ACTION RESEARCH

ELIZABETH COLLIER

ACTION RESEARCH QUESTION

How can below grade level kindergarten
students letter recognition ability improve
to eventually recognize sight words and
develop in their overall fluency skills?

STUDENT R
Student R was chosen because of his inadequate
ability to recognize letters in his name. Not being
able to name any letters, one-on-one intervention
was wanted to help start improving his letter to
symbol correlation.

STUDENT J
Student J is an ELL student. He was chosen
because he struggles recognizing letters outside
of his name. When exposed to letter-symbol
names he is able to pick up but the
underexposure is not helping. The individual time
spent with Student J was intended to introduce all
letters and help in grow in his letter recognition.

RESEARCH
Multisensory approach
Kinesthetic
Auditory
Visual

Letter matching
Tracing letters in the air or other objects

INITIAL ASSESSMENT
Letter Recognition Test
Student R 5 out of 26
Student J 0 out of 26

SESSION 2
Skill Focus: Letter Recognition in their own name
Strategy: File Folder Games
Student J:
Knows 4 out of 5 letters in his name
With exposure, will learn and is excited!

Student R:
Struggles sitting still, focusing on 4 letters of name

SESSION 3
Skill Focus: Letter recognition
Strategy: Letter Pan
Assessment: CAP
Because both students need work with the letters in their
name, we began by using these manipulatives to spell
their name, then worked as a group on alphabet

SESSION 4
Skill Focus: Letter to Symbol Correlation
Strategy: Visual Representation
Both students loved working with and tracing the
foam letters!

FINAL ASSESSMENT
Assessment: Letter Recognition Test
Using Letter Arc
Wrote/Verbally spelled name

FINAL ASSESSMENT DATA

Letter
Recognition

25

20

15

Series 1
Column1

10

Student J: 5 to
17 out of 26
Student R: 0
to5 out of 36
(Series 1:
Initial)
(Series 2: Final)

0
Student J

Student R

INSTRUCTIONAL CHANGES
Student J needed lots and lots of positive
reinforcement or recognition to stay encouraged!
Instead of focusing on every letter in the
alphabet, it was necessary to focus on just the
letters in Student Rs name to begin with.

REFLECTION
Student J is a sponge for letters and is excited to
learn! He has shown growth throughout the 5
sessions and with continued individual work he
will succeed in all 26 letter to symbol
correspondent knowledge.
Student R knows the letters of his name and that
is a huge accomplishment!
If student were to have one on one time every day, this
could greatly help and encourage him