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KINDERGARTEN READING READINESS: AN INTERVENTION PLAN

A thesis submitted
by
Carrie Chumley Driver
to
LaGrange College
in partial fulfillment of
the requirement for the
degree of
MASTER OF EDUCATION
in
Curriculum and Instruction
LaGrange, Georgia
July 27, 2011

Kindergarten Reading Readiness

Abstract
The purpose of this action research was to determine if a reading intervention plan
would increase the basic kindergarten readiness skills of students in kindergarten.
Exploring effective strategies to build letter and sound recognition, sight word recalling,
and reading comprehension for students from low socioeconomic backgrounds was an
important part of this study. Data collection for this study consisted of mixed-methods.
Quantitative data was used for pre and post scores. A control group that did not receive
the intervention plan was used for comparative data. For the qualitative portion of the
study, a teacher focus group was made. The students participating in the study kept a
pictograph. Through the analysis of multiple sources of data, the kindergarten reading
readiness intervention proved to have gains on students scores on the Lexia Reading
Assessment.

Kindergarten Reading Readiness

Table of Contents
Abstract...ii
Table of Contents....iii
List of Tables......iv
Chapter 1: Introduction....1
Statement of the Problem.1
Significance of the Problem.....3
Theoretical and Conceptual Frameworks....4
Focus Questions...7
Overview of Methodology...8
Human as Researcher...9
Chapter 2: Review of Literature10
Cognitive Development.10
School Readiness...11
Reading Readiness.11
Intervention Plans..15
Observation and Assessments....18
Student Success.19
Chapter 3: Methodology21
Research Design.21
Setting21
Subjects and Participants...22
Procedures and Data Collection Methods......23
Validity, Reliability, Dependability, and Bias ..26
Analysis of Data27
Chapter 4: Results..30
Chapter 5: Analysis and Discussion of Results.....37
Analysis of Results........37
Discussion..40
Implications....41
Impact on Student Learning...43
Recommendations for Future Research.....43
References..44
Appendices.47

Kindergarten Reading Readiness

List of Tables
Tables
Table 3.1

Data Shell...25

Table 4.1

Pre Test for Intervention Group and Control Group..31

Table 4.2

Post Test for Intervention Group and Control Group31

Table 4.3

Intervention and Control Group Pre and Post Test Comparison ..32

Kindergarten Reading Readiness

CHAPTER ONE: INTRODUCTION


Statement of the Problem
Students entering kindergarten in this day and time are doing so without the basic
prior knowledge for reading development. Students who are most likely to have
difficulty with learning to read in the early grades are those who start school with less
basic prior knowledge and skill in related domains (Gillet, Temple, & Crawford, 2004).
The domains consists of general verbal abilities, the ability to attend to sounds of
language as distinct from its meaning, familiarity with the basic purposes and
mechanisms of reading, and letter recognition (Gillet et al., p.208). Kindergarten
students who exhibit a lack of the basic prior knowledge reading development skills are
typically the same students who perform lowest on academic achievement assessments.
Low academic achievement is closely related to lack of resources and many research
studies have documented the correlation between low socioeconomic status and low
academic achievement (Payne, 1996). Low socioeconomic status is defined as the
extent to which an individual does without resources (Payne, 1996, p. #7).
Students coming to school from a low socioeconomic way of life face many
academic challenges. The students walk into the classroom with a void of basic
background knowledge as it relates to school. This is due, in part, because low SES
students are exposed to fewer cognitive and academically stimulating activities in the
home (McCartney, Deering, Taylor, & Bub, 2007).
The activities that the students miss out on range from talking to or with parents
and or any type of adult, reading to or with parents and or any type of adult, visiting
museums, libraries, plays, and the list could go on (McCartney et al., 2007).

Kindergarten Reading Readiness

Low SES students acquire language skills at a slower pace, exhibit delayed
letter/sound recognition and phonological sensitivity, and most are at a high risk for
reading difficulties (Aikens & Barbarin, 2008). Research has revealed that oral language
is the base of literacy development associated to this is development in phonemic
awareness, which is a valid predictor of later reading by the end of kindergarten
(MacDonald & Figueredo, 2010). Early intervention cannot wait until first grade.
According to MacDonald and Figueredo ( 2010), early detection and intervention is
extremely critical and the window of opportunity closes quickly.
In the State of Georgia, based on the Georgia Kindergarten Inventory of
Developing Skills (G-KIDS), kindergarten students are assessed on the following
Reading Fluency and Reading Comprehension standards: a) reads previously taught high
frequency words at 30 words a minute; b) reads previously taught text with expression; c)
listens to and reads a variety of literature and informational texts, d)makes predictions
from pictures and titles; e) tell meaning from narrative using prior knowledge, graphics,
and questions; f) begins to distinguish fact from fiction in read-aloud text; and g) retells
familiar events and important facts. I have seen in my years of teaching that the low
SES students do not master the standards for each of the nine week testing periods. This
is due in part to their lack of basic prior knowledge of reading development. Therefore,
the purpose of this study is to determine if a weekly intervention plan for low achieving
students will improve test scores. This study will focus on the reading development
aspect of low SES Kindergarten students.

Kindergarten Reading Readiness

Significance of the Problem


Kindergarten students enter school without the basic prior knowledge for several
reasons. Family environment has most often been a reason because it is thought to be the
principle contributor to differences in early language and literacy development associated
with low SES (Aikens & Barbarin, 2008). Research is abundant with studies looking at
the relation between student academic achievement and family climates of low SES.
Students with low SES have less exposure to books at home and are less likely to be read
to by parents (Aikens & Barbarin, 2008). An analysis completed by the U.S. Department
of Educations Early Childhood Longitudinal Study saw great differences in the cognitive
abilities of children just starting kindergarten (Books, 2004). As reported in the
USDOEs study, students from wealthy families scored sixty percent (60%) higher than
students from poorer families. Strong evidence indicates that socioeconomic status
accounts for more of the unique variation in cognitive scores than any other factor by
far (Books, 2004, p. 102).
Kindergarten children no longer get to color, paint, play, and nap all day long.
Kindergarten classes today have a curriculum that is packed with standards each nine
weeks related to reading. Kindergarten reading standards are of higher expectations than
in years past. Kindergarten teachers like to see students entering the doors in August
having the majority of prior basic reading development skills already learned. For these
students, most have a smooth sailing into letter/sound recognition, phonics, word recall,
and sentence reading. The low SES students who do not have the prior basic reading
development skills spend at least the first nine weeks being exposed to the basic
developmental skills. By this time these students are further behind in the reading

Kindergarten Reading Readiness

development skills area. With differentiated instruction, teachers can meet with the
delayed students one-on-one or in a small group setting with reading development
instruction based solely on the students individual need(s).
Theoretical and Conception Frameworks
Basic prior knowledge reading development can be traced back to Vygotskys
view of cognitive development. Vygotsky believed that cognitive development is highly
linked to input from others (Slavin, 2003). His most noted contribution is an emphasis on
the sociocultural nature of learning. Vygotsky concluded that learning takes place when
children are working in their zone of proximal development. Functions within the zone
of proximal development are ones that children cannot yet do independently but could do
with the assistance of a higher order thinking peer or teacher. Vygotskys theories have
two main implications. One is the outcome of setting up cooperative learning sets among
groups of students with differing levels of ability. Tutoring by teachers would be most
effective in achieving growth within the zone of proximal development. Second, teachers
need to put an emphasis on scaffolding, with students taking on more and more
responsibility for their own learning (Slavin, 2003). This action research thesis will
incorporate Vygotskys theories by implementing small group and individual tutor time as
well as allowing students to make gains in their learning development at their own pace.
This thesis relates to LaGrange College Education Departments (2010)
Conceptual Framework, under Tenet 1 and Tenet 2. Tenet 1: Enthusiastic Engagement in
Learning, Competency Cluster 1.3: Knowledge of Learners, states that teachers
understand their students and how they learn. The teachers understand how to give
differentiated learning opportunities based on students stages of development and that

Kindergarten Reading Readiness

teachers understand that factors inside and outside effect students lives and learning.
Knowing that students are made up differently and that the students learn differently is
vital to this research thesis as students will be grouped to target low achieving students.
LaGrange College Educational Departments (2010) Conceptual Framework
Tenet 2: Exemplary Professional Teaching Practices, Competency Cluster 2: Assessment
Skills, states that teachers involve the students in self-assessment to help them become
aware of their own strengths and needs. This allows the students to set personal goals for
their learning achievement. Students like to physically see how they are achieving.
Throughout this research study, intervention assessments and student made assessments
will be posted as to where the student can mark and see their achievement goals
This thesis relates to the National Board for Professional Teaching Standards
[NBPTS] (2010) under Proposition 1 and Proposition 3. Proposition 1 states Teachers
are committed to Students and Their Learning. Under Proposition 1 are statements that
are related to this thesis:

NBCT [National Board Certified Teachers] are dedicated to making

knowledge accessible to all students. They believe all students can learn.
They treat students equitably. They recognize the individual differences
that distinguish their students from one another and they take account for

these differences in their practice.


