ResTTRS E.May-BrennekerBDA308 1 Results of a Research Project into the possible Impact on Literacy and Attitude of SEN pupils by Making Links through TTRS:

ResTTRS E.May-BrennekerBDA308ResTTRS E.May-BrennekerBDA308 1

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

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


Research Project:Impact on Literacy and Attitude by Making Links through TTRS

WHO?

WHERE? WHEN?WHY?

HOW?

44 SEN pupils randomly chosen yr.5&6, yr.3&4,St.Augustine’s Primary School

Deprived Inner London Area Sept.’06-Dec.’07 (4 terms/4 phases) Verify claims of positive impact on

Literacy and Attitude with TTRS Procedure: 11 pupils receive 2 x

week 30 minutes TTRS for 1 term at lunch break. Controls become TTRS pupils next term.


Research Project Methods to establish possible

Impact on Literacy and Attitude with TTRS intervention

Quantitative QualitativeObjective -> SubjectiveOutsider perspective -> Insider perspectiveOutcome oriented -> Process orientedReplicable data -> Rich, deep dataSeek facts -> Seek understandingApply tests -> Apply surveys HYBRID


Research Methods:Pre~ Post TTRS Tests/Surveys

administeredQuantitative

Literacy Tests: • Comprehension SRS Suffolk Reading Scale 2 (F. Hagley, NFER Nelson)• Reading and Spelling WRAT 3 Wide Range

Achievement Test (G. S. Wilkinson)

Qualitative Surveys for:• Teachers• Pupils• Parents


Overview Research Project Phase 1A:09/06-12/06 (TTRS n.11 & Ctrl. n.11)

in~ decreasing Impact on Literacy

Pre~/ PostTests

SRSCompr

.Stand. Score

SRSComp

r.Percentile

WRATRead

Stand. Score

WRATReadPercentile

WRATSpell

Stand. Score

WRATSpellPercentile

TTRS nr. 1003 - 1013

+3.4

+9.3

+14.8

+27.

3

+6.5

+13.6

Ctrl. nr.1014 - 1024

+0.6

+1

+5.1

+11.3

+4.4

+10.7

Discrepancy 2.8 8.3 9.7 16 2.1 2.9


Overview Research Project Phase 1ADifference in Pre~Post Tests Results

05

101520

2530

TTRS

Control


Overview Research Project Phase 1B:

01/07-03/07TTRS n.11 & Ctrl. n. 11 in~ decreasing Impact on Literacy

Pre~/PostTests

SRSComp

r.Stand. Score

SRSComp

r.Percentile

WRATRead

Stand. Score

WRATReadPercentile

WRATSpell

Stand. Score

WRATSpellPercentile

TTRS nr 1014 - 1024

+4.2

+6.9

+1.6

+4.9

+1.8

+0.6

Ctrl. nr. 1003 - 1013

-3.5

-7.7

-13.4

-19.9

+1.8

+3.4

Discrepancy 7.7 14.6 15 24.8 0 -2.8


Overview Research Project Phase 1BDifference in Pre~Post Tests Results

-25

-20

-15

-10

-5

0

5

10

SRSCompr.

Perc.

WRATReadPerc.

WRATSpellPerc.

TTRS

Control


Overview Research Project Phase 2A:04/07-07/07 TTRS n. 11 & Ctrl. n. 11


Pre~/

PostTests

SRSComp

r.Stand

. Score

SRSComp

rPercentile

WRATRead

Stand. Score

WRATReadPercentile

WRATSpellStand Score

WRATSpellPercentile

TTRSnr.1025 -1035

-0.5

-1.5

+6.6

+15.

9

+4.7

+12.

3

Ctrl. nr.1036 - 1046

-3.2

-7

-2.8

-5

+1.6

+4.5

Discrepancy 2.7 5.5 9.4 20.9 3.1 7.8


Overview Research Project Phase 2A Difference in Pre~Post Tests Results

-10

-5

0

5

10

15

20

SRSCompr.

Perc.

WRATReadPerc.

WRATSpellPerc.

TTRS

Control


Overview Research Project Phase 2B:09/07-12/07 TTRS n.11 & Ctrl. n. 11


Pre~/PostTests

SRSCompr

.Stand. Score

SRSCompr

.Percentile

WRATRead

Stand. Score

WRATReadPercentile

WRATSpell

Stand. Score

WRATSpellPercentile

TTRS nr.1036 - 1046

+5.3

+12.7

+16.3

+30.

