Fernandez_R_14082102_Assessment_1
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EDP 415 The Literacy Researcher
Assessment 1
Proposal
Ruth Fernandez
14082102
This is a declaration stating I am aware
that this paper has previously been
submitted and I have permission from the
unit coordinator to use the paper again.
he Literacy Researcher 2022: Assignment 1 – Proposal for a Study in English.
Chosen topic for study
This study will explore the use of the explicit
teaching of orthographic patterns and pho-
nemic awareness as spelling intervention for
English as an Additional Language/Dialect
(EAL/D) students in year four. This study will
also examine the effect of the intervention
on EAL/D students writing and reading.
Curriculum Reference
Understand how to use knowledge of letter patterns in-
cluding double letters, spelling generalisations, mor-
phemic word families, common prefixes and suffixes and word origins to spell more complex words (ACELA1779)
Understand how to use phonic knowledge to read and write multisyllabic words with more complex letter combi-
nations, including a variety of vowel sounds and known prefixes and suffixes (ACELA1828)
Provisional title of the study:
Orthographic Patterns and Phonemic Awareness: An Investigation into the Explicit Teaching of Spelling and how it could improve writing and reading for EAL/D students in Year four.
Rationale for the study.
Working as a learning support officer for many years in primary school situated in a low socio-economic
area of western Sydney, supporting students from kindergarten through to year 6, it is hard not to notice
the academic progress students have made over their time at the school. However, for some students
academic growth has not been so fruitful. For, it could be said, a large majority of English as an Addi-
tional Language/Dialect (EAL/D) students are still notably left behind at the bottom of the cohort when it
comes to literacy. The EAL/D students in the Year 4 have a limited knowledge of spelling strategies and
display an over reliance on sounding out words.
Discussing these observation with classroom teachers, one reason is mentioned time after time, EAL/D
students can struggle make a connection with spelling an in-depth knowledge and this has had a flow
on effect to how they read and write. I have watched many EAL/D students work their way through
teacher made spelling slide shows and numerous online spelling programs which fall short in providing
the differentiation needed to cater for EAL/D students. Spelling can be a very difficult tasks for students who do not process the strategies to spell effectively
(Hall, 2014, p.g.34). It requires the understanding of letter sequencing, letter sound knowledge and the
mastery of grapheme and phoneme relationships. For EALD students, spelling can be a major source of
anxiety. As spelling is so integral to a students’ literacy development, it is essential that it is mastered
(Graham & Santangelo, 2014, p.g. 2; Hall, 2014, p.g.36).
Key question to guide the study
:
Q1. What is current spelling pedagogy and how is it differentiated for the EAL/D students’ in the year four classrooms?
Q2. Does explicit teaching of orthographic patterns and phonemic awareness produce greater gains over the current spelling pedagogy for EAL/D students’ ?
Q3. Does knowledge of orthographic patterns and phonemic awareness assist EAL/D students
to be better spellers, writers and reader?
Proposed method of study:Empirical Research
To meet the needs of four, EAL/D students in the Year Four cohort, a small scale intervention will take place each week for 25 minutes (15 minutes per student with a 10 minute independent consolidation task), five days a week. Frequent explicit teaching episodes can improve out-
comes (Daffern, Thompson, & Ryan, 2020, p.g. 9). This intervention will take place Monday-
Thursday and the assessment will take place on Fridays. This will run over a period of four weeks. Intervention will take place in the classroom during the literacy block. At the conclusion of the intervention an interview of the classroom teachers will be conducted. Plan:
Week 1 & 2 - Research choice of topic and gather key texts. Discuss intervention with Year four teachers. Send home Informed Consent Letters (sent Friday of week 2)
Submit Assessment 1 Proposal Week 3- Begin investigating Literature for Review
Week 4 - Continue investigation literature for review .
Begin a draft of Assessment 2
Begin a draft for Dialogic circle Assessment 2
Week 5
Continue working on Assessment 2 and Dialogic circle Design pre-assessment for research
Week 6 Finalise assessment 2 and submit
Participate in Dialogic Circle
Administer pre-assessment for research
Analyse pre-assessment data and finalise intervention lessons
Week 7 Begin intervention sessions
Week 8 Continue with gathering data through.
Week 9
Continue with gathering data
Write a rough draft of Assessment 2
Week10
Continue to work on assessment 2
conduct teacher interview Week 11 Final assessment due
I confirm that I have read the AARE Code of Ethics and have understood my ethical commitment to participants
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in my study - Yes
Key texts
Daffern, T. & Critten, S. (2019). Student and teacher perspectives on spelling. Australian Journal of Language and Literacy, 42
(1), 40-5
Daffern, T., Thompson, K., & Ryan, L. (2020). Teaching spelling in context can also be explicit and systematic. Practical Literacy: The Early and Primary Years
, 25
(1), 8-12.
Fragkouli, K., Antoniou, F., Mouzaki, A., Ralli, A., Kokkali, V., & Alexoudi, K. (2021). Evaluation of a Spelling Intervention Program for Third Graders at Risk for Learning Disabilities.
Reading & Writing Quarterly, 1-20.
Graham, S., & Santangelo, T. (2014). Does spelling instruction make students better spellers, readers, and writers? A meta-analytic review. Reading And Writing, 27(9), 1703-1743.
Hall, A. H. (2014). Making spelling meaningful: Using explicit instruction and individual conferencing. Reading Matters, 14, 34-37. Kahn-Horwitz, J. (2020). ‘
I didn
’
t even know one of the conventions before
’
: Explicit EFL spelling instruction and individual differences. Cognitive Development, 55, 100880. Williams, K., Walker, M., Vaughn, S., & Wanzek, J. (2016). A Synthesis of Reading and Spelling Interventions and Their Effects on Spelling Outcomes for Students With Learning Disabilities. Journal Of Learning Disabilities
, 50(3), 286-297. PDG 17/05/18 – revsd. 27/08/21