NBCT understand how students develop and learn.
They respect the cultural and family differences students bring to their
classroom. (para. # 1).

Proposition 3 states Teachers are Responsible for Managing and Monitoring Student
Learning. Under Proposition 3 are statements that are related to this thesis:

Kindergarten Reading Readiness

NBCT know how to assess the progress of individual students as well as

the class as a whole.


They use multiple methods for measuring student growth and

understanding, and they can clearly explain student performance to parents


(para. # 3).
This thesis relates to the Georgia Framework for Teaching (Georgia Professional
Standards Commission, n.d.) under Domain 2 and Domain 4. Domain 2: Knowledge of
Students and Their Learning states that Teachers support the intellectual, social,
physical, and personal development of all students. Under Domain 2 are statements that
are related to this thesis:

2.1 believe that all children can learn at high levels and hold high expectations for

all.
2.2 understand how learning occurs in general and in the content areas
2.3 are sensitive, alert, and responsive to all aspects of a childs well-being
2.4 understand how factors in environments inside and outside of school may

influence students lives and learning


2.5 are informed about and adapt their work based on students stages of
development, assessment strategies to evaluate and ensure the continuous
development of all learners (para. # 2).

Under Domain 4 are statements that are related to this thesis:

4.4 involve learners in self-assessment, helping them become aware of their


strengths and needs and encouraging them to set personal goals for learning

Kindergarten Reading Readiness

4.6 use assessment data to communicate student progress knowledgeably and


responsibly to students, parents, and other school personnel (para. #4).

Focus Questions
As previously stated, low SES kindergarten students enter school with an absence
of basic prior knowledge of reading skills. With the purpose of the study being to
improve the basic reading and language skills for kindergarten students, the overarching
research question of how the extra tutor time benefits low SES kindergarten students is
broken down into three specific focus questions.
1. What is the most effective way to implement an intervention for kindergarten
reading readiness?
2. What effects will an intervention have on kindergarten students academic
achievement?
3. How will the teacher and kindergarten students feel about the intervention?
Kindergarten school years are a critical period of growth for students emergent
literacy skills (MacDonald & Figueredo, 2010). Oral language interventions completed
during kindergarten give students an additional source of support at a critical time in their
emergent literacy development. Studies that assess the effect of tutoring program
interventions characteristically reported success. In most cases the lowest achieving
students at the start of the intervention had the largest gains in language development. An
intervention tutor program needs to be skill(s) specific and focused, not just more of the
same thing over a longer time frame (MacDonald & Figueredo, 2010).
Overview of Methodology
This is an action research study conducted in a kindergarten classroom of a local
Title I school. The subjects of this study were three kindergarten students. They were

Kindergarten Reading Readiness

selected because of their low scores from the Lexia Reading Assessment. The
intervention was specific to each students needs of reading and oral language
development skills. The intervention time frame was from March 2011 to May 2011.
Both qualitative and quantitative data were used for measuring student outcomes of the
reading and oral language development skills. The method of collecting data was a
daily/weekly data checklist of the skills needed. As each student mastered a skill, he/she
moved on to the next skill needed. G-KIDS assessment was performed four times
throughout the year (each nine week period) to measure student gains and Lexia
assessment was administered three times throughout the year (August, December, and
May) to measure student gains. I kept a journal regarding the intervention process to
record the research process and how students react to intervention time. Students were
given a survey to assess their feelings on the intervention time.

Human as a Researcher
I am a Kindergarten teacher in a local Title I elementary school in Troup County.
I have been teaching for nine years; teaching first grade for four years and teaching
Kindergarten for the past five years. I feel that I am qualified to complete this thesis
study because I see firsthand how Kindergarten students enter the classroom with a void

Kindergarten Reading Readiness

of basic background knowledge of reading skills. This negatively affects their reading
ability in Kindergarten. I feel that interventions to include interventions with
Kindergarten Readiness and Phonics and Decoding Skills, Dolch Sight Words, and
Reading Informal will greatly help the students suffering with reading and oral language
skills. I want success in my classroom for all students and all students deserve to be
successful.

CHAPTER TWO: REVIEW OF THE LITERATURE


The purpose of this action research is to determine if a differentiated intervention
will strengthen the scores of Kindergarten Readiness and Phonics and Decoding Skills of
students in kindergarten. This research will also determine which strategies are most

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effective and how the teacher and students feel about the intervention time. This chapter
will reflect upon research that has been performed by others on this topic.
Cognitive Development
Vygotsky believed that students are active seekers of their own knowledge. He
did not view them as solitary agents (Papadopoulos, Charalambous, Kanari, & Loiziu
2004). In his theory, rich social and cultural contexts greatly affected students cognitive
development. Therefore, mental activity is considered uniquely human. It is the result of
social learning, of the internalization of social signs and of culture and social
relationships. Vygotskian educational and psychological applications offer opportunities
for active participation and acceptance of individual differences. These applications also
promote assisted discovery as well. Teachers may guide students learning, tailoring their
interventions to each students zone of proximal development in order for highest
learning to take place (Papadopoulos et al., 2004). The functions of the zone of proximal
development are ones that children cannot yet do alone but could do with help of a peer
or teacher (Slavin, 2003). Within the Vygotskian theory lies two implications. One is
the outcome of setting up cooperative learning groups with students of differing levels of
ability. The other is teachers putting an emphasis on scaffolding and allowing students to
take on more awareness of their responsibility of learning (Slavin, 2003).

School Readiness
School readiness is not just measured by student proficiency on academic or
cognitive skills (Children Now, 2009). According to Children Now, the National
Education Goals Panel (1990) determined that childrens school readiness includes five

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areas: (1) physical well-being and motor development, (2) social and emotional
development, (3) approaches toward learning, (4) communication and language usage,
and (5) cognition and general knowledge (page 2). The panel also emphasized that
school readiness involves families, schools and communities. Without their collective
preparation and involvement children have a difficult time being ready for school. In
order to help struggling students in key development and skill areas, some states have
enacted policies to help ensure children arrive in kindergarten prepared and that schools
provide them the supports they need to transition successfully. Collecting and sharing of
meaningful school readiness data is essential to successful kindergarten transition.
School readiness data also help provide families, schools, and communities information
to determine how to best help young students succeed (Children Now 2009).
Reading Readiness
Children from all walks of life suffer significant difficulties in learning to read.
Countless young students begin kindergarten lacking readiness skills necessary for
successful adjustment to school (Cooke, Kretlow, & Helf, 2010). According to
Tankersley (2003), The National Reading Panel Report states that the level of phonemic
awareness that children possess when first beginning reading instruction and their
knowledge of letters are the two best predictors of how they will learn to read during the
first two years of formal reading instruction, (Tankersley, 2003, p. 6).
Oral language is the foundation of literacy development and linked to phonemic
awareness which is a valid predictor of later reading in kindergarten (MacDonald, &
Figueredo, 2010). Student interventions must occur early because kindergarten students
cannot afford to wait until first grade for intervention. The kindergarten years are a

