Research in

Action
By: Mia Ference and Katrina Lin
Overview
Research
Question
Our School
Observations
Strategies
Results
Future
Research
Resources
Research Question
How do we implement a standardized
program like UFLI while meeting the diverse
needs of our learners?
 Our School
Queen Mary Street An Inner City School in the
Public School Overbrook Community

Katrina taught Mia taught Grade 4/5/6

Grade 1 General Learning Program
(GLP)

Quality vs Quantity
Know Your Learners
Completing a full Day 1 UFLI
lesson in our language block was
too much content and too quick
for students to comprehend.
Maximizing use of time with
students who have shorter
attention spans.
Observations
Anticipate Student
Limited Resources
Challenges and
Noticed that students benefit Not enough whiteboards and
from flexible seating during UFLI. Needs Prior magnetic letters for each student.
ie. carpet, tables, bean bag, bike, Limited printing availability.
Noticed that there were lots of
etc. Limited support for students
disruptions during UFLI.
Some students need many body needs - one Teacher and one EA.
Anticipate ways there could be
breaks, fidgets, and to be prompt
disruptions and find solutions
to engage in learning.
that will not hinder the learning.

Identify
Needs
Using prior assessments to
inform current teaching
Going back to previous
lessons to review concepts
Prompting students to stay
on task
Postitive Reinforcement
Strategies
Modify
Expectations
Following the structure of UFLI
but at a slower pace
Teaching to the low-middle in
large group
Providing challenges to more
advanced students
Small group support when needed
Provide Choice
and Flexibility
Flexible seating
Providing leadership roles
and special tasks
Providing fidgets, body
breaks, drawing breaks
Improvising on supplies

Noticeable Progress in UFLI
Participation
Noticeable progress from
September to January
Increased student participation
and engagement
Increase in student eagerness to
learn
Decrease in student disruptions
Results
Noticeable Progress in UFLI
Comprehension
Noticeable progress from
September to January
Progress in naming all letter
names, letter sounds, and writing
letters
Progress in sounding and spelling
out words up to three or four
phenomes
Difficulty Transferring UFLI
Skills
Students able to
read/spell/write words
during UFLI lesson
Students find the same
words difficult to
read/spell/write in other
contexts.
Need reminders to use the
same strategies used during
UFLI
 Future Research

The mainstream use of UFLI in Ontario classrooms is recent.

As educators gain more practice and experience
implementing this structured program, more insight into best
practices and strategies while teaching to a diverse group of
students will become available.
 Resources
MINISTRY OF EDUCATION. (2013). LEARNING FOR ALL: A GUIDE TO EFFECTIVE ASSESSMENT AND
INSTRUCTION FOR ALL STUDENTS, KINDERGARTEN TO GRADE 12. QUEEN’S PRINTER FOR ONTARIO.
ONTARIO HUMAN RIGHTS COMMISSION. (2022). RIGHT TO READ: PUBLIC INQUIRY INTO HUMAN
RIGHTS ISSUES AFFECTING STUDENTS WITH READING DISABILITIES.
UNIVERSITY OF FLORIDA LITERARY INSTITUTE. (N.D.). HTTPS://UFLI.EDUCATION.UFL.EDU/
WILEY, B. (2017). TEACHING PHONICS & WORD STUDY IN THE INTERMEDIATE GRADES (2ND ED.).
SCHOLASTIC.