Can't Get That Song Outta My Head: How Will Integrating Music with Reading Instruction Affect Students' Decoding Skills?
My purpose is to help 2nd grade students who are in Tier 3 reading intervention and have not responded to a scripted intervention program. I am integrating music to help increase phonological awareness along with motivation. I will be teaching six 2nd grade students in a pull-out setting. All of these students have participated in at least 15 weeks of prior interventions with little progress; however, they are not yet in the evaluation process for special education.
My approximate timeline:
- Week of September 4th - Complete benchmark assessments. Observe students in regular classroom. Obtain consent forms.
- Week of September 10th - Begin meeting with small group. Teach routines, administer music interest survey and pre-test (Orton-Gillingham assessment). Analyze all quantitative data. Begin implementation of intervention.
- Week of September 17th - Begin collection of qualitative data in the form of observations/fieldnotes. Record and analyze quantitative data in the form of weekly formative assessments (the exact type of assessment has yet to be deteremined and will be based on individual student needs). Continue this process through October October 26th, evaluating, reflecting and adjusting as assessment indicates.
- Week of October 29th - Administer post-test (same as pre-test). Administer benchmark assessment. Analyze data.
- Week of November 5th - Comple all information and complete journal article.
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