A Critical Analysis of the Research Report by Jean Everheart
Author: Santosh Kumar Biswa, Liam,
Caleb, and Enitan
This essay analyzes a research report by Jean Everheart from 2004 titled: A Study of Kindergarten and First-Grade Special Education Students' Recall of Color Words that looks at the impact of using sign language and fingerspelling on students' memory of color words in a Level 2 special education classroom. The study investigates whether the employment of visual and kinesthetic strategies like sign language and finger writing might improve students' acquisition of color words. The study also looks into the advantages of teaching phonics and sight words through sign language. Furthermore, Everhart offers a method for enhancing learning and evaluates its efficacy in improving student memory of color words by utilizing a multimodal approach. Throughout this essay, several aspects of the research report will be analyzed, including its theoretical fundamentals, the consistency of the theory used, the incorporation of the thesis, the data collection techniques, any ethical challenges faced by the researcher, and how they were resolved, and how the conclusion connects to the study's data analysis and interpretation.
Theoretical Fundamentals
Important components that lay the groundwork for the research question, methods, and conclusions are a study's purpose and context. The aim was to ascertain how using finger writing and sign language in a Level 2 special education classroom affected students' recollections of color terms. The study took place in Van Buren Elementary in Cedar Rapids, Iowa, a Title 1 school with more than 50% of students participating in the free and reduced-price meal program. The teacher used each student's Individual Educational Plan (IEP) as a starting point for evaluation and instruction (Smith et al., 2019), which contained 11 kids with a variety of skills and intelligence quotients (IQs).
The study was guided by the theoretical fundamentals of special education and multisensory instruction. The students in the Level 2 special education classroom had various verbal communication difficulties and were primarily visual learners. The teacher used pictures, repetition of directions, students restating the directions, and modeling to assist students’ understanding of concepts and instructions in the past. However, the teacher wanted to explore the use of sign language as an additional strategy to enhance student learning.
According to Petitto and
Marentette (1991), sign language is a visual language that conveys meaning
through hand gestures, facial expressions, and body language. It lets students
who struggle with verbal communication express themselves graphically, making
it an excellent communication tool. Students with learning difficulties can
also benefit from sign language since it gives them another method to respond
to color and show their understanding. Sign language is supported by a
theoretical foundation called the utilization of multimodal training (Cortiella
& Horowitz, 2014). A teaching strategy known as multisensory training
involves several senses to improve learning. This method is predicated on the
notion that students learn best when they have access to numerous senses. Given
that it enables individuals to learn through their areas of strength,
multisensory education is particularly helpful for students with learning
difficulties (Wong, 2015). This method gave the learner the chance to learn in
their area of strength.
Theory
The theories that provide the backbone to this research project include a multisensory approach to reading and assessments. Multisensory approaches involve instruction presented through a variety of modes (kinesthetic, auditory, visual). As a sidebar, Howard Gardner’s theory of multiple intelligences suggests that there is a plethora of different learning style categories that learners fit into linguistic, spatial, kinesthetic, musical, interpersonal, intrapersonal, and naturalist (Marenus, 2023). Therefore, multisensory learning approaches like the one tested out here by Everheart can be the way to reach several different learner types. By employing a multi-sensory approach, an educator is aiming to engage several senses simultaneously to enhance memory and improve learning. The theory behind multisensory approaches is that they can be key in unlocking the potential of students with learning difficulties and they provide an alternative to a traditional type of learning with a single medium (a textbook for example) and allow students greater control and interaction (The Gateway School, n.d.). Examples of multisensory activities include counting with items like nuts, crafting with leaves, and writing in clay, to mention a few (The Gateway School, n.d.).
