I want to focus on Science Fair participation but I’m not sure the route I will take.
Either, Rethinking the Science Fair: Scaffolding for Equity, Inclusion, and Authentic Inquiry which would focus on in-class scaffolding or Scaffolded to Succeed: Building Better Science Fairs for All Students which would focus on actual changes to how Science Fair is set-up and run making it more accessible to all.
The action research topic I have been considering revolves around strategies to improve engagement and motivation in my P.E. classes. Several articles I reviewed discussed how high autonomy supportive teaching styles fosters more student engagement. I am considering, high autonomy supportive teaching strategies to improve engagement and motivation, to narrow my topic.
I am interested in studying whether practicing and improving visual processing has a positive effect on reading time. I could measure words read per minute of various students before doing any visual processing activities. Then, I could implement visual processing training/activities and measure the words read per minute of those same students. I would also measure their visual perception before and after the visual processing training to see if their visual perception did, in fact, improve. Using the pre and post tests, I could compare the before and after results of each student to see if there was improvement in visual perception and (consequently) in reading time. Some examples of activities I could do are visual memory activities, visual discrimination activities or visual closure activities.
For my topic, I have been looking at how saccadic eye movements help with reading fluency. Some people have difficulty with these eye movements which can make reading harder for them. Working on improving saccadic ability can be beneficial since people with shorter fixation duration and less refixations overall have better reading fluency. For this project, I could measure students’ saccadic ability and reading speed before and after the training. By comparing these results, I would be able to see whether the training resulted in improved saccades and/or reading speed.
I am interested in studying the the topic of building tier 2 vocabulary through read-alouds. This is would be specific to Kindergarten/first grade students. This interest me since I was facinatated this year as I taught kindergarten, with how excited the kids became when they would hear a word that they had recently learned from a book or or lesson that was previously taught and how they would puroposefully try to find ways to use the new “big words” in their everyday language. I think this project would be beneficial to explore as my students are very young and haven’t had much exposure to more advanced vocabulary, as well as the fact that our school (and most others I am sure) is incredibly diverse and many students are bilingual or English Language Learners, which makes aquiring new vocabulary even more challenging. An idea that I have in executing this project would be to introduce visual interactive vocabulary cards with definitons to discuss with students before doing read alouds that contain those same topics and/or words so students can hear and connect vocabulary.
What is your topic?
My research topic is: How does targeted fluency instruction impact the spelling accuracy of struggling readers.
I want to focus on Science Fair participation but I’m not sure the route I will take.
Either, Rethinking the Science Fair: Scaffolding for Equity, Inclusion, and Authentic Inquiry which would focus on in-class scaffolding or Scaffolded to Succeed: Building Better Science Fairs for All Students which would focus on actual changes to how Science Fair is set-up and run making it more accessible to all.
The action research topic I have been considering revolves around strategies to improve engagement and motivation in my P.E. classes. Several articles I reviewed discussed how high autonomy supportive teaching styles fosters more student engagement. I am considering, high autonomy supportive teaching strategies to improve engagement and motivation, to narrow my topic.
I am interested in studying whether practicing and improving visual processing has a positive effect on reading time. I could measure words read per minute of various students before doing any visual processing activities. Then, I could implement visual processing training/activities and measure the words read per minute of those same students. I would also measure their visual perception before and after the visual processing training to see if their visual perception did, in fact, improve. Using the pre and post tests, I could compare the before and after results of each student to see if there was improvement in visual perception and (consequently) in reading time. Some examples of activities I could do are visual memory activities, visual discrimination activities or visual closure activities.
For my topic, I have been looking at how saccadic eye movements help with reading fluency. Some people have difficulty with these eye movements which can make reading harder for them. Working on improving saccadic ability can be beneficial since people with shorter fixation duration and less refixations overall have better reading fluency. For this project, I could measure students’ saccadic ability and reading speed before and after the training. By comparing these results, I would be able to see whether the training resulted in improved saccades and/or reading speed.
I am interested in studying the the topic of building tier 2 vocabulary through read-alouds. This is would be specific to Kindergarten/first grade students. This interest me since I was facinatated this year as I taught kindergarten, with how excited the kids became when they would hear a word that they had recently learned from a book or or lesson that was previously taught and how they would puroposefully try to find ways to use the new “big words” in their everyday language. I think this project would be beneficial to explore as my students are very young and haven’t had much exposure to more advanced vocabulary, as well as the fact that our school (and most others I am sure) is incredibly diverse and many students are bilingual or English Language Learners, which makes aquiring new vocabulary even more challenging. An idea that I have in executing this project would be to introduce visual interactive vocabulary cards with definitons to discuss with students before doing read alouds that contain those same topics and/or words so students can hear and connect vocabulary.