How can providing oral language experiences among students affect literacy?
Results
Comprehension I:
Students were given an informal reading inventory before and after instruction. All students demonstrated an improvement in their retelling and comprehension scores.
Three out of four students showed an increase in their use of complex sentence structure.
Comprehension II:
All students obtained a passing score based on a rubric designed for the creation of the ToonDoo.
Students were given a pretest and posttest consisting of a short story followed by four questions related to sequencing. There was no improvement in the posttest scores. However, students read the tests independently, whereas the story used for the ToonDoo sequencing was read aloud.
Vocabulary:
At the beginning of each lesson, students were given a quiz based on the previous lesson.
36% of the scores were proficient (80%) when students did not talk about the words.
100% of the scores were proficient (80%) when students engaged in talking about the words and used Voki
Writing:
Students were provided same amount of time for each writing task.
When reviewing writing samples, the rubric scores did not change between the two papers. All students are developing writers according to 6+1 Trait® Rubric.
The second writings demonstrates that three out of four students addressed the prompt and stayed focused on the topic better than in the first writing. They included more detail sentences to support the topic.