The author of the
research project based the decision on research they had performed, drawing on
an academic source like Joyce (1999, as cited in Everheart, 2004, p. 4) who
argued that a varied approach to reading with students would be most
successful, provided it incorporated differentiated instruction. Furthermore,
the level of research in this study was clear to see and they also included
(Felzer, 2000, as cited in Everheart, 2004, p. 6) who found success through the
use of multisensory activities like fingerspelling and sign language in
combination to help students. To further gain more background and support for
the inclusion of sign language and fingerspelling within reading instruction,
the author reported two studies that provided positive outcomes for all
students. In these studies, other teaching strategies used in conjunction with
sign language and fingerspelling were reading books about the color word,
active learning, gamification, and coloring (Towell, 1997; Cooper, 2002, as
cited in Everheart, 2004, p. 8). To conclude, the choice of multisensory
learning as the theoretical platform for the study is a very solid one as the
method is endorsed by the International Dyslexia Association (IDA) and the
National Institute of Child Health and Human Development in the United States
for teaching struggling readers and those with special educational needs and
disabilities (SEND) as it enhances their memory (Orpi, n.d.).
Thesis
In recent times, neuroscience research findings have concluded that memory is not stored solely in one part of the brain but in multiple parts. Thereby, supporting the claim that engaging multiple parts of the brain, and providing multiple pathways for learning enhances students’ memory and recall (Schunk, 2012). Multisensory learning fosters whole-brain learning. Theoretically, multisensory learning is supported by Gardner’s theory of multiple intelligences. In practice, using multiple intelligences in the classroom implies linking lesson plans to no less than two different types of intelligence and sensory activities (Waterford.Org, 2019). Based on the foregoing, to illustrate Everheart’s work, he made links in his lessons to linguistic, spatial, musical, and bodily-kinesthetic intelligence. Students developed the ability to understand and read color words, they employed fingerspelling and sign language to improve their recall of the color words and finally, they sang songs to reinforce each color word. These activities also promote learning for visual, auditory, and kinesthetic learners. Consequently, serving as a means of differentiated instruction since it meets the needs of diverse learners in the classroom.
One of the most
effective methods for improving students’ early literacy development is
multisensory learning (Waterford.Org, 2022). During multisensory teaching, the emphasis
is on making associations or links between what the student sees in print and
visually (demonstration), what the student hears, that is auditory, and what
the student feels during the production (kinesthetic) of a skill or the sounds
of the words (Morgan, 2019). To improve students’ pre-reading skills
(phonological and phonemic awareness, vocabulary, print recognition, and
alphabetic recognition and decoding) linked to early literacy development,
Everheart employed three memory strategies recommended by Pérez and Alvira (2017), word cards (flashcards), association
with pictures (fingerspelling and sign language) and association with a topic
(through reading books). These strategies were used throughout the study
because they further encourage multiple means of engagement, representation,
and action and expression through repetition.
Data Collection
The process lasted for six weeks with four
student participants (three first-graders and one kindergartener) and four
teachers and employed three data sources. For students, the researcher used
informal assessments (flashcards and a color word assessment sheet), and for
teachers, a sign language survey. In this study, the author adopted a
quantitative approach, a pre-test/post-test for students to assess their ability
to recall color words by saying them orally, finger spelling and manual signing,
and a questionnaire with closed-and open-ended questions for
teachers.
The use of a 5-point closed-ended Likert
questionnaire to gather data from teachers helped address the research question
as it enables the author to observe patterns and make comparisons (Cohen et al.,
2007). For instance, based on the frequency of response, results indicated that
sign language was beneficial to student recall of color words (Everheart,
2004). While the questionnaire used in this study does not reflect its
open-ended nature, Everheart (2004) reports that one of the teacher respondents
who had used the sign language approach for many years commented on the
questionnaire that using sign language for color words and sight words was
beneficial for students. With smaller-scale research with questionnaires, Cohen
et al. (2007) stated that open-ended questions contain the gems of information
not captured in the closed responses and in this scenario, the research
question was justified with both the open- and closed-ended format.
The goal of the experimental design quantitative
research with pre-test/post-test was to test the author’s hypothesis that sign
language will increase students’ recall of color words. Based on the research
question, the approach is appropriate in that it allows the researcher to
investigate causal relationships between variables while also testing their
hypothesis (Hassan, 2022). Everheart, in his 1994 study of a class of 11
students, conducted a one-group pretest-posttest design. He administered a test
before the intervention, and another after the treatment to measure possible
changes in the participant’s performance after sign language intervention.
