Research Project Impact on Literacy through TTRS
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Transcript Research Project Impact on Literacy through TTRS
Results of a Research Project into the possible
Impact on Literacy and Attitude of SEN pupils
by Making Links through
TTRS: Touch-Type Read Spell
Presented at BDA International Conf. 03/‘08
Eleanor May-Brenneker MA
(Independent SEN Consultant)
“Tudor Manor”
Beckenham Pace Park, BECKENHAM, Kent
BR3 5BP U.K. Tel. 0044 (0)20 8658 6657
ResTTRS E.May-BrennekerBDA308
1
Impact on Literacy and Attitude
by Making Links through TTRS
WHAT IS TTRS?
TTRS =Touch-Type Read Spell:
A multi-sensory, computer aided course.
It uses word lists/sentences based on
Hornsby & Shear’s phonological method
‘Alpha to Omega’.
The TTRS program consists of:
25 Levels with 30 Modules each.
LINKING SOUND AND SYMBOL
ResTTRS E.May-BrennekerBDA308
Research Project:
Impact on Literacy and Attitude
by Making Links through TTRS
WHO? 44 SEN pupils randomly chosen yr.5&6,
yr.3&4,St.Augustine’s Primary School
WHERE?Deprived Inner London Area
Sept.’06-Dec.’07 (4 terms/4 phases)
WHEN?
Verify claims of positive impact on
WHY? Literacy and Attitude with TTRS
Procedure: 11 pupils receive 2 x week
HOW? 30 minutes TTRS for 1 term at lunch
break. Controls become TTRS pupils
next term.
ResTTRS E.May-BrennekerBDA308
Research Project Methods
to establish possible
Impact on Literacy and Attitude
with TTRS intervention
Quantitative
Qualitative
Objective
-> Subjective
Outsider perspective -> Insider perspective
Outcome oriented
-> Process oriented
Replicable data
-> Rich, deep data
Seek facts
-> Seek understanding
Apply tests
-> Apply surveys
HYBRID
ResTTRS E.May-BrennekerBDA308
Research Methods:
Pre~ Post TTRS Tests/Surveys
administered
Quantitative
Qualitative
Literacy Tests:
Surveys for:
• Comprehension SRS
• Teachers
Suffolk Reading Scale 2
• Pupils
(F. Hagley, NFER Nelson)
• Parents
• Reading and Spelling
WRAT 3 Wide Range
Achievement Test
(G. S. Wilkinson)ResTTRS E.May-BrennekerBDA308
Overview Research Project Phase 1A:
09/06-12/06 (TTRS n.11 & Ctrl. n.11)
in~ decreasing Impact on Literacy
Pre~/
Post
Tests
SRS
Compr.
Stand.
Score
SRS
Compr.
Percen
tile
WRAT
Read
Stand.
Score
WRAT
Read
Percen
tile
WRAT
Spell
Stand.
Score
WRAT
Spell
Percen
tile
+3.4
+9.3
+14.8
+27.3
+6.5
+13.6
+0.6
+1
+5.1
+11.3
+4.4
+10.7
Discrepancy 2.8
8.3
9.7
16
2.1
2.9
TTRS
nr. 1003
- 1013
Ctrl.
nr.1014
- 1024
ResTTRS E.May-BrennekerBDA308
Overview Research Project Phase 1A
Difference in Pre~Post Tests Results
30
25
20
15
10
5
0
TTRS
Pe
rc
.
ll
Sp
e
d
W
R
AT
R
ea
AT
W
R
S
R
S
C
om
pr
.P
P
er
c.
er
c.
Control
ResTTRS E.May-BrennekerBDA308
Overview Research Project Phase 1B:
01/07-03/07TTRS n.11 & Ctrl. n. 11
in~ decreasing Impact on Literacy
Pre~/
Post
Tests
TTRS
nr 1014
- 1024
Ctrl.
nr. 1003
- 1013
SRS
Compr.
Stand.
Score
SRS
Compr.