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12

critical period of growth for emergent-literacy and oral language interventions. This
gives the students an additional support line at a critical time when reading readiness
takes place (MacDonald & Figueredo, 2010). Reading readiness skills are the important
prerequisite skills students need to master to succeed academically in later grades. These
skills include a.) physical health and motor development, b.) socioemotional
development, c.) approaches to learning, d.) language and communication development,
e.) early literacy skills, and f.) cognition and general knowledge (Cooke et al., 2010,
p. #137). Six essential threads for reading are: reading/phonics awareness, phonics and
decoding, fluency, vocabulary, and word recognition. Without having each thread
present in the tapestry of a students reading abilities becomes holes and the weave will
not hold tight and will not function for lifelong use (Tankersley, 2003, p. 2). Most states
expect kindergarten teachers to emphasize readiness skills by incorporating them into
their content standards (Cooke et al., 2010). School readiness matters in the long run and
addressing childrens developmental needs before and during their first year of school
will boost their chances of success. Sadly, most children do not attend a high-quality
preschool and many do not enter kindergarten fully prepared. These students fall behind
in the knowledge of skills that will facilitate their ability to succeed in kindergarten and
beyond (Children Now, 2009). Scanlon, Vellutina, Small, Fanuele, and Sweeney (2005)
provide abundant evidence to support the premise that children who are severely
impaired in reading in the elementary grades will continue to be impaired throughout
their educational career if they do not receive appropriate remediation. However, there is
also evidence to show that the majority of the students who encounter early learning
difficulties can be brought up to grade level if they are provided with early,

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individualized, and intensive intervention. There is evidence to support that interventions


given in a small group format can substantially reduce the number of students who
experience long term reading problems (Daily, Chafouleas, & Skinner, 2005).
The overall effects of interventions are certainly positive and promising. When
the outcomes for individual children are analyzed it is typically found that there are a
substantial amount of children who continue to be severely impaired in reading, despite
intensive interventions. These students are ultimately identified as learning disabled and
require special educational services (Scanlon et al., 2005). Students who struggle with
early reading lack facility with the phonological structure of the English language
(Simmons et al., 2007). These students lack sensitivity to the phonemes in words, and
they struggle with the alphabetic principle and or the ability to decode unfamiliar words.
Students who suffer from early reading difficulties cannot make the connection between
the sounds of our language and the printed counterparts that represent speech. As a
result, they face mountains of obstacles in translating print to speech and fail to develop
ease and facility with word recognition. This, in hand, limits their hold for higher level
cognitive processes related to comprehension and, ultimately, the word and word
knowledge they gain from reading (Simmons et al., 2007).
Students below pre-primer instructional level suffer from many academic issues
(Caldwell & Leslie, 2005). The issues include but are not limited to:

May not recognize the purpose for reading


Lack basic print concepts
May not know how to hold a book upright
May not know letter/sounds
Are logographic readers who do not understand that letters stand for

sounds and that words represent meaning


May not know that letters put together make a word

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Not understand that reading is left to right


Sentences have words with spaces in between (Caldwell and Leslie, 2005,
p. 14)

Student interventions need to be exactly what the student does or does not know and
needs to provide experiences to move on to the next stage of the reading process
(Caldwell & Leslie, 2005). Good intervention is one that includes explicit approach to
instruction in which letters are taught in isolation and then blended to form words (Daily
et al., 2005).
Many students begin kindergarten with great differences in vocabulary knowledge
(Coyne, McCoach, & Kapp, 2007). Some students enter school with thousands of hours
of exposure to books and a wealth of rich and supportive oral languages experiences
peers who have a rich vocabulary knowledge. Other students begin school with very
limited knowledge of language and word meanings. Sadly, the vocabulary gap grows
larger in the early grades as students with limited vocabulary knowledge grow more
discrepant over time from their peers who have rich vocabulary knowledge (Coyne et al.,
2007).
Young students who fall behind in developing vocabulary knowledge are at a high
risk for experiencing major reading and learning difficulties and eventually are identified
as having a language or reading disability (Coyne et al., 2007). Literature suggest that
structured and supported oral language activities, such as listening to and discussing
storybooks are direct ways to promote language and vocabulary development in young
students. This type of activity is not equally effective for all students. Students who are
at risk for reading disabilities with lower initial vocabularies are less likely than their
peers with higher vocabularies to learn words incidentally while listening to stories. This

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is quite possible in part because these students are less able to make use of context to
infer word meanings because of their limited vocabulary and content knowledge. Due to
this finding, researchers have acted for more intentional, teacher-directed vocabulary
instruction and intervention to complement traditional reading activities for students who
are at risk for language and reading difficulties. Students with weaker vocabularies are
less likely to learn new words from listening to stories than children with larger
vocabularies. Thus, teachers need to provide more one-on-one or small group explicit
vocabulary instruction for students with smaller vocabularies (Coyne et al., 2007).
Intervention Plans
There is certainly no disagreement that a successful early elementary school
experience is a highly predictive factor of later positive academic outcomes (Cooke et al.,
2010). Student interventions need to be based on individual needs to provide experiences
to gain knowledge in order to go on to the next stage of the reading process (Caldwell &
Leslie, 2005). Good intervention is one that includes explicit approach to instruction in
which letters are taught in isolation and then blended to form words (Daily et al., 2005).
Interventions should be stimulating, not boring. Early literacy can develop through
teacher intervention in the specific skills needed. Interventions should be focused on a
level that allows high rates of successful student performance (Daily et al., 2005).
Early intervention literatures suggest that there is a difference in opinion as to
relative importance of early academic skills and when early readiness intervention should
begin. One way of addressing both readiness skills and early intervention is to begin
with readiness skills during the first semester of kindergarten and waiting to provide
supplemental reading instruction until the second semester of kindergarten. Teachers

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who have tried this method preferred the approach because it allowed students who have
problems in both areas some time to adjust to general school experiences, routines, and
expectations and full class instruction before working in small pull-out groups for early
reading interventions. However, the effect of delaying reading intervention is loss of
progress that might be made with supplementary small group instruction across the full
year (Cooke et al., 2010).
Research pertaining to interventions provides evidence that phonemic awareness,
alphabetic understanding, and decoding are in fact teachable (Simmons et al., 2007).
Individualized intervention instruction results in significant gains for most students. An
emphasis on alphabetic skills and phonological awareness positively influences both
phonemic awareness and word reading outcomes. According to Tankersley, (2003) The
National Reading Panels (2000) synthesis of experimental studies collaborated a set of
attributes of instruction as being positively related to kindergarten phonemic awareness
and phonics outcomes including:

Emphasis of a few priority phonemic awareness skills


Integration of letters with sounds
Small group instruction
Use of explicit, systematic instruction (page #5).
One validated model for providing early academic intervention is the use of tiered

instruction. In a tiered model of instruction, all students receive the core or Tier 1
instruction. Students requiring some additional help receive small group supplementary
Tier 2 instruction. Students who require intensive individualized support receive
instruction designed for tier 3. Studies using tiered models of intervention have
consistently shown that providing direct, explicit and systemic instruction in the evidence

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based components of reading instruction to students at risk of reading failure in early


grades, effectively prevents many long term reading difficulties and reduces the
likelihood of referral and placement programs (Cooke et al., 2010).
Two areas make up quality intervention: Instructional Time and Instructional
Design. The most consistent educational finding is that the amount of instructional time
that children are actively engaged in results in tasks that they can perform successfully
(Simmons et al., 2007). Over four decades ago, an education researcher named J.B.
Carroll came up with a model of school leaning to guide the solution of educational
problems grounded in the economics of instruction. His model was based on the idea that
only a hand full of critical variables influence student learning, and important to this
model was time or opportunity to learn. Carroll espoused the belief that economy of
learning can be seen when time spent in learning equals time needed for learning. Going
along with his model, it is common practice to devote more time beyond typical
allotments for children who struggle to read. For the past decade, supplemental reading
instruction that increases opportunity to learn has become a common focus of educational
research and practice (Simmons et al., 2007)
Instructional Design is the way a particular domain is selected, prioritized,
sequenced, organized, and scheduled for instruction within a highly organized series of
lessons and materials that make up a course of study. Simmons et al. (2007) refer to the
instructional design as systematic process of translating principles of learning and
instruction into plans for of instructional materials and activities (p. 332).
Observations and Assessments

