras, I. & Lafayette, R.C. (1994) Effects of Multimedia Courseware Subtitling on the Speaking Performance of College Students of French. Modern Language Journal, v78 n1 p61-75 Retrieved November 4, 2003, from the EbscoHOST.
Closed captioning helps ESOL students learn English (1991). Reading Today; Feb/Mar91, Vol. 8 Issue 4, p26, 1/2p. Retrieved June 29, 2003, from the EbscoHOST database.
Cunningham, A. E., & K. E. Stanovich "What reading does for the mind." The American Educator, (Spring/Summer 1998): 8–15. (American Federation of Teachers).
Cunningham, A. E., & K. E. Stanovich "Print exposure." In Word recognition in beginning reading, edited by J. L. Metsala & L. C. Ehri. Mahwah, NJ: Lawrence Erlbaum (1998): 235–262.
d'Ydewalle, et al. (1991). Watching subtitled television: Automatic reading behavior. Communication Research, 18, 650-666 Retrieved July 22, 2003 from the EbscoHOST database.
Foorman, B. (2004) Screening for Secondary Intervention. The Center for Academic
and Reading Skills, University of Texas Health Science Center at Houston. Retrieved December 27, 2003 from:
Foorman, B., Fletcher, J., & Frances, D. (1997). A scientific approach to reading instruction. Retrieved September 17, 2003 from:
Goldman, M., & S. Goldman. (1988). Reading with Closed Captioned TV. Journal of Reading, 31(5), 458.
Holobow, N.E., et al (1984) Pairing script and dialogue: Combinations that show promise for second or foreign language learning. Language Learning, 34, 4, 59-76. Retrieved July 22, 2003 from the EbscoHOST database.
Kothari B., Takeda, J., Joshi, A. & Pandey A. (2002). Same language subtitling: a butterfly for literacy? International Journal of Lifelong Education. Vol. 21, no.
1 (January-February, 2002), 55-66. Retrieved June 29, 2003, from the EbscoHOST database.
Kothari, B., et al, (2001). The Proof is in Improved Reading: Same Language Subtitling
on Television in India, IIMA Working Paper No. 2001-07-04.
Kothari, B. & Takeda, J. (2000) Same language subtitling for literacy: small change for colossal gains. Information and Communication Technology in Development, S. C. Bhatnagar and R. Schware (eds). New Delhi: Sage Publications, pp. 176-186.
Kothari, B., (2000). "Same Language Subtitling on Indian Television:
Harnessing the Power of Popular Culture for Literacy." In Redeveloping
Communication for Social Change: Theory, Practice and Power, Karin Wilkins (editor), Pp: 135-146, New York: Rowman & Littlefield.
Kothari, B., (1998). Film Songs as Continuing Education: Same Language Subtitling for Literacy. Economic and Political Weekly, 33(39): 2507-2510 (Sept. 26, 98).
Koskinen, P.S. et al. (1993). Captioned video and vocabulary learning: an innovative practice in literacy instruction. Curriculum Review; Dec90, Vol. 30 Issue 4, p21, 1/4p Retrieved June 30, 2003 from the EbscoHOST database.
Leinhardt, G. (1985). Instructional time: A winged chariot? In C. Fisher & D. Berliner (Eds.), Perspectives on instructional time. White Plains, NY: Longman.
Lyon, G. R. (1998). Research in learning disabilities at the NICHD: Contributions from scientists supported by the National Institute of Child Health and Human Development (Report). Bethesda, MD: National Institute of Child Health and Human Development.
National Institute of Child Health and Human Development (2000). Report of the National Reading Panel. Teaching Children to Read: An Evidence-Based Assessment of the Scientific Research Literature on Reading and Its Implications for Reading Instruction [Online]. Available: nichd.publications/pubskey.cfm?from=nrp
Ongoing Projects: Same Language Subtitling on National Television. (2002) Retrieved
July 6th, 2003 from .
Pandey, A. (2002) Same language subtitling: a butterfly for literacy? International Journal of Lifelong Education, Jan2002, v.21, is. 1, p.55-67. Retrieved June 29, 2003 from the EbscoHOST.
Price, C.J., Wise. R.J., Watson, J.D., Patterson, K., Howard, D., & Frackowiak, R. (1994). Brain activity during reading. The effects of exposure duration and task. Brain 117:1255-1269.
Rhyne, T., (2004) Dynamic Media on Demand: Exploring Wireless & Wired Streaming Technologies & Content - Case Study #3: SMIL Templates, Captioned Content, and other Web Guides for Online Instruction. North Carolina State University, Learning Technology Service. Retrieved December 14, 2004 from web site:
Rickelmen, R. J. & Henk, W. A., (1989) Reading and Technology: Past Failures and Future Dreams (Reading Technology). Reading Teacher v43 n2 p17475 Nov.
