Phase 4: implementation of solution
Pre-implementation / preparation
After downloading the Reading With Me app on 4 iPads, I began to set each one up entering basic student information and reading level. One important note to mention about the Reading With Me app is that you only need to purchase the app once and they will allow you to add the app to any other iPad on the same Apple account for free. Below is the explanation from their FAQ section of their website.
After downloading the Reading With Me app on 4 iPads, I began to set each one up entering basic student information and reading level. One important note to mention about the Reading With Me app is that you only need to purchase the app once and they will allow you to add the app to any other iPad on the same Apple account for free. Below is the explanation from their FAQ section of their website.
I then set up a time with the four students' reading intervention teacher where I could meet with each student on three separate days. We decided on November 13, 20, and 22. Each of these sessions will produce clear data results that will show whether the iPad app will increase number of words read per minute and accuracy of reading. The Reading With Me app will produce clear charts for individual results as well as group results.
Using the assessment feature, I will mark any mistakes that I hear when they read to passage. They provide you with four different types of mistakes including graphophonic, semantic, skipped or self correct as well as other. Below is a screenshot.
Using the assessment feature, I will mark any mistakes that I hear when they read to passage. They provide you with four different types of mistakes including graphophonic, semantic, skipped or self correct as well as other. Below is a screenshot.
If I feel that I need to re-listen to the passage, I can play back the video. This feature is also great for classroom teachers who would like to use the app at student centers for independent practice. I will also mark the last word they read. Once I am comfortable that I have marked everything correctly, I will click save and the app automatically creates a report of the assessment. Below are screenshots of the home screen, what the student sees when reading the passage and what the assessment tool looks like for teachers.
The Reading With Me app also has the ability to quickly email these results to classroom teachers, special education teachers and parents. I have received email addresses from 3 of the 4 students and will share these results with them.
Implementation
I will now provide details of the implementation. I will also provide samples of video from the students.
Session One - November 13
I entered the homeroom and asked for the first student, Samantha to come to conference room which is next door. At first, Samantha was pretty shy. She also was confused why her music teacher was working on reading with her. After explaining what we were going to do, as soon as she saw the iPads, she became excited. Each student has a token code to enter to get to their passage to read. Below is a screenshot of the token codes.
I will now provide details of the implementation. I will also provide samples of video from the students.
Session One - November 13
I entered the homeroom and asked for the first student, Samantha to come to conference room which is next door. At first, Samantha was pretty shy. She also was confused why her music teacher was working on reading with her. After explaining what we were going to do, as soon as she saw the iPads, she became excited. Each student has a token code to enter to get to their passage to read. Below is a screenshot of the token codes.
After entering the code, the passage appears. Students have the ability to change the font size. This was beneficial to both Jake and Samantha who have vision issues. Once the student is ready, they press the record button at the bottom and read the passage. Meanwhile, I was on the teacher assess page and clicked start when they started. As the student read, I mark mistakes in the passage. When the time was up, I told them to stop and they pressed the record button again to stop recording. Below is side by side view of what the student sees and what the teacher sees.
All 4 students were eager to read and were also excited to watch themselves afterwards. I felt that they were highly motivated to perform well because of the video feature.
Session Two - November 20
In between session one and two, I allowed the students to use the apps without me in pairs. Kevin and Reese worked together as well as Savannah and Jake. They took turns being the reader and the assessor. After both had read, they then looked at which words they missed and came up with strategies to fix their problems. Reese said that he and Kevin came up with other sentences that use the word while Savannah and Jake used a dictionary to look up trouble words to find out more.
When the students came to me the second time, each session went very smoothly and did not take much time. Each student read the passage, and then we reviewed their video. This allowed me to assess them live and then while the video was playing. We then reviewed their results and discussed their performance and any patterns of trouble words. Below, I have provided video from all four of their readings. Each student watched their video and all four were surprised at how they sounded and were very interested to watch.
In between session one and two, I allowed the students to use the apps without me in pairs. Kevin and Reese worked together as well as Savannah and Jake. They took turns being the reader and the assessor. After both had read, they then looked at which words they missed and came up with strategies to fix their problems. Reese said that he and Kevin came up with other sentences that use the word while Savannah and Jake used a dictionary to look up trouble words to find out more.
When the students came to me the second time, each session went very smoothly and did not take much time. Each student read the passage, and then we reviewed their video. This allowed me to assess them live and then while the video was playing. We then reviewed their results and discussed their performance and any patterns of trouble words. Below, I have provided video from all four of their readings. Each student watched their video and all four were surprised at how they sounded and were very interested to watch.
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Session Three - November 22
I wanted to give them one more opportunity to take the assessment before their Thanksgiving break. I allowed them to work on their own and with their Reading Intervention teacher on Thursday and then we met one final time on Friday, Nov. 22. All four were eager to increase their scores. They did their assessment, watched the video playback and then we shared their results. Since it was the final session, I interviewed each student to share with me their thoughts on the iPad app and how it compared to the traditional method of reading fluency checks. I also interviewed the reading intervention teacher. Those video interviews along with all assessment data will be shared and discussed in detail in the Phase Five section.
I wanted to give them one more opportunity to take the assessment before their Thanksgiving break. I allowed them to work on their own and with their Reading Intervention teacher on Thursday and then we met one final time on Friday, Nov. 22. All four were eager to increase their scores. They did their assessment, watched the video playback and then we shared their results. Since it was the final session, I interviewed each student to share with me their thoughts on the iPad app and how it compared to the traditional method of reading fluency checks. I also interviewed the reading intervention teacher. Those video interviews along with all assessment data will be shared and discussed in detail in the Phase Five section.