Kaitlyn Derricks Assistive technology implementation project

1) Identify a student and a problem:

Pseudonym: Bryson Hallett

Age: 4y 6m
Grade: Pre-K
Gender: Male

Student Information: Bryson lives with his mom, dad, and older brother. Bryson attends a half
day Pre-Kindergarten class in a general education classroom setting. Bryson attends the PM
section with 9 other classmates. Brysons class contains 4 boys and 6 girls. Bryson shows respect
to both his teacher and classmates. Bryson really enjoys playing on the smartboard, playing with
cars, and building with blocks with his friends.

Student Problem: Bryson has difficulty identifying the letters in the alphabet and the sounds
that each letter produces. After evaluating Bryson for quarters 1 and 2, the teacher has noticed
that Bryson truly only has an understanding for 3-4 letters in the alphabet.

Is the student gifted, 2e, a student with a disability?: The student that I will be working with for
this project has a disability. Bryson was classified as a Preschool student with a disability. Bryson
demonstrates delays in both his speech and his cognitive skills. Bryson receives speech services
3x a week for 30 minutes each session. Bryson qualifies for SEIT (Special Education Itinerant
Teacher), but currently, there is no one available to provide those services. During center time,
Bryson and the teacher works one-on-one together for 10-15 minutes on different rotational
skills (letters, letter sounds, numbers, shapes, etc.). This helps Bryson work on those skills that
the SEIT provider would have worked on with him.

Briefly explain why you chose this student for this project: When thinking about the
requirements for this project, there were a few students that came to my mind. I have a few
students who struggle with letter recognition. On average, many students can at least recognize
all the letters in their first and last name. When thinking about my students and who struggles
with recognizing letters in their name, I thought of Bryson. Bryson knows the first letter of his
first name and the first letter in his last name (his real initials are C, M). In addition, Bryson
knows the letter Xx and Ss. I find that many students who struggle with letter recognition find
letters Xx and Ss easy to recognize. Bryson also qualifies to receive SEIT services, but due to lack
of providers, Bryson doesnt get the services that he really needs. By choosing to work with
Bryson, he will get more individual instruction time that he may need.

In addition, through observation, I have noticed that during free time Bryson enjoys
playing on the Starfall website. I have noticed Bryson likes to explore the Starfall website and
likes to do various activities on the computer. I have seen Bryson working on his rhyming words,
letters, shapes and numbers. Therefore, I think Bryson would really benefit from this project and
the use of assistive technology.

Complete the SETT scaffold for gathering data (on Moodle) and attach. You also need to have a
second team member complete this scaffold. It can be a teacher, paraprofessional, related
 service provider, or parent. Be sure that you either work with the person to complete the
scaffold or that this person clearly understands the purpose of the scaffold and what sorts of
information you are looking for and what you will do with it.

In addition to myself, I had the speech teacher who works with Bryson 3x a week fill out
the SETT data form. The two forms are attached to this document.

Write a 2-3 paragraph summary of the SETT scaffold. (15 points)

After reviewing the completed SETT forms, I noticed that both myself, and the speech
teacher came up with similar observations. The general education teacher has noticed that
Bryson enjoys building with blocks, playing cars, and playing on the smartboard/computers.
Bryson is a very active boy who also enjoys song and movement. Bryson has demonstrated
strong motor skills and was one of the first classmates to be able to zip and button his jacket. In
addition, through observation, Bryson seems to be more of a visual and kinesthetic-tactile
learner. Brysons face lights up whenever his class does learning where they use their whole
body.

Both the speech and general education teacher noticed that Brysons attendance is poor
and the communication between staff and the parents is missing. Bryson is frequently late and
he will show up 30 plus minutes late to school. When Bryson is late, he misses out on
instructional time, which Bryson would truly benefit from. Despite Bryson coming to school late,
Bryson adapts well to the learning environment. While working with Bryson, both staff have
noticed that Bryson has the tendency of being defiant/reluctant to cooperate during
instructional time. The general education teacher has noticed that when Bryson is in a small
group setting, or working one on one with the teacher, he tends to participate more. In
conclusion, one last observation both teachers noticed was that Bryson benefits from repetition.
Bryson struggles to comprehend information that is being told and has trouble repeating back
what has been said. When the teacher repeats the information and provides verbal prompts
(scaffolding), Bryson starts to show some knowledge and may repeat back the information that
was said to him.

