T T Traveling Zero to One Traveling Zero to One li li Z Z t - - PowerPoint PPT Presentation

T li Z t O T li Z t O Traveling Zero to One Traveling Zero to One Thousand Within a Thousand Within a Thousand Within a Thousand Within a School Zone School Zone

Visual Learning/Development in a Visual Learning/Development in a Group Setting within an Inner City Group Setting within an Inner City p g y p g y School School

My Story

• My daughter had a very difficult time

learning how to read and doing her homework

• I became a Reading Recovery Teacher

to help my daughter. to help my daughter.

Reading Recovery

R h d b d f fi t d

• Researched based program for first grade

students who are reading in the lowest 20%

• f the class.
• f the class.
• The program was founded in New Zealand

p g by Marie Clay.

• “Follow the Child” in formatted lesson

structure

Working on Masters

“N I ill t b bl t t k

• “No, I will not be able to take on any

choreography projects.”

• “If you can’t help me and you’re learning

about reading, you need to check out vision g, y

• therapy. It really helped my son.”
• The more my friend told me about her son,

the more it sounded like my daughter.

Mother on a Mission

S h d th i t t

• Searched the internet

Discovered that students with an IEP can

• Discovered that students with an IEP can

qualify for a vision therapy referral.

• The counselor referred my daughter as a

professional courtesy, but she told me I was y wrong.

Driven Tenacious Mother

I ll d th i i th ffi d t

• I called the vision therapy office everyday at

lunchtime for 6 weeks.

• They lost the paperwork three times.

* Called the school and spoke with the counselor who thought I was wrong, to g g resubmit the paperwork three times.

Results

D ht di d ith f

• Daughter diagnosed with many areas of

unskilled vision.

• Big apology from school.
• Daughter received 24 weeks of vision

therapy

• Changed her academic life.
• “I like reading now.”

The Decision

I ld t d id h th t t it

• I could not decide whether or not to write my

thesis on music and literacy, because I write literacy songs; or literacy songs; or vision therapy.

• My daughter said, “Mom your songs are nice

and fun, but vision therapy taught me how to d read.

Hypothesis

• The coupling of vision education and

researched based academic instruction will accelerate reading achievement.

Setting

Th t d t k l t J h F K d

• The study took place at John F. Kennedy

School in San Diego.

• Low socioeconomic Inner city school
• 800 students: 55% Hispanic, 40% African

American, 5% Other

Participants

All ll d i t fi t d

• All enrolled mainstream first grade

classrooms

• All listed as candidates for the Reading

Recovery program (lowest performing) y p g ( p g)

• Total of 16 students participated in this study

Breakdown of Participants

G I P t R di R Group I Post Reading Recovery Students Group II Congruent Reading Recovery and Vision Education Students and Vision Education Students Group III Vision Education Only Group III Vision Education Only (On the waiting list for RR) Group IV Vision Education Only (Special Ed)

Procedures

• Catalyst Solutions

Vision Screening g Vision Activities

• Four 30min vision sessions a week
• Four 30min vision sessions a week
• Tap dance and singing on Friday

Vision Activity Sessions

10 i tib l i

• 10 min. vestibular exercises

( cross crawls, trees in the wind)

• 5 min. auditory sequencing (poem)
• 10 min. fun vision exercise (Catalyst)
• 5 min. eye movement control (Catalyst

Scanning for Symbols Scanning for Symbols,

Tap Dance Fridays

• Balance
• Crossing midline
• Sequence
• Eye body coordination
• Peripheral vision moving through space
• Directionality
• Stimulation of the nervous system

Data Analysis

• Eye Movement Control

How many lines scanned in 1mim accurately * Text reading level improvement * Time require for improvement

Reading Levels

• Average of each group

12 14 8 10 12 G 1 4 6 Group1 Group 2 Group 3 Group 4 2 Reading Reading Gains Group 4 Pre Post

Eye Movement Control

• Average of each group

14 16 10 12 14 Group 1 4 6 8 Group 1 Group 2 Group 3 Group 4 2 4 Pre Post Gains

Total Weeks in Reading g Recovery Program

• Only groups 1 and 2 received RR

18 20 12 14 16 18 6 8 10 12 Group 1 Group 2 Group 3 (2) 2 4 6 1st Qtr 2nd Qtr 3rd Qtr 4th Qtr

Other Discoveries

• Classical Music improved focus
• Physical rocking behavior stopped with onset
• f dance instruction
• This student has be caught singing and

d i i th f th l dancing in the corners of the classroom.

Conclusion of Study

Th li f i i d ti d lid

• The coupling of vision education and solid

researched based pedagogy proved to be the most effective practice with struggling the most effective practice with struggling readers.

• Eye movement activities must be included in

a balanced literacy program during small group/ guided reading instruction group/ guided reading instruction.

Conclusion of Study cont.

• Vision Instruction and Vision Therapy is

y the vehicle that will take struggling students, from 0 to 1000 in the shortest amount of time

Challenges for Parents Challenges for Parents Challenges for Parents Challenges for Parents

 Ignorance  Ignorance  Ignorance  Lack of understanding  No Transportation  Ignorance  Lack of understanding  No Transportation  No Transportation  Other Major Issues  Spouse incarcerated  No Transportation  Other Major Issues  Spouse incarcerated  Spouse incarcerated  Health Problems  Homeless  Spouse incarcerated  Health Problems  Homeless

Homeless

 Spousal Abuse

Homeless

 Spousal Abuse

M Ch ll t Y My Challenge to You

• Adopt a School
• Start a outreach program
• Fund a nonprofit educational
• rganization to bring about

awareness awareness

• Think creatively outside of the box

Think creatively outside of the box