Browsing by Author "Graybeal, Deenia"

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    A Comparative Study of Student Engagement in Reading Foundational Skills When They are Taught Using Sounds First Activities and When They are Not Taught Using Sounds First Activities in First Grade Class
    (2022-04) Graybeal, Deenia; Kariuki, Patrick
    The purpose of this study was to compare student engagement during reading foundational skills lessons using Sounds First and student engagement during reading foundational skills lessons not using Sounds First. The sample was taken from students in a first grade classroom. There were 17 students, 9 of which were girls and 8 of which were boys. All 17 students were taught one half of a reading foundational skills unit using Sounds First as a warm up activity and then one half of a unit of a reading foundational skills unit not using Sounds First as a warm up activity. During each lesson with Sounds First and each lesson without Sounds First, the researcher noted on a researcher made test the number of times students were engaged and how often the students needed to be redirected. The data were analyzed using an independent samples T-test and paired samples T-test. The results indicated that there was a significant difference in student engagement during reading foundational skills lessons using Sounds First and student engagement during reading foundational skills lessons not using Sounds First. Student engagement was significantly higher during lessons with Sounds First. However, there was no significant difference in the number of times the students needed to be redirected in lessons with Sounds First and lessons without Sounds First. The results also indicated that girls were more engaged in lessons with Sounds First and boys were more engaged in lessons without Sounds First. This study suggests that teachers should use Sounds First activities for a warm up to reading foundational skills lessons to help students stay engaged.