Description of Data Analysis
A methodological triangulation of the development of students’ phonemic awareness, as well as automaticity of letter naming, letter sound identification, high-frequency word recognition, and nonsense word reading was measured by the Marie Clay Observation Survey; AIMSweb Letter Naming, Letter Sound, Phonemic Awareness, and Nonsense Word Fluency subtests; and Qualitative Reading Inventory–5 Word List. All assessments were administered to students in September 2013 and then again in January 2014. Student growth was accurately measured with the use of the same pre and posttests. For each student, the pre and post Marie Clay Observation Surveys were compared for me to reflect on the new skills acquired across the first few months of kindergarten. The percentage of new words read with automaticity from the pre to post QRI-5 Word List was calculated. Individual student scores from September 2013on the AIMSweb subtests were compared with scores achieved in January 2014. To analyze results and draw conclusions, percentage of achievement and mean scores were calculated and compared to normative (national, district, and school) data using the Pearson AIMSweb online system. Results are displayed in charts and graphs.