Percen
tile
WRAT
Read
Stand.
Score
WRAT
Read
Percen
tile
WRAT
Spell
Stand.
Score
WRAT
Spell
Percen
tile
+4.2
+6.9
+1.6
+4.9
+1.8
+0.6
-3.5
-7.7
-13.4 -19.9
+1.8
+3.4
Discrepancy 7.7
14.6
15
24.8
ResTTRS E.May-BrennekerBDA308
0
-2.8
Overview Research Project Phase 1B
Difference in Pre~Post Tests Results
10
5
0
-5
-10
-15
SRS
Compr.
Perc.
WRAT
Read
Perc.
-20
-25
ResTTRS E.May-BrennekerBDA308
WRAT
Spell
Perc.
TTRS
Control
Overview Research Project Phase 2A:
04/07-07/07 TTRS n. 11 & Ctrl. n. 11
in~ decreasing Impact on Literacy
Pre~/
Post
Tests
TTRS
nr.1025
-1035
Ctrl.
nr.1036
SRS
Compr.
Stand.
Score
SRS
Compr
Percen
tile
WRAT
Read
Stand.
Score
WRAT
Read
Percen
tile
WRAT
Spell
Stand
Score
WRAT
Spell
Percen
tile
-0.5
-1.5
+6.6
+15.9
+4.7
+12.3
-3.2
-7
-2.8
-5
+1.6
+4.5
5.5
9.4
20.9
3.1
7.8
- 1046
Discrepancy 2.7
ResTTRS E.May-BrennekerBDA308
Overview Research Project Phase 2A
Difference in Pre~Post Tests Results
20
15
10
TTRS
5
Control
0
-5
-10
SRS
Compr.
Perc.
WRAT
Read
Perc.
ResTTRS E.May-BrennekerBDA308
WRAT
Spell
Perc.
Overview Research Project Phase 2B:
09/07-12/07 TTRS n.11 & Ctrl. n. 11
in~ decreasing Impact on Literacy
Pre~/
Post
Tests
SRS
Compr.
Stand.
Score
SRS
Compr.
Percen
tile
WRAT
Read
Stand.
Score
WRAT
Read
Percen
tile
WRAT
Spell
Stand.
Score
WRAT
Spell
Percen
tile
+5.3
+12.7
+16.3
+30.5
+4.2
+7.6
-0.1
-0.8
-5.9
-15
-3.3
-7.6
Discrepancy 5.4
13.5
22.2
45.5
7.5
15.2
TTRS
nr.1036
- 1046
Ctrl.
nr. 1025
-1035
ResTTRS E.May-BrennekerBDA308
Overview Phase 2B Percentile
Difference in Pre~Post Tests Results
40
30
20
TTRS
10
Control
0
-10
SRS
Compr.
WRAT
Read
-20
ResTTRS E.May-BrennekerBDA308
WRAT
Spell
Research Phases 1A-2A combined:
14
Higher Literacy Test Scores
for both TTRS Intervention Groups
TTRS n.22 compared with Ctrls n.22
Pre~/
Post
Tests
TTRS
1A
TTRS
2A
SRS
Compr.
Stand.
Score
SRS
Compr.
Percen
tile
WRAT
Read
Stand.
Score
WRAT
Read
Percen
tile
WRAT
Spell
Stand.
Score
WRAT
Spell
Percen
tile
+2.2
+8.3
+9.7
+16
+2.1
+2.9
+2.7
+5.5
+9.4
20.9
+3.1
+4.5
ResTTRS E.May-BrennekerBDA308
Overview Research Project ALL 4 Phases
09/06-12/07 (TTRS n. 44 & Ctrl. n. 44)
in~ decreasing Impact on Literacy
Pre~/
Post
Tests
SRS
Compr.
Stand.
Score
SRS
Compr.
Percen
tile
WRAT
Read
Stand.
Score
WRAT
Read
Percen
tile
WRAT
Spell
Stand.