Although this methodology was suitable for data collection in this context, in
a one-group pretest-posttest design, Cohen et al. (2007) stated that many
extraneous variables beyond the researcher’s control may threaten to invalidate
their studies. One such confounding variable in this study was a student whose
delayed fine motor skills affected his ability to sign or finger-spell color
words.
Ethical Challenges
The author faced several ethical challenges during the study. The first challenge was related to a student with a severe speech problem, which made it difficult to assess using flashcards on the pre-test. The second challenge was the student teacher taking over teaching, which introduced a different teaching style. The third challenge was the student's fine motor delay, which made it difficult to sign or finger-spell for words. The fourth challenge was the length of the student's word, in which the student could not remember all the letters to finger-spell the word. Finally, another challenge was the student being agitated and unable to concentrate on the lesson, resulting in inaccurate data.
To address these limitations, the author took several steps. Firstly, she encouraged students with severe speech problems to do their best verbally and when signing instead of relying solely on flashcards. Secondly, she demonstrated her methods and process of implementing sign language with the students to the student teacher. For the third challenge, she modified the finger spelling or sign for students who showed a delay in fine motor skills (Rogers & Hwang, 2011). For the fourth challenge, the students were encouraged to learn the finger spelling and/or sign, even if they already knew the students' words. Finally, he addressed the challenge of the student being agitated and unable to concentrate on the lesson by responding to the situation as it arose. Thus, the author took a responsible and ethical approach to address the challenges that arose during the study. She demonstrated flexibility and adaptability in response to the student's needs and worked to ensure that all students had an equal opportunity to participate in the study.
Conclusion
Jean Everheart’s research project: A Study of Kindergarten and First Grade Special Education Students’ Recall of Color Words is an insightful and engaging text that serves its purpose well and additionally provides a good example to future students. The findings stated in his conclusion connect to the study’s data analysis and interpretation and reveal that the use of sign language does increase students’ recall of color words. However, he took a balanced stance on proceedings and suggested limitations and that many classes needed several repetitions of the process to get a hang of it. He further acknowledged the mixed nature of his findings, with some students making significant steps (100% improvement in recognizing color words) and others not (30% improvement in recognizing color words). This data analysis leads to Everheart’s interpretation which is akin to the work of Howard Gardner. A classroom is a world of diversity with students with diverse learning styles, so teachers must approach teaching using many techniques that allow students to learn in their own unique ways (Marenus, 2023).
To conclude, as fellow
Masters students with UoPeople (UoPeople), Everheart’s work serves as a good
example of how to conduct and present an applied research project and there is
a lot that can be learned from his work. For instance, it has a sound research
question. The question proposed by Everheart is very specific in ways but it
can also be applied to a wider topic area. It is an area that is worth
exploring and it was thoroughly interesting to read about (Bouchrika, 2023).
Similarly, he adopted an appropriate methodology and included relevant data
analysis. He included a quantitative element to the project with the inclusion
of a survey, which was compiled into an accessible table for any readers of the
project (Bouchrika, 2023). Though not explicitly stated, the authors
believe Everheart must have gotten the permission of participants following
ethical research guidelines and his report suggests he conducted his research
in an objective, scientific manner and there are confidentiality measures in
place as the real names of teachers and students are not revealed (Cohen et al.,
2007). Moreover, he also gave careful attention to ethical challenges that may
arise during data collection and found ways to resolve them. Last but not
least, the authors believe Everheart’s action research has external validity
and can be replicated. The methods are clear, concise, and efficient. One can
imagine applying them to a range of research project questions (Bouchrika,
2023). Overall, the authors think Everheart’s study can be deemed as meeting
the requirements of a successful academic research project in many ways and it
wears the qualities of one as can be garnered from the analysis.
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