5

+4.2

+7.6

Ctrl. nr. 1025 -1035

-0.1

-0.8

-5.9

-15

-3.3

-7.6

Discrepancy 5.4 13.5 22.2 45.5 7.5 15.2


Overview Phase 2B PercentileDifference in Pre~Post Tests Results

-20

-10

0

10

20

30

40

SRSCompr.

WRATRead

WRATSpell

TTRS

Control


Research Phases 1A-2A combined: 14 Higher Literacy Test Scores

for both TTRS Intervention GroupsTTRS n.22 compared with Ctrls n.22

Pre~/ PostTests

SRSCompr

.Stand. Score

SRSComp

r.Percentile

WRATRead

Stand. Score

WRATReadPercentile

WRATSpell

Stand. Score

WRATSpellPercentile

TTRS 1A

+2.2

+8.3

+9.7

+16

+2.1

+2.9

TTRS2A

+2.7

+5.5

+9.4

20.9

+3.1

+4.5


Overview Research Project ALL 4 Phases

09/06-12/07 (TTRS n. 44 & Ctrl. n. 44)in~ decreasing Impact on Literacy

Pre~/ PostTests

SRSCompr

.Stand. Score

SRSComp

r.Percentile

WRATRead

Stand. Score

WRATReadPercentile

WRATSpell

Stand. Score

WRATSpellPercentile

TTRS

+12.4

+27.

4

+39.

3

+78.

6

+17.2

+34.1

Ctrl.

-6.2

-14.5

-17

-28.6

+4.5

+11

Discrepancy 18.6 41.9 56.3 107.2 12.7 23.1

ResTTRS E.May-BrennekerBDA308ResTTRS E.May-BrennekerBDA308

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

020406080

100

SRSComprSt.Sc.

SRSCompr.

Perc.

WRATReadSt.Sc.

WRATReadPerc.

WRATSpellSt.Sc.

WRATSpellPerc.

TTRS

Controls


Overview Research Project ALL Phases

09/06-12/07 (TTRS & Ctrl. MEAN)in~ decreasing Impact on Literacy

Pre~/ PostTests

SRSCompr

.Stand. Score

SRSComp

r.Percentile

WRATRead

Stand. Score

WRATReadPercentile

WRATSpell

Stand. Score

WRATSpellPercentile

TTRS +0.2

8

+0.6

2

+0.8

9

+1.7

9

+0.3

9

+0.7

8

Ctrl.

-0.14

-0.33

-0.39

-0.65

+0.1.

+0.2

5Discrepancy +0.42 +0.95 +1.28 +2.44 +0.29 +0.53


Overview Research Project ALL Phases 09/06-12/07 (TTRS & Ctrl. MEAN) in~ decreasing Impact on Literacy

-1

-0.5

0

0.5

1

1.5

2

SRSComprSt.Sc.

SRSCompr.Perc.

WRATReadSt.Sc.

WRATReadPerc.

WRATSpellSt.Sc.

WRATSpellPerc.

TTRS

Controls


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 LEARNINGSELF-CONFIDENCE BEHAVIOUR SOCIAL SKILLS

YES

756

6367

NO

242

2422

Don’t Know

112

2321


Post Phase 1B Pupils’ Survey: Has TTRS had an Impact on your

Literacy and Attitude?

Total Returns n. 7/11


YES

775

5447

NO

1

Don’t Know

2

232






YES

8117

8858

NO

1

1

1

Don’t Know

2

3

3362




YES

877

3844

NO

212

3134

Don’t Know

21

4132




Overview Research Pupils’ Survey:

Has TTRS had an Impact on your Literacy and Attitude?Total Returns

38/44 READING WRITING CONCENTRATION ATT. to LEARNINGSELF-CONFIDENCE BEHAVIOUR SOCIAL SKILLS

YES303025

22231926

NO555

5567

Don’t Know

338

1110135


Post TTRS Survey f or PUPI LS (30/ 44)

Are there any improvements in these areas?