Score
+12.4
+27.4
+39.3
+78.6
+17.2 +34.1
-6.2
-14.5
-17
-28.6
+4.5
+11
Discrepancy 18.6
41.9
56.3
107.2
12.7
23.1
TTRS
Ctrl.
ResTTRS E.May-BrennekerBDA308
WRAT
Spell
Percen
tile
15
Overview Research Project ALL 4 Phases i.e. 4 terms
09/06-12/07 (TTRS n. 44 & Ctrl. n. 44).
Positive Impact on Literacy of SEN pupils after 12
hours TTRS intervention
100
80
60
40
20
0
TTRS
Controls
SRS
Compr
St.Sc.
SRS
Compr.
Perc.
WRAT
Read
St.Sc.
WRAT
Read
Perc.
WRAT
Spell
St.Sc.
ResTTRSE.May-BrennekerBDA308
E.May-BrennekerBDA308
ResTTRS
WRAT
Spell
Perc.
Overview Research Project ALL Phases
09/06-12/07 (TTRS & Ctrl. MEAN)
in~ decreasing Impact on Literacy
Pre~/
Post
Tests
TTRS
Ctrl.
SRS
Compr.
Stand.
Score
SRS
Compr.
Percen
tile
WRAT
Read
Stand.
Score
WRAT
Read
Percen
tile
WRAT
Spell
Stand.
Score
WRAT
Spell
Percen
tile
+0.28
+0.62
+0.89
+1.79
+0.39
+0.78
-0.14
-0.33
-0.39
-0.65
+0.1
+0.25
+2.44
.
+0.29
+0.53
Discrepancy +0.42
+0.95
+1.28
ResTTRS E.May-BrennekerBDA308
17
Overview Research Project ALL Phases
09/06-12/07 (TTRS & Ctrl. MEAN)
in~ decreasing Impact on Literacy
2
1.5
1
TTRS
0.5
Controls
0
-0.5
-1
SRS
SRS WRAT
Compr Compr. Read
St.Sc. Perc. St.Sc.
WRAT
Read
Perc.
WRAT
Spell
St.Sc.
ResTTRS E.May-BrennekerBDA308
WRAT
Spell
Perc.
Post Phase 1A Pupils’ Survey:
Has TTRS had an Impact on your
Literacy and Attitude?
Total Returns n. 10/11
YES
NO
Don’t Know
READING
WRITING
CONCENTRATION
7
5
6
2
4
2
1
1
2
ATT. to LEARNING
SELF-CONFIDENCE
BEHAVIOUR
SOCIAL SKILLS
6
3
6
7
2
4
2
2
2
3
2
1
ResTTRS E.May-BrennekerBDA308
Post Phase 1B Pupils’ Survey:
Has TTRS had an Impact on your
Literacy and Attitude?
Total Returns n. 7/11
YES
READING
WRITING
CONCENTRATION
7
7
5
ATT. to LEARNING
SELF-CONFIDENCE
BEHAVIOUR
SOCIAL SKILLS
5
4
4
7
NO
Don’t Know
2
1
ResTTRS E.May-BrennekerBDA308
2
3
2
Post Phase 2A Pupils’ Survey:
Has TTRS had an Impact on your
Literacy and Attitude?
Total Returns n. 11/11
YES
NO
Don’t Know
READING
WRITING
CONCENTRATION
8
11
7
1
2
1
3
ATT. to LEARNING
SELF-CONFIDENCE
BEHAVIOUR
SOCIAL SKILLS
8
8
5
8
1
3
3
6
2
ResTTRS E.May-BrennekerBDA308
Post Phase 2B Pupils’ Survey:
Has TTRS had an Impact on your
Literacy and Attitude?
Total Returns n. 10/11
YES
NO
Don’t Know
READING
WRITING
CONCENTRATION
8
7
7
2
1
2
2
1
ATT. to LEARNING
SELF-CONFIDENCE
BEHAVIOUR
SOCIAL SKILLS
3
8
4
4
3
1
3
4
4
1
3
2
ResTTRS E.May-BrennekerBDA308
Overview Research Pupils’ Survey:
Has TTRS had an Impact on your
Literacy and Attitude?