Both teachers have recognized a few tasks that Bryson can work and improve on. Both
teachers identified that Bryson needs to work more on his expressive vocabulary. Bryson needs
to express his thoughts through the use of words. Having Bryson use more words will help
increase his vocabulary, which will then help him hear and see more letters/letter sounds. In
addition, the general education teacher noticed that Bryson has some knowledge for letters, but
this skill needs to be strengthened. When asked to identify a specific letter Bryson wont give
the correct letter; instead he may substitute the letter out for one that he is more familiar with.
For example, if the teacher asks What letter is this (A)? Bryson might respond with the letter
U. Based on data, the teacher knows Bryson hasnt correctly identified the letter U, but is
familiar with U being a letter. The teacher would like Bryson to continue working on his letters
(through the use of play/centers) throughout the day.

2) Use the SETT scaffold for data gathering to complete the SETT scaffold for tool selection, parts 1
and 2. You should have between 5-9 possible tools selected for part 1 and 2-3 for part 2.
Write a 1-2 paragraph description of the tool or tools you ultimately chose and explain why you
decided on that specific tool. (15 points)
In total, I found seven great educational apps that would benefit students who are
struggling with letter recognition. When narrowing down from the seven original apps, I noticed
that three apps really focused on the descriptors in step 1. Therefore, the apps that I feel Bryson
would most benefit from are: ABC Alphabet Phonics, ABC Phonics, and Letter School.

App 1: ABC Alphabet Phonics (Photo Touch) - This app is full of additional add ons, which makes
it such a wonderful app. This app allows teachers to edit multiple items, which makes it very
user friendly. This app has a multi-language support, which allows ELL students the ability to use
this app. In addition, this app even allows teachers to personalize the app for their students.
Teachers can add real life photos and their own voice to this app. This is beneficial for ELL
students, because a translator can record everything in the students native language.

At first, the student is given a smaller amount of letters to work with. For example the
app starts off by giving Bryson 3 letters, then the app asks Can you find the letter Gg? If the
student chooses the correct letter, they may be given additional letters the next time around
(they can be given up to 10 letters at once). If the student is incorrect, they will continue to see a
lower amount of letters until they can correctly identify a letter. This app provides praise for the
students who correctly identify a letter. If a student is incorrect, they hear a beeping sound,
which means try again.

Bryson would benefit from using this app because it is a great app for letter
recognition. There are different settings that allow Bryson to work on capital letters, lowercase
letters, or a combination of both. Many other apps that I have found have combined skills in
their apps, which is great, but Bryson really needs to have a core understanding for the letters in
order to make sense of letter sounds. Overall, I like the different features of this app (how you
can customize it for your students), but I wish this app worked more on the letter sounds.

App 2: ABC Phonics- ABC Phonics is a great app for younger children. ABC Phonics offers a
shorter version of the app for free. This allowed myself to play around with the app to
determine whether this app was worth purchasing or not. This app has a lot of great features to
offer the students. When students are using this app, they are constantly being exposed to
letters in multiple ways. One way that students are exposed to the letters in the alphabet is
through music. One feature that I love about this app is the songs that are written for each
letter. Each letter has a special song written that is composed of many different objects that
start with the specific letter. For example, for the letter Bb, there is a song about a bear, ball,
bird, and bubble. These songs repeat the initial sound that each letter makes. Through listening
to the repeating sounds, the students may pick up on what initial sound certain letters make.
Another feature this app has is that students can work on their letter writing. Students
are able to trace both the capital and lowercase version of the letter. As the students practice
writing their letters they are hearing the initial sound the letter makes. This app shows students
the correct direction for writing the letter. If students dont follow the correct way of tracing the
letter, the app makes a buzzing sound and the student will have to start over. In conclusion, I
 really like this portion of the app because it has many skills built into one portion. This portion of
the app has both an auditory and visual representation for students. While the students are
writing their letters, they are also visualizing what the letters look like, along with hearing the
initial sound for the letter.
Finally, this app has a bunch of different games students can play. Each letter has a
different game that teaches the students about their letters. My favorite game was the letter Bb
game. The child has to pop the bubbles that have capital, lowercase, and pictures of different
items that start with the letter Bb. Every time the student pushes on a letter Bb the bubble
makes the bbbbbbb sound. At the end of each game, the app gives the child praise for doing an
awesome job. Although I feel this app is a little pricey, I do believe that Bryson, along with some
of the other students, would find this app to be beneficial. Therefore, I would pay for this app so
that my students could utilize it for their learning.

App 3: Letter School- Letter School is a fun interactive app that allows students to learn the
formations of the letters. This app allows the students to trace both capital and lowercase
letters in a variety of ways. When the student clicks on the letter the app tells the student a
word that starts with the letter and the initial sound the letter makes. First, students are given
different color dots to follow as they learn how to create the letter. During the first round, the
student just needs to push on the correct button and the app with draw the letter for the
student first.

