The Phonics Dance

The Phonics Dance

An Analysis of the Phonics Dance in a SemiRural Midwestern Elementary School Amy Mullins Dissertation Toledo University Research Question How does the use of the Phonics Dance curriculum impact first graders letter name and letter sound identification, phoneme segmentation ability and nonsense word reading skills compared to students taught with the Scott Foresman basal reading program? Components and Elements of the Phonics Dance and Basal Phonics Phonics Dance Basal Phonics Phonemic Awareness Alphabet Sound Review, Word Association

Review Letter Knowledge Hunk and Chunks Alphabet Sound Review, Word Association Connect, Sound Spelling Cards Decoding Hunk and Chunks Word Association, Hunk and Chunks Group Practice, Review Sound Spelling Cards Analogizing Spelling Sight Word Recognition Reading Connected Text Teacher Modeling Mean Old Uncle Mario

Word Association, Hunk and Chunks Word Association, Hunk and Chunks Monster Words, Mean Old Uncle Mario Mean Old Uncle Mario Magic Sound Sprinkles, Alphabet Sound Review Group Practice, Review Review Review Review Review Connect, Sound Spelling Cards Word Association, Hunk and Chunks Model, Group Practice, Review Movement Monster Words, Mean Old Uncle Mario Magic Sound Sprinkles, Alphabet Sound Review Chants

Hunk and Chunks, Monster Words Magic Sound Sprinkles, Alphabet Sound Review Review Writing Hunk and Chunks, Chants Word Association, Hunk and Chunks Review Environmental Print Monster Words Alphabet Sound Review, Word Association Word Reading Activity (song and rhyme charts) Hunk and Chunks, Monster Words Graphic Representations

Mean Old Uncle Mario Alphabet Sound Review, Hunk and Chunks Monster Words, Mean Old Uncle Mario Sound Spelling Cards Learning Theories Associated with the Phonics Dance and Basal Phonics Programs Phonics Dance Jerome Bruners Enactive Representation Iconic Representation Lev Vygotsky Sociocultural Theoretic Perspective Zone of Proximal Development Albert Banduras Self-Efficacy Basal Phonics Jerome Bruners

Iconic Representation -Lev Vygotskys Sociocultural Theoretical Perspective Study Results Individuals improved over time regardless of which group they were in. The results of the repeated measures ANOVA indicate that there was a significant interaction between the Phonics Dance and basal phonics programs concerning letter sound, phoneme segmentation and non-sense words. Non-sense Words There was a significant interaction between the Phonics Dance and basal phonics program [F (2, 72) = 5.761, p = .019]. Tests of Within-Subjects Contrasts Measure:MEASURE_1 Type III Sum of Source Time

Squares df Mean Square F Sig. Time Linear 22389.087 1 22389.087 180.004 .000

Time * Group Linear 716.547 1 716.547 5.761 .019 Error(Time) Linear 8955.460 72 124.381

Implications Integrating several word recognition skills within the phonics lesson may assist children in making the connection between the skills and how they are interrelated. Implementing systematic phonics instruction through the Phonics Dance or basal phonics program may assist children that have difficulty decoding words. The pace of the Phonics Dance program may support quicker acquisition of word recognition skills. Limitations Non-randomized sampling was utilized. The amount of observations in the basal phonics classrooms were fewer than the observations conducted in the Phonics Dance classrooms. There were no measures concerning motivation or selfefficacy. Other print literacy skills were not examined. The measures for this study were implemented at three time points first week of school, after eight weeks of instruction and again after an additional eight weeks of instruction.

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