Total Returns 38/44
READING
WRITING
CONCENTRATION
YES
30
30
25
NO
5
5
5
Don’t Know
3
3
8
ATT. to LEARNING
SELF-CONFIDENCE
BEHAVIOUR
SOCIAL SKILLS
22
23
19
26
5
5
6
7
11
10
13
5
ResTTRS E.May-BrennekerBDA308
Post TTRS Survey for PUPILS (30/44)
Are there any improvements in these areas?
Reading
40
Writing
30
Concentration
20
Att. to Learning
10
Self-Confidence
Behaviour
0
YES
NO
DON'T KNOW
ResTTRS E.May-BrennekerBDA308
Social Skills
Phase 1A Research Parents’ Survey:
Has TTRS had an Impact on your
Child’s Literacy and Attitude?
Total Returns n.4/11
YES
NO
READING
WRITING
CONCENTRATION
4
3
3
1
1
ATT. to LEARNING
SELF-CONFIDENCE
BEHAVIOUR
SOCIAL SKILLS
3
3
2
2
1
1
1
1
ResTTRS E.May-BrennekerBDA308
Don’t Know
1
1
Phase 1B Research Parents’ Survey:
Has TTRS had an Impact on your
Child’s Literacy and Attitude?
Total Returns n. 4/11
YES
READING
WRITING
CONCENTRATION
4
3
3
ATT. to LEARNING
SELF-CONFIDENCE
BEHAVIOUR
SOCIAL SKILLS
2
4
2
3
NO
Don’t Know
1
1
2
2
ResTTRS E.May-BrennekerBDA308
1
Phase 2A Research Parents’ Survey:
Has TTRS had an Impact on your
Child’s Literacy and Attitude?
Total Returns n. 8/11
YES
READING
WRITING
CONCENTRATION
7
7
5
ATT. to LEARNING
SELF-CONFIDENCE
BEHAVIOUR
SOCIAL SKILLS
8
7
7
7
NO
Don’t Know
2
1
1
1
1
ResTTRS E.May-BrennekerBDA308
1
1
Phase 2B Research Parents’ Survey:
Has TTRS had an Impact on your
Child’s Literacy and Attitude?
Total Returns n. 5/11
YES
NO
READING
WRITING
CONCENTRATION
3
4
4
2
1
1
ATT. to LEARNING
SELF-CONFIDENCE
BEHAVIOUR
SOCIAL SKILLS
4
4
2
3
1
1
3
2
ResTTRS E.May-BrennekerBDA308
Don’t Know
Overview Research Parents’ Survey:
Has TTRS had an Impact on your
Child’s Literacy and Attitude?
Total Returns 21/44
YES
NO
Don’t Know
READING
WRITING
CONCENTRATION
18
17
15
1
3
3
3
3
ATT. to LEARNING
SELF-CONFIDENCE
BEHAVIOUR
SOCIAL SKILLS
17
18
13
15
1
2
3
1
3
1
5
5
ResTTRS E.May-BrennekerBDA308
Post TTRS Survey for PARENTS (21/44)
Are there any improvements in these areas?
