EDLD 5315 Action Research Outline

I. Action Research Topic

As a second grade teacher, I teach with a heavy focus on supporting foundational literacy skills. My topic for my action research is providing individualized encoding skills practice in a blended learning environment to promote literacy in 2nd graders.

II. Purpose of Action Research

Our school has implemented the use of UFLI Foundations, to support the process of reading proficiency. Now that we are in the second year of its implementation, I have noticed that our readers are growing in their decoding skills but are making slower growth in their encoding skills. When carrying out action research, it is in an effort to improve a current practice so that teachers can achieve more desirable outcomes (Mertler, 2020). My goal is to improve the encoding skills of my students in a way that is meaningful to them.

III. Research Question

In what ways does adding UFLI-aligned practice into blended learning playlists impact encoding skills of my 2nd grade students?

IV. Research Design

I plan to collect both qualitative and quantitative forms of data in my research. In gathering qualitative data, I plan to survey my students in how they feel about their encoding skills and ask them to reflect in areas they would like to grow in. I would like to compare this data to quick check-ins throughout their learning process and at the end of an extended period of time so see if their attitudes toward their learning has changed. The bigger pieces of data will be quantitative as I progress monitor my students throughout this period. These progress monitor assessments will represent data in a numerical score that I can compare.

I feel it is important to include surveys that cause learners to reflect on their current skills and progression of skills because it helps support COVA practices by giving students ownership of their learning. When students own their learning, this helps the learner grow into the person they need to become to achieve their goals (Harapnuik & Thibodeaux, 2023). On the other side, the quantitative data will show me the extent to which progress is being made in this area.

V. Data Collection

Qualitative Data: Short surveys that are age-appropriate for second graders will be given for students to rate their attitudes on their encoding skills. They will be able to voice areas they feel they struggle in and areas they feel confident in. They will also be able to share their reflections on how effective they feel their current practice tasks are. In addition to student reflections, I will also document my observations in how my students are engaging with the tasks and if they are actually completing them with fidelity.

Quantitative Data: Progress monitor assessments are provided with the UFLI program. I will continue to administer these progress monitor assessments which will provide me with a numerical score that helps me track progress of their encoding skills on a given pattern. These progress monitor scores can be compared over time.

VI. Measurement Types

In my action research, I plan to use measures of central tendency. This measure is frequently used when trying to find a collective level of performance (Mertler, 2020). I would like to compare overall level of skills from before implementing skills practice through blended learning vs the outcomes after adding these practices into my students' playlists.

VII. Focus of Literature Review

I have already completed a literature review that focuses on student engagement and motivation, personalized learning, and the 4Cs of education in a blended learning environment. I will use parts of this existing literature review and focus on finding resources that provide information on how explicit and systematic practice can improve encoding skills to support foundational literacy skills.