Samuels, S. J., Schermer, N. & Reinking, D. (1992). Reading fluency: Techniques for making decoding automatic. Read All About It. Sacramento: California State Board of Education.
Schacter, J. (2003) The Impact of Technology on Student Achievement. Milken Exchange on Educational Technology. Retrieved September 4, 2003 from web site:
Sousa, David (1998). Is The Fuss About Brain Research Justified? In A Word, Absolutely. Education Week (12/16/98). Retrieved from Academia Research Premier on August 1, 2003.
Sousa, David (2004). How the Brain Learns to Read. 118-125 L.A.: Corwin Press.
Spengler, M. (1998). Memory Lane Is a Two-Way Street. Education Leadership, V56, N3, November 1998. Retrieved from web sight on August 4, 2003:
U.S. Department of Education. (1999). Twenty-first annual report to Congress on the
implementation of the Individuals with Disabilities Education Act (IDEA).
Washington, D.C. Retrieved October 25, 2003 from:
.
Williams, H. &; Thorne, D. (2000) The Value of Teletext Subtitling as a Medium for Language Learning. System, v28 n2 p217-28. Retrieved November 24, 2003, from the EbscoHOST.
Appendix A
Reading Surveys
For each statement circle your response. Period # _______
1. I read for fun.
Strongly agree Agree Neither agree/disagree Disagree Strongly disagree
2. I avoid reading.
Strongly agree Agree Neither agree/disagree Disagree Strongly disagree
3. I read in most classes.
Strongly agree Agree Neither agree/disagree Disagree Strongly disagree
4. I need a lot of help in reading.
Strongly agree Agree Neither agree/disagree Disagree Strongly disagree
5. I complete my class readings on time.
Strongly agree Agree Neither agree/disagree Disagree Strongly disagree
6. I get upset when I have to read.
Strongly agree Agree Neither agree/disagree Disagree Strongly disagree
7. Reading is boring.
Strongly agree Agree Neither agree/disagree Disagree Strongly disagree
8. I read on my own for more than an hour each day.
Strongly agree Agree Neither agree/disagree Disagree Strongly disagree
9. I only read when I am forced to read.
Strongly agree Agree Neither agree/disagree Disagree Strongly disagree
10. I do not need to read.
Strongly agree Agree Neither agree/disagree Disagree Strongly disagree
Teachers, for each statement circle your response.
1. My students read for fun.
Strongly agree Agree Neither agree/disagree Disagree Strongly disagree
2. My students avoid reading.
Strongly agree Agree Neither agree/disagree Disagree Strongly disagree
3. My students read in most classes.
Strongly agree Agree Neither agree/disagree Disagree Strongly disagree
4. My students need help in reading.
Strongly agree Agree Neither agree/disagree Disagree Strongly disagree
5. My students complete class readings on time.
Strongly agree Agree Neither agree/disagree Disagree Strongly disagree
6. My students get upset when they have to read.
Strongly agree Agree Neither agree/disagree Disagree Strongly disagree
7. For many of my students reading is boring.
Strongly agree Agree Neither agree/disagree Disagree Strongly disagree
8. My students read independently for more than an hour each day.
Strongly agree Agree Neither agree/disagree Disagree Strongly disagree
9. My students only read when they are forced to read.
Strongly agree Agree Neither agree/disagree Disagree Strongly disagree
10. My students feel they do not need to read.
Strongly agree Agree Neither agree/disagree Disagree Strongly disagree
Appendix B
Reading Rubric
Weekly Classroom Observation Sheet: Reading Rubric.
Classroom: _________ Teacher: _____________
Period: ______ Date: From _______ to ________
Reading Activity Rubric
|4 |3 |2 |1 |0 | |
|Student was on task |3 of 3 checks |2 of 3 checks |1 of 3 checks |Student avoided | |
|entire time |student was with |student was with |student was with |task | |
| |the activity |the activity |the activity | | |
| | | | | | |
| | | | | | |
|Student supported |Student controlled |Student mostly |Student had trouble|Student distracted | |
|class focus on |his/her own focus |controlled his own |controlling focus |class focus | |
|activity | |focus | | | |
| | | | | | |
| | | | | | |
|Student appeared |Student appeared |Student appeared |Student appeared |Student appeared | |
|actively engaged in |engaged in story |Passively engaged |bored by reading |extremely bored by | |
|story | |in reading | |reading | |
Total = 0 to 12. Please rate each student
|Student 0 – 12 points |Student 0 – 12 points |Student 0 – 12 points |
| | | | | | |
| | | | | | |
| | | | | | |
| | | | | | |
| | | | | | |
| | | | | | |
| | | | | | |
| | | | | | |
| | | | | | |
| | | | | | |
Appendix c
Reading Observation Sheet
Weekly Classroom Observation Sheet: Daily minutes per activity.