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Developmentally appropriate observations and assessments of young students


have been supported by nationally recognized early childhood experts. In Children Now
(2009), The National Association for the Education of Young Children and the National
Association of Early Childhood Specialists in State Departments of Education (2003)
gave a joint statement about the value of knowing the needs, strengths and progress of
young children. The statement said that developmentally appropriate observation and
assessment methods can inform the three points for beneficial reasons:
1. Making solid decisions about learning and teaching
2. Identifying great concerns that may require focused intervention for individual
children
3. Helping programs improve the educational and developmental interventions (page
# 4).
By taking the guidelines into consideration, a complete kindergarten readiness
observation process can be appropriately created to measure the broad range of
development and skills associated with school readiness. Kindergarten readiness
observations should also utilize several methods to compile detailed information on
incoming kindergarten students, including an instrument for teachers to observe a child in
his/her school environment and a parent survey.
Children Now (2009) have identified at least 31 states that have some form of
Kindergarten readiness observation, survey, screening, or assessment. States vary in the
way they use the information gathered. Most commonly, teachers use individual student
data to guide their instruction. Some states are in the early stages of implementing their
kindergarten readiness observation systems according to the state standards. The state of

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Georgia has some form of kindergarten observation, screening or assessment and Georgia
is required to use a tool that measures more than cognitive development skills.
Student Success
Most students enter school with self-integrated personalities and eager to learn to
read (Block, 2003). However, if success and approval are repeatedly denied, learned
helplessness (a students belief that they cannot be successful no matter how much they
try) can result. Defense mechanisms may also develop showing negative behaviors or
attitudes that divert students own as well as others attention away from their less than
desired level of literacy achievement. Persistence can arise from increased intrinsic
motivation, positive concept of self as reader, positive attitudes, interest stimulation and
productive emotions that give new cognitive commitment. Low performing students need
motivation. Motivation that is crucial to them is the impulse to initiate and direct
behavior with drive for competence that is sustained and augmented by deep feelings of
self efficacy. Self efficacy refers to the degree to which a student expects and values the
successful completion of certain task based on assessments. Student success results from
ability and effort rather than from luck. Reading intervention groups (for young students)
most likely need to be externally motivated as to where the students work for rewards
from the teacher. This will help increase interest in the literacy area. Interest has the
power to arouse and instigate behavior, give direction or purpose to behavior, and
continue to allow a behavior to persist. In order to build student interest teachers need to
use open task and student choice. Open task is allowing the students to decide which
information they will use and or what they want to read. Student choices are tasks with
several available options (Block, 2003).

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Tutor interventions are a key component of successful oral language and reading
skills (MacDonald & Figueredo, 2010). Studies on the effects of tutor interventions show
success. Students being tutored made great gains on language and reading assessments
than non tutor students. The lowest students at the beginning of the interventions ended
up making the greatest gain in language and reading development. (Macdonald &
Figueredo, 2010).

CHAPTER THREE: METHODOLOGY


Research Design
The purpose of this action research study was to determine if extra interventions
would improve the scores of three kindergarten students in the areas of Kindergarten
Readiness, Phonics and Decoding Skills, Dolch Sigh Words, and Reading Informal on the
Lexia Test. Action based research gives teachers an idea of which areas to focus on,
collect data, assess students on, see the results, and then be able to plan for more
differentiated instruction based on the students results (Gay, Mills, & Airasian, 2009).
By using action research, I, as the teacher, was able to see firsthand what parts of the

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intervention worked and which ones did not work and or can be improved. In order to
collect data, mixed methods were used. Both quantitative and qualitative data were
analyzed using a t-test for dependent and independent sample groups. Teacher and
student journals were also used to collect data.
Setting
The kindergarten intervention took place in a Title I school in rural Troup County
Georgia. This school and class were chosen because I worked there. There were 519
students from Pre-K through 5th Grades. Forty two percent of the students received free
lunch and five percent received reduced lunch. The student body was made up of 248
girls and 271 boys. The racial breakdown was as follows: 15% African American,
77% White, .0039% Hispanic, .003% American Indian, .06% Multi-racial, 1% Asian, and
.005% other. The school had 45 certified teachers. Permission was given to conduct the
action research through the Troup County Board of Education, the principal of the school,
and the LaGrange College Institutional Review Board.
Subjects and Participants
The three subjects for the intervention research were decided upon because of
their low scores on the Kindergarten Readiness, Phonics and Decoding Skills, Dolch
Sight Words, and Reading Informal portions of the Lexia Test. Two of the subjects were
six years old and one is five years old. All three are female Caucasian students. All three
receive free lunch and are from low social economic families. The subjects are from
either divorced or broken families. Two of the students are at the correct mental age of
five and one is at a mental age of about three years old. One of the students has speech
and language disorders and is currently being served by the school Speech/Language

Kindergarten Reading Readiness

22

Pathologist. The three subjects are in an EIP Reading group and an EIP Math group
together. Two of the subjects receive 40 minutes of tutor time each week provided by
middle school students. The tutor works with the subjects on letter and sound
recognitions. The third subject does not work with a middle school tutor due to her
speech/language disorder. This student does however; work with a certified teacher for
20 minutes a day working on social and language skills. All three students work extra
time on SuccessMaker Math and Reading computer program.
The kindergarten class that served as the control was at the same school and had
about the same make-up of the subject intervention group. Three kindergarten teachers
also participated in this study as evaluators of my instructional plan. One teacher had
been teaching for 20 years, one teacher for four years and the last teacher was on her
second year. Two of the teachers had only taught kindergarten and the other teacher had
taught first grade as well as pre-k over the years.

Procedures and Data Collection Methods


Action research for this intervention started with the creation of an instructional
plan (see Appendix A). Next, a colleague reviewed the intervention instructional plan.
Based on the test scores from the Lexia Test administered in March 2011, three subjects
had the intervention and the other kindergarten classroom did not. The purpose of this
action research was to determine if an intervention will increase scores on the May 2011
testing window. The intervention goal was to raise each students score to 25.
The intervention was incorporated into the small group reading time in which the
three subjects are grouped into together. The intervention was two 45 minute segments a

Kindergarten Reading Readiness

23

week presented by the teacher and the teacher assistant. The intervention began in March
and ended in May. The intervention consisted of using letter and sound cards, picture
cards, sight word cards, selected reading passages, letter matching game, sound/picture
game, sound tub items, phonemic awareness activities, chants recalling letter and
corresponding sounds, and motions to recall letters and sounds.
During the time of the intervention, a reflective journal was kept by me so that
thoughts, ideas, and observations would be recorded. Using journal prompts (see
Appendix B) the journal entries were a combination of the teacher and the teacher
assistant. The subjects also kept a picture journal. Based on starters provided (see
Appendix C), they wrote and colored pictures of the material they were learning and how
they felt about their progress. The purpose of the journals was to see which parts of the
intervention worked, which ones need improvement, and which ones did not work at all.
The teacher of the control group did not change her teaching methods during the
research time frame. She used the same teaching methods that she had used all year long.
At the end of the intervention, the Lexia Test was given to the three subjects and
the control group. These scores were used to determine whether or not the interventions
proved to be successful in raising the Lexia Testing scores as composed to those of the
control group.
A teacher focus group was used for this study to collect qualitative data. The
focus group consisted of the three other kindergarten teachers for the control groups. I
feel that the focus group had beneficial experience to help with this research study. The
questions asked to the focus group were developed by me based on the literature
presented in Chapter Two of this study (see Appendix D).

Kindergarten Reading Readiness

24

The procedures and data collection methods are aligned with my focus questions
and research. The data shell (see Table 3.1) shows how the focus questions, literature,
and data collection were aligned and analyzed.

Table 3.1. Data Shell


Focus Question
What is the
most effective
way to
implement an
intervention for
kindergarten
reading
readiness?

Literature
Sources
Cooke,
Kretlow, &
Helf (2010)
Daily,
Chafouleas, &
Skinner (2005)
Caldwell
(2005)

Type: Method,
Data, Validity
Type of
Method:
Instructional
Plan and IP
Interview
Type of Data:
Qualitative
Type of
Validity:
Content

How are data


analyzed?
Coded for
themes:
Recurring
Dominant
Emerging

Rationale
Looking for
categorical and
repeating data
that form
patterns of
behaviors

Kindergarten Reading Readiness

What effects
will an
intervention
have on
students
academic
achievement?

Block (2003)
Papadopoulos,
Charalambous,
Kanari, &
Loizou (2004)

Type of
Method: Lexia
Reading Test

Dependent T
Independent T

Type of Data:
Quantitative,
Nominal

Slavin (2003)
Type of
Validity:
Content

How will
teachers and
students feel
about the
intervention?

