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Elementary Education Presentations

Presentations are listed in alphabetical order by the presenter's last name.

Phonetic for Writing in First Grade
What is the impact of interactive writing instruction on 1st grade ELL students’ use of phonics in spelling for narrative writing? This research question was used for a study on 19 first grade inner city students in Frederick Country (FCPS). These students were all English language learners during some point of their academic career. Therefore, this study incorporated an approach that would be best suited for the learning of ELL. A phonics curriculum, BLAST and interactive writing were implemented within the classroom for 5 weeks. The phonics curriculum taught students the necessary phonemic awareness needed to spell, while the interactive writing combined phonics strategies with spelling. The research implemented within the class showed great benefits in students FCPS On Demand narrative writing scores. As a result of the study, 13 students showed growth on their phonemic spelling, while 17 students showed writing growth overall. Future implications based on the studies findings suggest bridging phonics instruction with the writing process through a technological interactive writing approach.
Presenter: Victoria Morris / Mentor: Michelle Ohanian, Ph.D.
Graphic Organizers & Their Impact on Sentence Structure for Students with EBD
This paper will consider the following question: how will the use of graphic organizers affect the sentence structure of a fourth grade student with emotional and behavioral disorders? The case study implemented takes place at Lewistown Elementary, a small public school that contains the Pyramid Program, a “school within a school” for elementary students with severe emotional and behavioral disorders. Rosie, a fourth grade student in the Pyramid Program, struggles to write meaningful sentences, and was consequently selected for the intervention. The intervention first consisted of a pre-assessment administered to Rosie, in which she wrote a narrative story about a topic of her choosing. For the next five weeks, the individual educator worked with Rosie twice a week in a one-to-one setting. Rosie used a sentence stretcher graphic organizer to write longer, more detailed sentences for her story, and at the end of the intervention, she completed a post-assessment narrative. Data was scored by writing craft and writing mechanics, and after the intervention, data showed that both Rosie’s writing craft and writing mechanics improved significantly. This case study suggests that self-regulation strategies such as the use of graphic organizers can be successful in improving the overall sentence structure of fourth grade students with emotional and behavioral disorders.
Presenter: Courtney Varley / Mentor: Michelle Ohanian, Ph.D.

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