0

10

20

30

40

YES NO DON'T KNOW

Reading

Writing

Concentration

Att. to Learning

Self-Confidence

Behaviour

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

433

3322

NO

11

1111

Don’t Know

11


Phase 1B Research Parents’ Survey: Has TTRS had an Impact on your




YES

433

2423

NO

2

Don’t Know

11

2

1


Phase 2A Research Parents’ Survey: Has TTRS had an Impact on your




YES

775

8777

NO

2

1

Don’t Know

111

11




YES

344

4423

NO Don’t Know

211

1132

Phase 2B Research Parents’ Survey: Has TTRS had an Impact on your



Total Returns 21/44


YES

181715

17181315

NO

13

1231

Don’t Know

333

3155

Overview Research Parents’ Survey: Has TTRS had an Impact on your



Post TTRS Survey f or PARENTS (21/ 44)

Are there any improvements in these areas?

0

5

10

15

20

YES NO DON'T KNOW

Reading

Writing

Concentration

Att. to Learning

Self-Confidence

Behaviour

Social Skills


Pre~Post Intervention Teachers’ Survey Sample: Mark pupil’s stage

(1=lowest) compared with peers at present READING

SPELLING COMPREHENSION SELF-ESTEEM SELF-CONFIDENCE CONCENTRATION BEHAVIOUR SOCIAL SKILLS

1 2 3 4 5 6 7 8 9 101 2 3 4 5 6 7 8 9 101 2 3 4 5 6 7 8 9 10

1 2 3 4 5 6 7 8 9 101 2 3 4 5 6 7 8 9 101 2 3 4 5 6 7 8 9 101 2 3 4 5 6 7 8 9 101 2 3 4 5 6 7 8 9 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-CONFIDENCECONCENTRATION BEHAVIOUR SOCIAL SKILLS

PRE273944

5145546266

POST525755

5355595541

In~decrease

2.5 4.73.5 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


PRE(Lost

)

POST72:1073:1064:9

70:1074:1076:1086:1086:10

? In~decrea

se


Phase 2A Research Teachers’ Survey:

Impact on Literacy and Attitude Pre~Post TTRS InterventionTotal Results

n.11/11


PRE453442

5455476056

POST807677

8481828385

In~decrease

4.1 7.33.1 73.8 7

5 7.6 5 7.44.3 7.55.5 7.65.1 7.7


Phase 2B Research Teachers’ Survey:

Impact on Literacy and Attitude Pre~Post TTRS InterventionTotal Results n.11 &

10


PRE38:1039:1123:10

37:1039:1038:1159:1150:11

POST55:1155:1151:11

56:1065:1163:1159:1165:10

In~decrease

3.8 53.9 5

2.3 4.6

3.7 5.63.9 5.93.5 5.75.4 = 5.44.5 6.5


Overview Research Teachers’ Survey: Impact on Literacy and

Attitude Pre~Post TTRS InterventionTotal Results 32 &

33/44


PRE110:3

2112:3

3109:3

2

142:32

139:32

139:33

181:33

172:33

POST187:33188:33183:33

193:32201:33204:33197:33191:32

In~decrease

3.4 5.73.4 5.73.4 5.5

4.4 6 4.3 6.1 4.2 6.2

5.5 65.2 6


Pre~Post I ntervention Teachers' Survey Mark pupil's stage (1=lowest) at present

compared with peers

01234567

PRE TTRS

POST TTRS


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.


Teachers unanimous in noticeable improvements in all areas.Parents: 82.5 % noticeable improvementsPupils: 75% noticeable improvementsMost Parents and Pupils said YES to partaking in future TTRS projects.

Conclusion Research Project: Impact on Literacy and Attitude

Surveys revealed:


Conclusion Research Project Impact on Typing Skills

* Pupils became familiar with keyboard, 10-finger- typing, 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.


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!


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 From ELEANOR

Thanks a Bunch to:




Don’t Know

112

2321

NO

242

2422

YES

756

6367






Don’t Know

2

232

NO

1

YES

775

5447






Don’t Know

2

3

3362

NO

1

1

1

YES

8117

8858




05

1015202530

TTRS

Control

Research Phases 1A-2A combined: 46 Higher Literacy Test Scores

for both TTRS Intervention GroupsTTRS n.22 compared with Ctrls n.22

ResTTRS E.May-BrennekerBDA308 1 Results of a Research Project into the possible Impact on Literacy and Attitude of SEN pupils by Making Links through TTRS:

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