Block (2003)
MacDonald &
Figueredo
(2010)
Papadopoulos,
Charalambous,
Kanari, &
Loizou (2004)

Type of
Method:
Reflective
Journal,
Student
Pictograph,
Focus Group

Coded for
themes:
Recurring
Dominant
Emerging

25

To determine if
there are
significant
differences
between means
from one group
tested twice,
significant
differences
between means
from two
independent
groups
Looking for
categorical and
repeating data
that form
patterns of
behaviors.

Type of Data:
Qualitative,
Nominal
Type of
Validity:
Construct

Validity, Reliability, Dependability, and Bias


Validity, reliability, dependability, and bias of instruments and outcomes are very
important when conducting action research. Validity is the property of an assessment tool
that shows that the tool does what it says it does (Salkind, 2010). Reliability is defined by
Salkind (2010) as whether an instrument would produce the same results consistently.
Dependability is closely related to the concepts of accuracy and consistency (Salkind,

Kindergarten Reading Readiness

26

2010). Bias is the quality of an assessment instrument that offends or unfairly penalizes a
group of individuals (Popham, 2008).

Focus

question one of this action research study ask what is the most effective way to
implement an intervention for kindergarten reading readiness. The data gathering
methods consisted of an instructional plan and interview. The Lexia test was used to
collect interval data from both the intervention group and the control group. Qualitative
data were used in this study. Content validity was ensured through the comparative
design of the research between and within the intervention group and the control group.
Reliability is assured using a test-retest correlation for dependent t-test. Dependability is
in tack by maintaining well organized data and through complete and accurate supporting
data. Steps have been taken to assure absence-of-bias. Offensiveness occurs when
negative stereotypes of certain subgroup members are presented in a test (Popham, 2008).
Unfair bias arises when a students test performance is distorted because of the students
group membership. Disparate impact occurs if scores of different groups are decidedly
differently (Popham, 2008). No part of the intervention or Lexia test will distort a
students performance based on bias.
The second focus question in this action research study addressees the effects that
an intervention will have on students academic achievement. The Lexia test was used to
collect pre and post test quantitative data. Content validity shows the students ability
skills of each session tested. The test shows reliability because it is a county wide
standardized test that is used by all students in grades kindergarten through fifth grade.
Data collection and treatment are kept consistent to give dependable results. There are no
biases that would affect the results of the assessment.

Kindergarten Reading Readiness

27

How will teachers and students feel about the intervention process is the goal of
focus question three. The researcher kept a journal regarding the intervention process.
The students involved in the intervention process kept a pictograph journal. A teacher
focus group consisting of three other kindergarten teachers and the speech and language
pathologist was also used. This qualitative data will show the feelings and thoughts of
the teachers and the involved students. The content matter is reliable and dependable due
to the personal connections of the teacher and students. Data collection and treatment are
kept consistent. The length of time for data collection is persistent and prolonged. There
are no biases that would show in the teacher journal or student pictograph.
Analysis of Data
Mixed methods were used to collect and analyze data for the research in this
study. For focus question one, the qualitative data of the study was collected in the form
of an instructional plan rubric and interview from three kindergarten teachers. Data from
each of these methods were analyzed by coding to establish themes that related to the
study focus questions.
Focus question two represents the quantitative data section of this study. A
dependent t-test and an independent t-test will be used to analyze the pre/post test data.
These data were collected in the form of a pre-test and a post-test that was administered
to both the intervention group and the control group. The resulting quantitative data were
analyzed in two ways. A dependent t-test for dependent means was used to determine the
change between the pre/post tests within each group. An independent t-test was used to
determine the gains from the intervention group and the control group. The gains of the

Kindergarten Reading Readiness

28

intervention group were analyzed and compared to the gains of the control group. An
effect size analysis will be used on both t-test.
Focus question three data was collected through qualitative data. Qualitative data
were looked at and analyzed by looking at the attitudes and feelings of the intervention
group through student pictographs and a reflective journal by the teacher. The
pictographs and reflective journal added to the results of the pre-test and post-test for the
intervention group. A teacher focus group provided details regarding feelings,
experiences, and overall thoughts regarding interventions. Data collection from each of
these methods were analyzed by coding to establish themes that relate to the focus
question.
Validation of this study was determined by the faculty review process. Eisner
(1991) calls the faculty review process a Consensual Validation meaning that the study
was approved by faculty. Results of this action research study were tied to the theories
from the review of literature in chapter two ensuring consistency. Denzin and Lincoln
(1998) describe the cycling back to the literature review and comparing information as
Epistemological Validation.
Credibility for this study is noted through the use of multiple data sources.
Instructional plan, interviews, reflective journal, student pictograph, and the Lexia test
are included in this study. Eisner (1991), calls this process Structural Corroboration, in
where a confluence of evidence comes together to form a compelling whole. Data was
presented fairly throughout the entire study using opposing points of view. Great care
was taken to ensure precision and accuracy so that the researcher can present a solid

Kindergarten Reading Readiness

29

argument, coherent case and have strong evidence to assert judgments. Eisner (1991)
refers to this as Rightness of Fit.
The transferability of the intervention plan and strategies that were proven
beneficial to learning outcomes for the students and the teacher are passed on to others to
be used in their classrooms. The intervention process should begin at the beginning of
the school year to guarantee the best results. This process is defined as Referential
Adequacy according to Eisner (1991).
Transformational outcomes are expected from this study. Kinchloe & McLaren,
(1998) stated that Catalytic Validity is the degree to which you anticipate an action
research study to change and transform the participants, subjects, and or school. The
changes brought on by this study will be positive and rewarding for all the individuals
involved. The results will be shared with school personnel and school officials.

CHAPTER FOUR: RESULTS


In this chapter, the results from this action research study will be explained and
presented. Results from the data collection will be organized and presented within each
focus question.
Implementing a Kindergarten Readiness Intervention Program

Kindergarten Reading Readiness

30

A kindergarten reading readiness intervention program was implemented into a


small group of kindergarten students over a time period of eight weeks. The Lexia
Reading Assessment (session four) pre-test was given to the students in the intervention
group and to the students in the control group prior to beginning the intervention process.
During the intervention the students were shown flash cards containing nonsense
words (words students must sound out), sight words, and story samples. The intervention
students used games and chants/songs to learn how to sound non-sense words. The
students were involved in activities that reinforced the use of sight words by sight word
coloring pages, writing the sight words, and using the sight words in sentences. The
students also practiced reading sample reading passages from Full Circle Reading
Program.
The students used their intervention materials two sessions a week at one hour per
session. Two of the students also received an extra twenty minutes a day from fifth grade
tutors. The third student received an extra forty- five minutes a week from the speech
and language pathologist. At the end of the intervention, a post test was given to both
groups. The post test was the Spring session of the Lexia Reading Assessment.
The intervention group showed gains from the pre test to the post test. Data also
shows a small gain in the control group from pre test to post test. The following tables
show data analysis of the intervention group from pre test to post test and the control
group from pre test to post test.
Table 4.1:
Pre Test for Intervention Group and Control Group
t-Test: Two-Sample Assuming Equal Variances
Intervention

Control

Kindergarten Reading Readiness


Group
3.66666666
7
14.0606060
6
12
16.4356060
6
0
22
-0.15105071
0.44065610
1
1.71714433
5
0.88131220
2
2.07387305
8

Mean
Variance
Observations
Pooled Variance
Hypothesized Mean Difference
df
t Stat
P(T<=t) one-tail
t Critical one-tail
P(T<=t) two-tail
t Critical two-tail

31

Group
3.9166
67
18.810
61
12

Table 4.2:
Post Test for Intervention Group and Control Group
t-Test: Two-Sample Assuming Equal
Variances

Mean
Variance
Observations
Pooled Variance
Hypothesized Mean
Difference
df
t Stat
P(T<=t) one-tail
t Critical one-tail
P(T<=t) two-tail
t Critical two-tail

Interventio
n Group
5.5833333
33
19.719696
97
12
21.344696
97
0
22
0.4860064
89
0.3158841
42
1.7171443
35
0.6317682
85
2.0738730
58

Control
Group

Kindergarten Reading Readiness


Table 4.3:
Intervention and Control Group Pre and Post Test
Comparison
t-Test: Paired Two Sample for Means