During the second round, the students have to click on the correct button and drag the
writing utensil to the correct button. If the student pushes a button in the incorrect order, the
app beeps at them. This alerts the student that they might not be pushing the correct button.
Once the student has connected the correct buttons together, they change color. This allows the
student to see where they need to trace next. Finally, the last round allows the student to
independently write the letter they have been working on. This portion of the app tests the
students knowledge and memory for the letter they have been practicing writing. If the
student cannot independently write the letter, the app will start to give little clues for the
student. The app will make the little buttons reappear, or the app will show the student what
next step should be taken.

The one feature that makes this app more engaging is that students are not just using a
color marker or crayon to write their letters. This app keeps students engaged through using
different characteristics when writing their letters. For example, the students may use a rocket,
railroad, chains, fireworks, flowers, etc. Although this app isnt free, I think students would have
fun using this app. Overall, this app is a great way to get students visualizing letters and the
formation that makes up those letters. This is one of the first steps toward having an
understanding for letter recognition. Bryson struggles with letter identification, so therefore, by
practicing using this app, Bryson may learn the formation that makes up specific letters. With
repetition, Bryson may remember how to write a letter, which may help him recognize the letter
(f is like a candy cane with a line through the middle. Oh this must be the letter Ff.).

3) Complete the activity-based implementation and evaluation plan summary. You likely have all
you need for steps 1-5 at this point and will need to work on it as you progress through the
 process. (10 points) *******Due to the amount of space in the evaluation plan, I wrote very
minimal on the paper copy and summarized the results below.

Having a strong understanding and knowledge for letters shapes the foundation of learning.
Identifying letters is one of many basic learning skills that are taught in Pre-Kindergarten. Students must
have knowledge for letter recognition before they can learn letter sounds and the necessary skills for
reading. Students are constantly being exposed to letters and words throughout the day. When children
hang up their coats and backpacks they are exposed to letters and their names. While walking in the
hallway and eating in the cafeteria, the students are exposed to more letters and words. Everywhere a
child goes they will be exposed to different forms of print. During the three hours that Bryson is in
school he does multiple activities that gets him visualizing and using letters. During morning meeting
Bryson and his classmates are exposed to different letters and words with the morning message or silly
sentence. Every morning the teacher has the students work on counting the number of words in the
sentences, identifying each letter in every word, and emphasizing capitals, lowercases, and punctuation.
Throughout this activity Bryson is working with recognizing letters that make up words and words that
make up sentences. As circle time continues into centers, Bryson continues to be exposed to letters
during reading, calendar, math, free play, computer time, and through teacher directed centers.

Due to Brysons articulation and speech challenges, correctly verbalizing letters can become a
barrier for letter recognition. The teacher has noticed that it is hard for Bryson to produce hard sounds
(k, c, h, f, etc.). Through the use of assistive technology or other accommodations, Bryson may be able
to show his understanding for these letters in a different way. The teacher and Bryson will be working
with two phonic apps in hopes to help increase Brysons ability to recognize letters. The teacher will use
ABC Phonics, Starfall (classroom resource), and ABC Alphabet Phonics to help expose Bryson to letters
more throughout the day. During centers and whole group instruction the teacher will incorporate the
ABC Alphabet Phonics app. Bryson and his teacher will use the assistive technology app called ABC
Alphabet Phonics every day during Brysons one on one time with the teacher. To help keep Brysons
interest the teacher will use brain breaks, stickers, and prompting when needed. To help Bryson
recognize letters the teacher may prompt him with reminders of how to form each letter (m is up the
mountain down the mountain up the mountain down the mountain). The prompts will only be given
when the teachers notices that Bryson is struggling.

In order for the teacher to collect effective data, Bryson needs to actively participate throughout
activities that require the use of the app. The teacher will be able to tell if Bryson is fully participating
based on his engagement, body language and overall attitude. The teacher can tell if the app is working
and Bryson is fully engaged if Bryson slowly shows an increase in letter recognition. The teacher will
collect data before and after the implantation of the app. The teachers goal is to have Bryson work with
the app for at least two weeks before collecting post implementation data. The teacher found keeping a
simple checklist to be the easiest form of data collection. The teacher is hoping that through the use of
the chosen apps Bryson will increase his participation in class. By recognizing more letters, Brysons
confidence may increase and he will raise his hand more often. In addition, the teacher hopes that
Brysons overall understanding for letter recognition will increase. The teacher is hoping that Bryson will
be able to recognize 13 capital and 13 lowercase letters by the end of this project. If the chosen app
doesnt show any excepted change the teacher may need to adapt or modify the activity. Modifications
will be considered if the app doesnt seem to be working. The teacher may choose another app that may
interest Bryson more. Or, the teacher may even choose an app that gives Bryson more explicit
instruction.