20
Reading
15
Writing
Concentration
10
Att. to Learning
Self-Confidence
5
Behaviour
0
Social Skills
YES
NO
DON'T KNOW
ResTTRS E.May-BrennekerBDA308
Pre~Post Intervention Teachers’ Survey
Sample: Mark pupil’s stage (1=lowest)
compared with peers at present
READING
SPELLING
COMPREHENSION
1 2 3 4 5 6 7 8 9 10
1 2 3 4 5 6 7 8 9 10
1 2 3 4 5 6 7 8 9 10
SELF-ESTEEM
SELF-CONFIDENCE
CONCENTRATION
BEHAVIOUR
SOCIAL SKILLS
1
1
1
1
1
2
2
2
2
2
3
3
3
3
3
4
4
4
4
4
ResTTRS E.May-BrennekerBDA308
5
5
5
5
5
6
6
6
6
6
7
7
7
7
7
8
8
8
8
8
9
9
9
9
9
10
10
10
10
10
Phase 1A Results Teachers’ Survey:
Impact on Literacy and Attitude
Pre~Post TTRS Intervention
Total Results n.11/11
READING
SPELLING
COMPREHENSION
SELF-ESTEEM
SELF-CONFIDENCE
CONCENTRATION
BEHAVIOUR
SOCIAL SKILLS
PRE
27
39
44
POST
52
57
55
51
53
45
55
54
59
62
55
66
41
ResTTRS E.May-BrennekerBDA308
In~decrease
2.5 4.7
3.5 5.2
4 5
4.6 4.8
4.1 5
4.9 5.4
5.6 5
6 3.7
Phase 1B Research Teachers’ Survey:
Impact on Literacy and Attitude
Post TTRS Intervention (disqualified)
Total Results n.9 & 10
READING
SPELLING
COMPREHENSION
SELF-ESTEEM
SELF-CONFIDENCE
CONCENTRATION
BEHAVIOUR
SOCIAL SKILLS
PRE
(Lost)
POST
72:10
73:10
64:9
70:10
74:10
76:10
86:10
86:10
ResTTRS E.May-BrennekerBDA308
?
In~decrease
Phase 2A Research Teachers’ Survey:
Impact on Literacy and Attitude
Pre~Post TTRS Intervention
READING
SPELLING
COMPREHENSION
PRE
45
34
42
POST
80
76
77
In~decrease
4.1 7.3
3.1 7
3.8 7
SELF-ESTEEM
SELF-CONFIDENCE
CONCENTRATION
BEHAVIOUR
SOCIAL SKILLS
54
55
47
60
56
84
81
82
83
85
5 7.6
5 7.4
4.3 7.5
5.5 7.6
5.1 7.7
Total Results n.11/11
ResTTRS E.May-BrennekerBDA308
Phase 2B Research Teachers’ Survey:
Impact on Literacy and Attitude
Pre~Post TTRS Intervention
Total Results n.11 & 10
READING
SPELLING
COMPREHENSION
SELF-ESTEEM
SELF-CONFIDENCE
CONCENTRATION
BEHAVIOUR
SOCIAL SKILLS
PRE
38:10
39:11
23:10
POST In~decrease
55:11
3.8 5
55:11
3.9 5
51:11
2.3 4.6
37:10 56:10
39:10 65:11
38:11 63:11
59:11 59:11
50:11 65:10
ResTTRS E.May-BrennekerBDA308
3.7 5.6
3.9 5.9
3.5 5.7
5.4 = 5.4
4.5 6.5
Overview Research Teachers’ Survey:
Impact on Literacy and Attitude
Pre~Post TTRS Intervention
POST
187:33
188:33
183:33
In~decrease
3.4 5.7
3.4 5.7
3.4 5.5
142:32 193:32
139:32 201:33
139:33 204:33
181:33 197:33
172:33 191:32
ResTTRS E.May-BrennekerBDA308
4.4 6
4.3 6.1
4.2 6.2
5.5 6
5.2 6
Total Results 32 & 33/44
READING
SPELLING
COMPREHENSION
SELF-ESTEEM
SELF-CONFIDENCE
CONCENTRATION
BEHAVIOUR
SOCIAL SKILLS
PRE
110:32
112:33
109:32
PRE TTRS
ing
Co
mp
re
he
Se
n.
lfEs
Se
te
em
lfCo
nf
ide
nc
e
Co
nc
en
tr.
Be
ha
v io
So
ur
cia
lS
kil
ls
POST TTRS
W
r it
Re
ad
ing
7
6
5
4
3
2
1
0
Pre~Post Intervention Teachers' Survey
Mark pupil's stage (1=lowest) at present
compared with peers
ResTTRS E.May-BrennekerBDA308
Conclusion Research Project:
Impact on Literacy
Tests revealed:
* Overall, literacy levels increased
dramatically even though per phase
TTRS was in progress for 1 term only
(12 hours=4/25 levels average).