Classroom: _________ Teacher: _____________
Period: ______ Date: From _______ to ________
| |M |T |W |TH |F |
|Classroom management/ announcements | | | | | |
| | | | | | |
|Use of Video/SLS | | | | | |
| | | | | | |
|Use of video w/out captioning | | | | | |
|Use of Video with Captioning/ | | | | | |
|no immediate response activity | | | | | |
|Use of Video with Captioning w/active response activity | | | | | |
| | | | | | |
|Sustained Silent Reading | | | | | |
|Group Reading-Audio-Books | | | | | |
|Group Reading-Teacher Reading | | | | | |
|Group Reading –Students Reading | | | | | |
| | | | | | |
|Lecture | | | | | |
| | | | | | |
|Class Discussions | | | | | |
| | | | | | |
|Written Responses | | | | | |
| | | | | | |
|Group Work/Cooperative Learning Activities | | | | | |
| | | | | | |
|Student Free-time | | | | | |
| | | | | | |
|Other? | | | | | |
| | | | | | |
| | | | | | |
|Summary: | | | | | |
|Total Reading | | | | | |
|SLS | | | | | |
|Video | | | | | |
|Other | | | | | |
Please sign and date! Return form to box # 60 Questions? Call me at 478-9444
Observations taken by: ____________________ __________________
____________________ __________________
____________________
Thank you for your assistance,
W. Greg McCall P-10
Appendix c
Application for the Conduct of Research Using Human Subjects
University of Phoenix Material
University of Phoenix
Institutional Review Board
Application for the Conduct of Research Using Human Subjects
The University of Phoenix Institutional Review Board (IRB) must review all requests to conduct research involving human subjects. Present the request in typewritten form and in non-technical terms understandable to the IRB. The application for initial processing may be faxed to 480-968-1159, Attn: Craig Swenson. The original document with signatures must also be mailed to: Office of the Provost, University of Phoenix, 4615 East Elwood St, Phoenix, AZ 85040.
Please note that it is the researcher’s responsibility to give complete information about the benefits and risks entailed by the proposal. Please submit a copy of your complete proposal and the informed consent form along with all materials and background information to assist the IRB in its review. If you are faculty and/or staff, a copy of your curriculum vitae or biographical sketch is also required.
|Name of Researcher(s) |Location / Department | |**Type of Research |
| | |*Affiliation | |
|1. W.Greg McCall |University of Phoenix online |Student |Research Project |
|2. | | | |
|3. | | | |
|* Student, Faculty or Staff |
|** Research Project, Dissertation, ***Funded Research or Other (Explain Briefly) |
|*** If research is funded, please complete the following: |
|Agency Submitted To |Submission Date |Location of Project |
| | | |
|Project Title: Subtitling Music and Multi-media Technologies Impact on Reading in a Special |
|Education Classroom |
| |
|1. General Purpose of the Research: The Purpose of this study is to determine if addition of Same Language Subtitling Music Activities, |
|similar to Karaoke and use of presentation technologies can have a positive impact on a reading program. |
|2. Project Description: The IRB must have completed and detailed information about what will happen with or to subjects in order to evaluate or|
|estimate the potential risks. |
|Explain whether subjects will encounter the possibility of stress or psychological, social, physical, or legal risks that are greater than |
|those ordinarily encountered in daily life or during the performance of routine physical or psychological examinations or tests. Assurance from|
|the investigator, no matter how strong, will not substitute for a detailed description of the transactions between investigator and subject(s).|
|If a questionnaire is used, attach a copy. Describe when visual or auditory stimuli, chemical substances, or other measures might create a |
|risk. In all cases, the IRB will require documentation. |
|Summarize the Research Methods & Data Collection Technique: |
| |
|At J.B. C H School, in one of four high school Special Education Reading Classrooms two subtitled music activities will be added to existing |
|reading program. |
| |
|Students will view subtitled music presentations during the first ten minutes and last five minutes of each class, time that is typically |
|occupied with transition activities. These presentations are intended to be strong models of written and oral language. Activity will possibly |
|include class discussions, written response or activity worksheets. |
| |
|Presentations will also use several digital multimedia programs, such as : Microsoft Word, Microsoft PowerPoint, Microsoft Producer, Pinnacle |
|Systems Studio 8, Dart Karaoke Studio CDG, PowerKaraoke, Karaoke Builder Studio. These computer programs used in combination can produce almost|
|proffesional level Karaoke style subtitled presentations with music and or audio speech. The source material will typically be musical theatre |
|with lyrics slightly above students reading levels. |
| |
|Presentations will use a 2000 lumens projector, a laptop computer, a sound system with microphones, and a DVD player. |