Mean
Variance
Observations
Pearson Correlation
Hypothesized Mean Difference
df

Intervention
Group(Pre
test)
3.666666667
14.06060606
12
0.940858828
0

t Stat
P(T<=t) one-tail
t Critical one-tail
P(T<=t) two-tail

11
4.244464616
0.000689247
1.795884814
0.001378495

t Critical two-tail

2.200985159

Intervention
Group (Post test)
5.583333333
19.71969697
12

t-Test: Paired Two Sample for Means

Mean
Variance
Observations
Pearson Correlation
Hypothesized Mean Difference
df

Control
Group
(Pre test)
3.916666667
18.81060606

t Stat
P(T<=t) one-tail
t Critical one-tail
P(T<=t) two-tail

12
0.991324742
0
11
3.446737588
0.00272969
1.795884814
0.00545938

t Critical two-tail

2.200985159

Control Group
(Post test)
4.666666667
22.96969697
12

An independent t-test was performed to compare the gains of the intervention


group with those gains of the control group (refer to table 4.3). Significant gains were

32

Kindergarten Reading Readiness

33

found from the pre test to the post test. The control group also showed gains from the pre
test to the post test. An effect size calculation was also used to determine gains. Effect
size is the degree to which the statistic is significant. The intervention group had an
effect size of .22 which shows gains. The control group has an effect size of .08 which
shows a small gain. This indicates much more significant gain by the intervention group.
Qualitative data was gathered in the form of a teacher journal, teacher
observations, teacher focus group, and student pictographs. The journal entries were
written the day of an intervention group meeting. The student pictographs were
completed weekly. The data from these measures were analyzed by coding to establish
themes that related to the focus questions.
Effects of an Intervention Program
During the intervention all three students learned all of the capital and lowercase
letters, and all consonant letter sounds. This was a great milestone for the students. They
were (finally) able to add their name to the I know all of the Letters banner that hangs
in the room. Knowing all of the letters and sounds is the first building block of
kindergarten readiness. Students must know all sounds and letters in order to begin
sounding out words and reading words. Students are also able to sound out words by
individual sounds and write them. Students must be able to sound out and write their
words by the second half of the kindergarten year. We teachers rarely spell the words for
them. For the intervention group being able to sound out and write their words was a big
accomplishment.
Two of the students mastered three sections of the non-sense words portion of the
test. One student did not master the skill due mainly to her speech and language

Kindergarten Reading Readiness

34

disorders. The same can be said for the sight word portion of the test. Two students read
most, if not all of the sight words that they were shown. One student did not read any of
the words correctly. The intervention students showed great gains on the reading
informal section of the test. Two students read to the third pre-primer reading passage
with 81% and 79% correct word recognition. The other student read only the first preprimer reading passage with 56% correct word recognition. This is in comparison of the
pre test when all three students only read the first pre-primer story with correct word
recognition scores of 0%, 6%, and 56%.
The intervention students started recognizing their sight words as they saw them
in their Full Circle Reading program, around the room, school building, computer
programs, and in their library books. They were excited to recognize them in their
surroundings. I also noticed a difference in their daily class journal writing. Two of the
students would use their learned sight words in their writings. They were proud to know
that they could write words independently.
Students and Teachers Feelings Toward Interventions
The students enjoyed their intervention time with me and the teacher assistant.
This was most likely the only time that they got to sit down with an adult who cared
about them and tried to help them learn. They saw that we were helping them and they so
desperately wanted to learn the sounds and words like the other students in the room.
When the students came to our tables for reading groups they knew it was time to learn.
The students enjoyed the songs and chants, reading passages and sight word
cards. They also enjoyed the games and paper activities that we used to reinforce the
skills. They were not so fond of the non-sense word cards. I believe that they did not like

Kindergarten Reading Readiness

35

the non-sense words because they have to sound the words out. The intervention students
do not have high skills of sounding words out. Therefore this skill remained difficult for
them during the eight weeks of the intervention time period. Students that were not in the
intervention group were very curious as to what our groups were doing during the
intervention times. They noticed the intervention group learning and having fun. They
too wanted in on the fun learning.
My assistant and I had mixed feelings going into the intervention plan. We knew
we had a tough job ahead of us. I had high hopes that the intervention plan would work.
She was a little skeptical. She is not as trained on differentiation as I am. Working with
very low academic achieving students and trying to get them to learn new and
challenging material was new to her. By the end of the intervention time frame both my
assistant and I had learned so much about teaching to low achieving students. We have to
keep in mind that all students can learn we just have to present the information in various
ways and styles.
A focus group consisting of three kindergarten teachers and our school speech and
language pathologist was also a source of data collection for this action study. The
teachers were asked questions about my intervention instructional plan and if they
thought interventions would help raise Lexia Reading Assessment scores.
The focus group began with the question, Do you think kindergarten students can
raise their Lexia scores through an intervention program? All four teachers said Yes.
Teacher 1 stated that an intervention program isolates skills with which the students are
struggling. I then asked the teachers Do you think students should learn the material like
everyone else and raise their scores on their own? All agreed and said No.

Kindergarten Reading Readiness

36

Teacher 2 explained that students need to be given initial instructional before expecting
them to do it on their own. Why should teachers want to intervene and help raise
students scores? The schools speech and language pathologist stated that it is our
responsibility to differentiate our curriculum and instruction so that all students have the
opportunity to be successful. If students need specific interventions to raise their scores,
then the teacher should be willingly and gladly in order to help their students be
successful. Lastly I asked my teachers if they thought my intervention plan will be
successful. The three kindergarten students stated yes while the speech and language
pathologist stated that I may have a difficult time with one student due to her speech and
language disorder.
Summary
The quantitative results of this action research study proved that an intervention
for reading readiness did help raise students scores on the Lexia Reading Assessment.
The students were presented the material more frequently than the control group and
therefore retained much more of the information. A dependent t-test and an independent ttest were done on both the intervention group and the control group to compare pre and
post tests data.
The qualitative results of this action research study were in the form of teacher
observation, teacher journal, student pictograph, and a teacher focus group. The data
gathered from this part of the research provided insight and strategies for improving
reading readiness in kindergarten students.

Kindergarten Reading Readiness

37

CHAPTER FIVE: ANALYSIS AND DISCUSSION OF RESULTS


The purpose of this action research was to determine if a reading intervention plan
would increase the basic kindergarten readiness skills of students in kindergarten.
Exploring effective strategies to build letter and sound recognition, sight word recalling,
and reading comprehension for students from low socioeconomic backgrounds was an
important part of this study. Results from comparable data did show that the intervention
had gains on increasing letter and sound recognition, sight word recalling, and reading
comprehension. In this last chapter, results from the action research will be analyzed and
discussed.
Analysis of Results
The object of focus question one is what is the most effective way to implement
an intervention for kindergarten reading readiness. The reading readiness intervention
was implemented into three kindergarten students small group reading time for a period
of eight weeks. Three other kindergarten students in another classroom served as the
control group. Both groups were given a pre-test (Lexia Session 4) before the
intervention and a post-test (Lexia Spring Session) after the intervention time frame.
Cooke et al., (2010) states that substantial research supports the need for early
intervention efforts for students at risk for failure. In the study, a group of kindergarten
students received small group reading intervention across the full school year. The other
group began the same intervention mid-year. Students with a full year of intervention
outperformed those who had only half year of intervention. The early emphasis on
academic skills has been recommended by national committees and organizations such as
The National Research Councils Committee on the Prevention of Reading Difficulties in

Kindergarten Reading Readiness

38

Young Children and the National Association for the Education of Young Children.
Results of experimental studies also support the need for early academic intervention for
students at risk for reading failure to ensure academic success in later grades (Cooke et
al., 2010). Knowing that the kindergarten years are a critical time of growth for students
emergent-literacy skills, reading readiness interventions placed during the course of the
kindergarten year give students an additional source of support at a critical time in their
development (MacDonald & Figueredo, 2010). MacDonald and Figueredo (2010) state
that An intervention program must be specific and focused, not just the more of the
same thing over a longer period of time (p. #405).
Knowing this effective information I, the researcher, will start my intervention
program with at risk students at the beginning of the upcoming school year. I feel that the
students from the intervention group of my study benefited greatly. Their sight word and
reading skills improved and this helped prepare them for first grade. I am interested to
see the effects of implementing my intervention program at the beginning of the school
year and following through with it to the end of the school year.
The object of focus question two is what effects an intervention will have on
kindergarten students academic achievement. Quantitative data was analyzed through
different test. A t-test for dependent means was used to determine the intervention and
control groups scores before the intervention began. A t-test for dependent means was
used to determine the intervention and control groups scores after the intervention.
Lastly, an independent t-test was used to compare pre and post test from both groups
during the intervention time frame.