* For sustainability in literacy impact
longer TTRS intervention is needed.
* Reading improved most, followed
by Spelling and Comprehension.
ResTTRS E.May-BrennekerBDA308
Conclusion Research Project:
Impact on Literacy and Attitude
Surveys revealed:
Teachers unanimous in
noticeable improvements
in all areas.
Parents: 82.5 % noticeable improvements
Pupils: 75% noticeable improvements
Most Parents and Pupils said YES to
partaking in future TTRS projects.
ResTTRS E.May-BrennekerBDA308
Conclusion Research Project
Impact on Typing Skills
* Pupils became familiar with keyboard, 10-fingertyping, using capitals and punctuation, focus on
screen instead of keyboard and multi-tasking.
* In max. 30 mins. they managed ca. 4-5 modules.
* In 12 hrs. they reached ca. level 4 (out of 25).
* WPM speed and accuracy increased steadily.
* ICT awareness, confidence and skills improved.
* Motivation to practise keyboard skills rose.
* Bonus:They enjoyed improving their high scores,
monitoring their successes on progress cards and
receiving a regular print-out of their achievements.
This boosted their FGF, Feel Good Factor.
ResTTRS E.May-BrennekerBDA308
40
Recommendation for TTRS Intervention to
create and sustain impact on Literacy,
Attitude, Typing Skills
• Program to run for 3 terms rather than 1.
• The non-competitive approach needs to be
maintained, each works at his/her own pace.
• Avoid running TTRS in lunch breaks.
• Monitoring multisensory aspects:
see-hear-say-do, is essential.
• Consistent high quality delivery is
needed, including: Praise, Praise, Praise…..
• Success breeds success!
ResTTRS E.May-BrennekerBDA308
Thanks a Bunch to:
From ELEANOR
•
•
•
•
•
•
•
TTRS Support Team:
Anne Mc Gourty (SENCO)
Mary Kingman
Tonia Young
Pam Lemard
Head of St. Augustine’s
Chair of Governors
Teachers, Parents and
SEN pupils
ResTTRS E.May-BrennekerBDA308
Post Phase 1A Pupils’ Survey:
Has TTRS had an Impact on your
Literacy and Attitude?
Total Returns n. 10/11
READING
WRITING
CONCENTRATION
ATT. to LEARNING
SELF-CONFIDENCE
BEHAVIOUR
SOCIAL SKILLS
YES
NO
7
5
6
2
4
2
6
3
6
7
2
4
2
2
ResTTRS E.May-BrennekerBDA308
Don’t Know
1
1
2
2
3
2
1
Post Phase 1B Pupils’ Survey:
Has TTRS had an Impact on your
Literacy and Attitude?
Total Returns n. 7/11
YES
READING
WRITING
CONCENTRATION
7
7
5
ATT. to LEARNING
SELF-CONFIDENCE
BEHAVIOUR
SOCIAL SKILLS
5
4
4
7
NO
Don’t Know
2
1
ResTTRS E.May-BrennekerBDA308
2
3
2
Post Phase 2A Pupils’ Survey:
Has TTRS had an Impact on your
Literacy and Attitude?
Total Returns n. 11/11
YES
NO
Don’t Know
READING
WRITING
CONCENTRATION
8
11
7
1
2
1
3
ATT. to LEARNING
SELF-CONFIDENCE
BEHAVIOUR
SOCIAL SKILLS
8
8
5
8
1
3
3
6
2
ResTTRS E.May-BrennekerBDA308
Research Phases 1A-2A combined:
46
Higher Literacy Test Scores
for both TTRS Intervention Groups
TTRS n.22 compared with Ctrls n.22
30
25
20
15
10
5
0
Pe
rc
.
ll
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