| |
|Students will also recieve training in technology and programs to produce thier own presentations. |
| |
|Assessment will be done using existing data. The Special Education Classes already use Accellerated Reader’s computerized assessment tool and |
|the Stanford Diagnostic Reading Test. Data will be recorded in a way that student identities and personal information are kept confidential. |
| |
|Students and teachers will also respond to a reading survey (see attached). |
| |
| |
| |
| |
|3. Will the subjects fall under the Federal guidelines for vulnerable subjects listed below: |
|The guidelines are defined at . |
|No |
|a. Less than 18 years of age? | |Yes ( x ) |No ( ) |
|b. In prison? | |Yes ( ) |No ( x ) |
|c. Pregnant women? | |Yes ( ) |No ( x ) |
|d. Cognitively impaired? | |Yes ( ) |No ( x ) |
| | | | |
|Additionally, | | | |
|e. Will the subjects be deceived or misled in any way? |Yes ( ) No ( x ) |
|f. Will subjects be students of the University of Phoenix? | |
|g. Will subjects be faculty or staff of the University of Phoenix? | |
|h. Will information be requested that subjects might consider to be personal or sensitive? | |
| |Yes ( ) No ( x ) |
| |Yes ( ) No ( x ) |
| | |
| |Yes ( ) No ( x ) |
|4. Selection: How will subjects be selected, enlisted or recruited? |
|Study will collect data on all Special Education Students in J.B. CHS who are enrolled in a Special Education Department Reading Class. |
|Students enrolled in researcher’s class will be participating in studied activity. Assignment to one of four classes is basically random. |
|Course sylabus for this class planned for multi-media presentation. |
| |
|Who will be excluded from this study and why? |
| |
|Any student who requests can be transfered to one of three other Special Education classes or to a Regular Education reading class. |
| |
| |
|5. Informed Consent: How will subjects be informed of procedures, intent of the study, and potential risks to them? |
|Letter of explanation of project to parents and Class sylabus will include activities and procedures. |
| |
| |
|6. What are the potential benefits to a subject? |
|Students may experience increased engagement, increased enjoment in reading and language activities possibly resulting in growth in reading |
|comprehension. |
|7. Privacy: How will subjects’ privacy be maintained and confidentiality guaranteed? |
|Computer assesment program uses student passwords. Data is only accessable to teachers. Data recorded outside of the IEP will use coded alias |
|names to maintain privacy. |
|8. Proposed Research Start Date: _January 2004____________ End Date: _may 2004___________ |
|***** or **** August 2004 December 2004 |
|9.Attachments: Please check all that apply. |
|Proposal |( ) |Informed consent forms |( ) |
|Data Collection Tool |( ) |Assent form (as child subject will view it) |( ) |
|Communication with Subjects | |Curriculum Vitae or Biographical Sketch |( ) |
|(Introductory Letters) |( ) | | |
| | |Proof of Investigation Human Subjects Training |( ) |
|Verbal Script |( ) |Other Documentation |( ) |
|In making this application, I certify that I have read and understand the Federal Policy for the Protection of Human Subjects (45 CFR 690), and|
|that I will comply with the University Policies governing the same. |
| |
|I also agree to submit a progress report as requested. |
|Principal Investigator: |
|Name: | |Signature: |Date: |
|W.Greg McCall | |W. Greg McCall |11-25-2003 |
| | | | |
|E-Mail Address: | |Telephone #: | |
|wgreg@hawaii. | |808-239-0303 | |
| | | | |
|Mail Address: 47-765 Ahuimanu Loop, Kaneohe Hawaii 96744 |
|Significant changes in protocol must be submitted to the IRB for written approval prior to such changes being put into practice. The researcher|
|will keep informed consent/assent records of the subjects for three (3) years after completion of the research. |
|Faculty/Advisor: (Complete this section, if researcher is your student). I agree to provide the proper oversight of this project to ensure that|
|the rights and welfare of all human subjects involved are properly protected. |
|Name: |Signature: |Date: |E-Mail: |
| | | | |
| | | | |
|Location: |Department: |Telephone #: | |
| | | | |
| | | | |
|In your opinion, is the research: |Exempt ( ) |Non-Exempt ( ) |
| | | |
|Why: |
| |
| |
|This application has been reviewed by the University of Phoenix IRB: |
|FULL REVIEW BOARD ( ) |EXEMPT ( ) | EXPEDITED |( ) |
| APPROVED ( ) |DEFERRED ( ) | DISAPPROVED |( ) |
| APPROVED with Changes. See required changes below* |( ) |
| Third Party Verification Sought | |( ) |
| Project Report Date |#________________ | |( ) |
|*Changes or modifications/conditions for approval, or reasons for disapproval: |
| |
| |
|This application is only good for one year from the date of the start of the study. |
| |
|SIGNATURE: DATE: |
| | | | |
|Chair, University of Phoenix Institutional Review Board | DATE |
|SIGNATURE: | | |
|President, University of Phoenix | |
-----------------------
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