Spelling:
Seven parents referred to their children learning spelling words through writing them numerous times to know how to spell them. These parents were referring having their children memorize the words through repetition. Only one parent actually stated that her child memorizes the spelling. It is this connotation that spelling should be memorized that has led me to develop my inquiry. Reed (2012) states, “[s]ince the 19th century, many educators have believed that learning to spell depends on rote memorization of words” (p. 10). Based on the parents' responses, I feel that my students' parents learned how to spell through memorization thus feeling the need to continue with the tradition. However, current research shows their are other more beneficial methods, which I hope I am able to share my results with my parents to help prevent this unnecessary rote memorization idea from being passed on to other generations.
Sentence Structure:
Out of 21 surveys, only 6 parents responded to the questions using complete sentences. Two more parents started to fill out the survey with sentences, but then switched to jotting down notes. Four parents filled out the survey using periods when only fragmented thoughts, including single words, were used. I did notice that the parents who wrote fragments or limited information correlated to my students needing more assistance in spelling.
Attitude:
All parents stated they felt that weekly spelling words were helping their children become better spellers. One parent did comment that the improvement of her child's spelling words depended on the words given. However, she did not provide further insight as to whether she was referring to the differentiated spelling lists or previously whole class spelling lists given. Another parent commented on how her child has not made as much improvement in spelling as she would have liked her child to have made by now. (Side note: However, this is the same parent who does not help her child with homework and makes her daughter babysit her younger siblings, so the parent can relax.)
Names:
Only six parents used their children's names when filling out the survey. Overall, the parents who used their children's names in their responses were the parents who provided lengthy responses in complete sentences.
Obviously, these are only my first level of observations for these surveys. However, my next step will be to analyze my students' surveys. I am hopeful that I will be able to make connections between the parents' responses and the students' responses.
Reed, D. K. (2012). Why teach spelling?.
Center On Instruction.
Wow! I am SO impressed! You did a great job analyzing your surveys! My goal tis week is to do mine too! Which method did you use? I am thinking I will try post it notes.
ReplyDeleteI debated using post-it notes but feared that I would lose them between laying them out on the floor and binder. Therefore, I used markers to write notes about my findings. I am not sure if this is a good or bad idea. I will be able to answer this question when I write the paper :)
ReplyDeleteI like the idea of the inductive process, it seems like it is one of things that will come easily when you dive in. I think it is great that you are trying what you think is best. I have gathered that with action research it is a lot of doing what you, the researcher thinks is best, and then talk about it in your paper. Trial and error it seems. I am going to give the post-its a whirl.
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