Ma dissertation

Chapter 1: 1500 words introduction

Chapter 2: 4500 words literature review
Chapter 3: 4500 words research design
Chapter 4: 4500 words analysis
Chapter 5: 1500 words conclusion

References: Harvard referencing

Title: Evaluate the accountability of the boost program provided to support

parents phonics awareness.

BRIEF OUTLINE OF RESEARCH STUDY:

This study is an evaluation of a program aiming to improve phonological
awareness skills of parents whose child is at- risk of failing their phonics test,
and also provide these parents with strategies to support their child’s phonics
development. After carrying out a mock phonics test of the whole class I will
identify which 5 children are at risk of failing and might need extra support with
their phonics. I will then ask these parents to fill out a questionnaire so I could
get an overview of their knowledge on phonics (scale questionnaire) and how
they felt about teaching phonics. I will also ask 5 other parents whose child is
not at- risk of failing their phonics test to fill out the same questionnaire.
The 5 parents of those children I identify might be at-risk of failing their
phonics test will be asked to come and observe my phonics lesson followed
by attending a workshop on Phonics. During this workshop I will give the
parents an overview of the 4 weeks program that I will run.
The 4 weeks program will focus on Phase 5 Phonics sounds. Each week the
parents will be introduced to 5 sounds and given a booklet on these sounds to
complete with their children. The workshop will be once a week for parents
and last only 15 minutes.
The children will be tested at 3 points Pre, Mid and post the program by
carrying out a past phonics screening test.
At the end of the program the parents will be asked to fill out another
questionnaire on how they felt about phonics after completing the 4 weeks
program. The children will be interviewed about how the parents have
supported them with their phonics recently.
What are your intended methods of recruitment, data collection and analysis?
After carrying out a mock phonics test of the whole class I will identify which 5
children are at risk of failing and might need extra support with their phonics. I
will then ask these parents to fill out a questionnaire so I could get an
overview of their knowledge on phonics (scale questionnaire) and how they
felt about teaching phonics. I will also ask 5 other parents whose child is not
at- risk of failing their phonics test to fill out the same questionnaire.
The parents of the 5 children are at risk will be asked to come and observe my
phonics lesson followed by attending a workshop on Phonics. During this
workshop I will give the parents an overview of the 4 weeks program that I will
run.
The children will be tested at 3 points Pre, Mid and post the program.
At the end of the program the parents will be asked to fill out another
questionnaire on how they felt about phonics after completing the 4 weeks
program. The children will be interviewed about how the parents have
supported them with their phonics recently.
Analyses will be conducted in three stages. First, I will compare parents who
did and did not complete the Boost program on pre-program questionnaire
scores. Second, from the post-program questionnaire scores I will look at the
proportion of parents suggesting that (i) the program helped them learn how to
assist their child’s reading and spelling, (ii) they intended to use the resources
provided, and (iii) they would attend a future workshop. Finally, I will look at
the descriptive statistics from the Phonics tests and what the children said.
Week 1: 30.1.20 1. Parents filled out a questionnaire to get an
overview of there knowledge on phonics (scale
questionnaire) and how they felt about teaching
phonics
2. Observed my phonics lesson
3. Then attend a parent’s workshop on Phonics. Gave
overview of the 4 weeks program that I will run.

Week 2: 6.2.20 Parents attended a 15-minute workshop at 9 am

Set 1 Phase 5 sounds introduced:
ay, ou, ie, ea, oy
Parents given booklet on these sounds to complete with
children

Week 3: 13.2.20 Parents attended a 15-minute workshop at 9 am

Set 2 Phase 5 sounds introduced:
ir, ue, aw, wh, ph
Parents given booklet on these sounds to complete with
children

Week 4: 27.2.20 Parents attended a 15-minute workshop at 9 am

Set 3 Phase 5 sounds introduced:
ew, oe, au, ey, a_e
Parents given booklet on these sounds to complete with
children

Week 5: 5.3.20 Parents attended a 15-minute workshop at 9 am

Set 4 Phase 5 sounds introduced:
e_e, i_e, o_e, u_e
Parents given booklet on these sounds to complete with
children

Week 6: 12.3.20 Parents filled out post- program questionnaire on how

they felt about phonics after completing the 4 weeks
program
Talked to the children about how the parents have
supported them.
Before the program was introduced the children were administered a past
phonics test (2006). Mid way between the program they were test again. And
finally, after the program the children were tested again the results are shown
below.
Name Pre test Mid test Post test
20.1.20 14.2.20 13.3.20

Child N 18 23 32
Male
Child H 15 19 26
Male

Child M 12 18 27
Male
Child L 18 21 29
Female

Child A 13 19 25
Female