Kindergarten Reading Readiness

39

Data results of the dependent t-test showed that the intervention group showed
gains from pre test to post test. The gains were significant at the P<.06 level. The control
group showed a small gain between the pre and post test according to the data. The
independent t-test showed that the intervention group and more significant gains than
those of the control group. The effect size of the intervention group was .22. The effect
size of the control group was .08. Effect size is defined as the degree to which the
statistic is significant (Salkind, 2010). A small effect size can range from 0 to .20. A
large effect size can be any number above .50. According to the numbers the intervention
group made gains greater than the control group.
During action research studies, validity and reliability of instruments and
outcomes are most important. Validity is an instrument that measures what it is suppose
to measure. Reliability is whether an instrument can produce the same results
consistently. A correlation for test/retest reliability reinforced the reliability of the
pre/post test data. The matching design of the research between and within the
intervention and control groups secured criterion validity. Three kindergarten colleagues
reviewed the pre and post test instrument to rid any concerns of bias. The testing
instrument is used yearly and teachers are very familiar with testing program.
The object of focus question three is how the teachers and intervention students
will feel about the intervention. Teacher observations and a reflective journal were used
by the researcher and teacher assistant to collect qualitative data. The intervention
students kept a pictograph to express their feelings toward the intervention. A teacher
focus group of three other kindergarten teachers and the speech-language pathologist
was used to share thoughts and suggestions regarding my intervention plan.

Kindergarten Reading Readiness

40

Each member of the focus group said they would like to implement the
intervention plan for the upcoming school year. As a team we decided that we would
start the intervention in September and continue it to December. At this time we will
collect data via Lexia assessment. Students not meeting set requirements will remain in
the intervention program until the end of the year. Having a teacher focus group allowed
me to share my intervention plan and ideas to others on my teaching team.
Discussion
The reading readiness intervention plan produced positive gains through multiple
reasons. First and foremost, I and my assistant teacher worked tirelessly with the
intervention group. We worked hard at providing fun, engaging learning materials and
plans for the students. We knew that in order for the intervention to be effective we had
to have effective plans and materials. Our relationship with the intervention group grew
strong. They loved having the comfort of two people who were willing to help them in
any way possible.
The findings of the intervention program show that interventions are successful.
Previous data and this intervention data help make the point that knowledge of the subject
matter and practice with the subject matter turns into success. After much reading and
researching about interventions, I became aware of an abundant amount of new
information. I plan to take the new found information and apply it to future at-risk
students.
Credibility for this action research was ensured by the use of several data sources
in response to the focus questions. Data were collected for the first focus question by an
Instructional Plan Rubric and Interview, along with the implementation of the

Kindergarten Reading Readiness

41

intervention program. For focus question two, The Lexia Reading Assessment data was
used in all tests. The dependent t-tests showed gains from the pre-test to the post-test for
both groups and the independent t-test showed comparable data for the two groups. For
focus question three, a teacher focus group, reflective journal, and student pictographs
served as qualitative data. Data from this study were compared to previous studies on
interventions that were discussed in chapter two. Combining all data sources together to
form a large body of evidence is called epistemological validity (Eisner, 1991).
The analysis of data for this action research included all data including that which
did not express the views of the researcher. Data was shown to be fair in all aspects.
Quantitative data were presented in the form of results from dependent t-test and
independent t-test. Qualitative data was recorded in written form and also compared to
previous studies. Precision was secured and the results were established based on the
evidence drawn from the analysis. All evidence and analysis of data proves that a
reading readiness intervention had a major effect on the increase of letter/sound
recognition, sight word recall, and reading comprehension. This is referred to as
rightness of fit according to Eisner.
Implications
The information from this action research study confirms that a kindergarten
reading readiness intervention can increase a students ability to recall letters and sounds,
sight words, and reading comprehension skills. Based on the quantitative data from this
study, I plan to use the intervention with more students for the upcoming school year. I
feel that the intervention would be very helpful for students scoring at the bottom fifty
percent of the class. The three other kindergarten teachers on my team will also be

Kindergarten Reading Readiness

42

incorporating the intervention into their classrooms as well. This strategy is known as
referential adequacy according to Eisner (1991). I have also shared this intervention
study with kindergarten teachers at other local schools. They too liked the idea of
beginning a reading readiness intervention at the beginning of school instead of waiting
until mid-year. The process of the intervention is explained in great detail in the
Instructional Plan. Any teacher interested in incorporating the intervention into her
classroom can be guided through the plan.
Based on the student pictographs, the intervention group enjoyed our learning
sessions. They drew themselves and their teachers on most of the pages looking very
happy. Other drawings showed pictures of new words that they had learned and drawings
of the reading passages that they had mastered to read.
Students in the intervention group changed for the better during their intervention
time. As they mastered a skill they were rewarded. The intervention brought on much
needed self-confidence that they had previously lacked. The students were more
confident in other areas as well such as independent writing, morning work, and speaking
to their peers. Students not in the intervention group took note of the intervention groups
fun learning and they too wanted to join in. Due to their notion and excitement of
learning I plan to begin the intervention with more students at the beginning of the year.
I had no idea that this research study would engage not only the students as
learners but also me. I am very intrigued at a students learning process. I feel that this
research study helped me be more aware of differentiation among students as it relates to
students reading readiness skills. Catalytic Validity occurred as a result of both
teacher and children witnessing what the power of reading skills can do and how much

Kindergarten Reading Readiness

43

can be learned through such a circumstance. I believed the intervention in this action
study benefited the students because it allowed then to take in material and then apply it
to their everyday classroom assignments.
Impact on Student Learning
Based on the quantitative data presented in this study it is proven that a reading
readiness intervention does work. The post test scores of the control group were not
much lower than that of the intervention group. However, the intervention group did
make drastic changes. Altering the way we approach the diversity of our students is not
an easy job. Looking at our students critically does not happen overnight, rather it is an
ongoing journey. Through working with the intervention group and conducting research
on intervention I am more apt to providing and sharing information regarding
interventions and how they can work.
Recommendations for Future Research
The topic of reading readiness interventions could be researched further. An
intervention plan could be implemented into first grade for the students that had the
intervention in kindergarten. It would be interesting to see their Lexia scores at the end
of first grade after receiving two years of intervention. I learned a tremendous amount of
knowledge regarding intervention thought out this study. I will implement the
intervention plan into my upcoming class and many more classes to come.

References
Aiken, N.L., & Barbarin, O. (2008). Socioeconomic differences in reading trajectories:

Kindergarten Reading Readiness

44

The contribution of family, neighborhood, and school contexts. Journal of


Educational Psychology, 100 (2), 235-251. Retrieved from:
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Block, C. C. (2003). Literacy difficulties: Diagnosis and instruction for reading
specialists and classroom teachers (end ed.). Boston: Allyn and Boston.
Books, S. (2004). Poverty and schooling in the U.S.: Context and consequences.
Cladem Heights, NJ: Lawrence Erlbaum Associates.
Caldwell, J. S., & Leslie, L. (2005). Intervention strategies to follow informal reading
inventory assessment: So what do I do now? Boston: Allyn and Bacon.
Children Now. (2009). Kindergarten Readiness Data: Improving childrens success in
school. Education policy Brief, 1-17.
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(3), 137-144. doi: 10.1080/10459880903492924
Coyne, M.D., McCoach, B., & Kapp, S. (2007, Spring). Vocabulary intervention for
kindergarten students: comparing extended instruction to embedded instruction
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Dailey, E. J., Chafouleas, S., & Skinner, C.H. (2005) Interventions for reading problems:
Designing and evaluating effective strategies. New York: Guilford Press.
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The landscape of qualitative research: theories and issues (pp. 407-430).
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Eisner, E. (1991). The enlightened eye. New York: MacMillan.

Gay, L., Mills, G., & Airasian, P. (2009). Educational research competencies for
analysis and applications (9th ed.). Upper Saddle River, NJ: Pearson Education,

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Inc.
Georgia Professional Standards commission [GAPSC] (n.d.). Georgia Framework for
Teaching. Retrieved from
www.gapsc.com/EducatorPreparation/GeorgiaFramework.asp
Gillet, J.W., Temple, C., & Crawford, A.N. (2004). Understanding reading problems:
Assessment and instruction (6th ed.). Boston: Allyn and Bacon.
Kinchloe, J., & McLaren, P. (1998) Rethinking critical theory and qualitative research.
In N. Denzin & Y. Lincoln (Eds.), The landscaper of qualitative research:
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LaGrange College Education Department. (2010). The Conceptual Framework.
LaGrange, GA: LaGrange College.
MacDonald, C., & Figueredo, L. (2010). Closing the gap early: Implementing a literacy
intervention for at-risk kindergartens in urban schools. The Reading Teacher,
63(5),

404-419. doi:10.1598/RT.63.5.6

McCartney, K., Dearing, E., Taylor, B.A., & Bub, K.L. (2007). Quality child care
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through caregiving and the home environment. Journal of Applied Development
Psychology, 28 (5-6), 411-426. Retrieved from
doi.org/10.1016/j.appdev.2007.06.010
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propositions
Papadopoulos, T.C., Charalambous, A., Kanari, A., & Loizou, M. (2004). Kindergarten
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Popham, W. (2008). Classroom assessment: What teachers need to know (5th ed.).
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Appendix A
Kindergarten Reading Readiness Intervention
Instructional Plan
Standard
ELAKR3
b. Recognizes and names all
uppercase and lowercase letters
of the alphabet

Essential Question(s)
What are consonants?

Week 2

ELAKR3
b. Recognizes and names all
uppercase and lowercase letters
of the alphabet

What are vowels?

Week 3

ELAKR3
c. Matches all consonant and
short vowel sounds to
appropriate letters
ELAKR3
c. Matches all consonant and
short vowel sounds to
appropriate letters
ELAKR2
b. Identifies component sounds
(phonemes and combinations of
phonemes) in spoken words

What are the consonant


letter sounds?

Week 1

Week 4

Week 5

Week 6

Week 7

ELAKR2
b. Identifies component sounds
(phonemes and combinations of
phonemes) in spoken words
ELAKR2
c. Blends and segments
syllables in spoken words

Activity
Students will be shown the
letter cards and will call out the
letter name.
Students will point to a letter
when called out by teacher.
Students will be shown the
vowel cards and will call out
the vowel name.
Students will point to vowel
when called out by teacher.
Students will identify letter
sound by choosing correct item
from sound tub.

What are the vowel letter


sounds?
How do I know which
sounds are in a word?

How do I know which


sounds are in a word?
How do I blend sounds
to make words?

Materials
Saxon Phonics letter cards
Alphamotion cards
Full Circle Reading Book

Vocabulary
Uppercase and
lowercase
letters

Saxon Phonics letter cards


Alphamotion cards
Full Circle Reading Book

Short vowels

Consonant letter sound tubs


Saxon Phonics letter cards
Full Circle Reading Book

Consonant
letter sounds

Students will identify vowel


sound by choosing correct item
from sound tub.

Vowel letter sound tubs


Saxon Phonics letter cards
Full Circle Reading Book

Vowel letter
sounds

Students will sound out CVC


word, match it to picture, and
pick out letters to spell word.

Saxon Phonics letter cards


Letter tiles and Picture Cards
Full Circle Reading Book
Phonemic Awareness Kit

Sounds

Students will sound out CVC


word, match it to picture, and
pick out letters to spell word.

Saxon Phonics letter cards


Letter tiles and Picture Cards
Full Circle Reading Book
Phonemic Awareness Kit
Cupp Cards (blends)
Blending letter cards and
picture cards
Full Circle Reading Book

Sounds

Students will be introduced to


blends.
Students will put two letter tiles
together to make a blend.

Words

Words
Blending
sounds

Kindergarten Reading Readiness

Week 8

ELAKR2
c. Blends and segments
syllables in spoken words

How do I blend sounds


to make words?

Week 9

ELAKR3
e. Applies learned phonics
skills when reading words and
sentences in stories
ELAKR3
e. Applies learned phonics
skills when reading words and
sentences in stories
ELAKR4
a. Reads previously taught high
frequency words at the rate of
30 words correct per minute

How do I learn new


words?

Week
12

ELAKR4
a. Reads previously taught high
frequency words at the rate of
30 words correct per minute

How do I know what


words mean?

Week
13

ELAKR4
b. Reads previously taught
grade-level text with
appropriate expression
ELAKR4
b. Reads previously taught
grade-level text with
appropriate expression

Week
10
Week
11

Week
14

Students will put two letter tiles


together to make a blend.
Students will look at a blend
picture and determine what the
blend is.
The student will read simple
sentences using picture clues to
help.

Cupp Cards (blends)


Blending letter cards and
picture cards
Full Circle Reading Book

Blending
sounds

Sentence Strips
Full Circle Reading Book

Sounds

How do I learn new


words?

The student will read simple


sentences using CVC words.

Sentence Strips
Full Circle Reading Book

Decodable
words

How do I learn new


words?

The student will be shown


Sight Words on cards.
The student will be shown
picture Sight Word cards is
needed.
The student will be shown
Sight Words on Cards.
The student will read as many
as possible in a minute.

Sight Word Cards (various


decks)
Sight Word Picture Cards
(various decks)
Full Circle Reading Book
Sight Word Cards (various
decks)
Sight Word Picture Cards
(various decks)
Full Circle Reading Book
Reading A-Z Readers
Sample reading passages from
Lexia
Full Circle Reading Book
Reading A-Z Readers
Sample reading passages from
Lexia
Full Circle Reading Book

Sight Words

How do I read with


expression?
How do I read with
fluency?

The student will listen to the


teacher read a short story. The
teacher will describe voice
changes to show expression.
The student will echo read a
short passage with the teacher.
The student will read the same
passage independently using
expression.

Words

Sight Words

Expression
Fluency
Expression
Fluency

48

Kindergarten Reading Readiness

Kindergarten Reading Readiness Intervention


Evaluation Rubric for Instructional Plan
1. Do you think kindergarten students can raise their Lexia scores through an intervention program?

2. Do you think the students should learn the curriculum and raise scores on their own?

3. Why should teachers want to intervene and help raise students scores?

4. Do you recommend any other materials and or technology to aid in my intervention?

5. Do you have an intervention program that you implement on students who are lacking in kindergarten readiness skills? If so
what do you do?

6. As a teacher do you think my intervention plan will be successful?

49

Kindergarten Reading Readiness

50

Appendix B

Reflective Journal Questions

1.
2.
3.
4.
5.

What were three main things I learned from this weekly intervention session?
What did we not cover that I expected we should?
What was new or surprising to me?
What have I changed my mind about as a result of this intervention?
One thing I learned in this weekly intervention session that I may use in the future

is
6. I am still unsure about
7. Ideas for action based on this weekly session
8. What I most liked about this session was
9. What I most disliked about this session was
10. Miscellaneous interesting facts I learned from the intervention

Appendix C
Pictograph Journal Starters
1.
2.
3.
4.

Draw your thoughts on how you feel about our session today.
Draw how you feel after naming all letters of the alphabet.
Draw how you feel after matching all sounds to their letters.
Draw how you feel after reading your set of sight words.

Kindergarten Reading Readiness

51

5. Draw a picture of the word


6. Draw a picture of the story you mastered reading.
7. Write a new sight word that you have learned to spell.
8. Draw a picture of the sight word.
9. Write a sentence using one sight word.
10. Draw a picture of your sentence.

Appendix D

Questions for Focus Group

1. Do you think kindergarten students can raise their Lexia scores through an
intervention program?
2. Do you think the students should learn the curriculum and raise scores on their
own?
3. Why should teachers want to intervene and help raise a students scores?
4. Do you recommend any materials and or technology to aid in my
intervention?

Kindergarten Reading Readiness

52

5. Have you ever implemented a reading readiness intervention into your


classroom?
6. If so what was your instructional plan for the intervention?
7. Why do you think students enter kindergarten lacking readiness skills?
8. Should Pre-K standards be higher in order to prepare students for the more
rigorous standards facing kindergarten students?
9. After receiving an intervention program in kindergarten, do you think it would
be beneficial for students to carry their intervention plan with them to first
grade?
10. Would you be interested in implementing my intervention program into your
classroom?

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