There are a few different factors that can affect the results of the data that is collect. Time is a big
factor that could affect Brysons overall data. Some days instructional time can take longer, which cuts
into center time. Other days Bryson has specials which also cuts into the students center times. Another
factor that could affect the overall data is the effectiveness of the app. If the app isnt as effective as the
teacher had hoped, the post implementation data may not show as much change. Finally, if Brysons
attitude is not corporative and willing to participate, the data could also be affected. Therefore,
depending on the day, the data collected could be affected by many factors.

4) Collect baseline data develop an instrument to collect and track data on the target task or
behavior PRIOR to implementation of the AT. (5 points)

In order to make sure that I collected enough baseline data, I used three different forms to
assess Brysons knowledge on letter recognition. First, I referred back to Quarter 2 assessment
(January 18th). While reviewing the portion that deals with letters, I noticed that Bryson was only
able to recognize 7 letters. This total includes both uppercase and lowercase letters. To break it
down further, Bryson was able to identify 4 capital and 3 lowercase letters. This shows that
overall, Bryson is emerging in the skill letter recognition.

Next on March 1st, I did an activity to see if Bryson can identify a letter when asked Can
you find the letter? For this activity, the teacher focused on both the capital and lowercase
letters. The teacher laid out all the letters of the alphabet on the table. The teacher then asked
Bryson to find either the capital or lowercase letter, depending on what the teacher asked (Can
you find the capital K? Where is the lowercase p?). The teacher recorded Brysons answers on a
sheet of paper. The teacher circled which letters Bryson was able to identify. Byson was able to
identify 5 capital letters and 4 lowercase letters.

*See attachment labeled baseline Data

The final form of baseline data, the teacher and student played a game to help with letter
recognition. Description: This was one of three different forms of baseline data that was
collected prior to the implementation of A.T. For this activity, Bryson was playing a game with
uppercase and lowercase fishes. This game can be played in many ways, but the teacher wanted
to collect data in a specific way. The teacher focused only on the capital letters first. The teacher
would pick up a fish and ask Bryson What letter is on this fish? What sound does that letter
make? The teacher then recorded Brysons responses below. The next day the teacher worked
with Bryson on the lower case letters, but did not focus on the letter sounds because she found
that to be more time consuming and she lost Brysons interest.

Capital Letters: 6 right

Letter Shown to Bryson: What Bryson identify the letter Letter Sounds :
as:
T Called this letter B Said Bbbb, because he thought
it was a letter B.
S Called this letter S S
 P Called this letter V -(Unable to identify)
F Called this letter V -(Unable to identify)
W Called this letter E -(Unable to identify)
K Called this letter K K
Q Called this letter U -(Unable to identify)
E Called this letter G -(Unable to identify)
B Called this letter E -(Unable to identify)
C Called this letter C C
I Said he didnt know -(Unable to identify)
A Called this letter O -(Unable to identify)
L Called this number 1 -(Unable to identify)
Z Called this letter G -(Unable to identify)
Y Called this letter V -(Unable to identify)
N Called this letter B -(Unable to identify)
X Called this letter X X
D Called this letter P -(Unable to identify)
H Called this letter Z -(Unable to identify)
M Called this letter M -(Unable to identify)
V Called this letter U -(Unable to identify)
R Called this letter M -(Unable to identify)
G Called this letter V -(Unable to identify)
U Called this letter O -(Unable to identify)
O Called this letter O -(Unable to identify)
J Called this letter N -(Unable to identify)

Lower Case Letters: 4 right

Letter Shown to Bryson: What Bryson identify the letter as:

t Called this letter p
e Called this letter c
s Called this letter s
h Said I dont know
w Called this letter l
b Called this letter d
z Called this letter v
g Called this letter e
u Said I dont know
c Called this letter c
p Called this letter b
j Called this letter g
r Called this letter f
a Called this letter u
y Called this letter v
n Called this letter u
o Called this letter o
v Called this letter P
 i Said I dont know
m Called this letter w
d Called this letter b
l Called this letter i
q Said I dont know
f Called this letter r
x Called this letter x
k Called this letter h

5) Implement AT training with student- develop a training protocol (similar to a lesson plan) that
delineates each step of the training. You should introduce the AT, explain the purpose for the
AT, model its use, and support the student in practicing. (15 points)

Due to the age group and attention spans of a Pre-Kindergarten student, the teacher felt
it was best do multiple mini lessons with Bryson.

Day 1-Read a story about letters; briefly talk about where you can find letters in different
environments. (The purpose of this lesson is to get Bryson thinking about and finding letters.)

Unit essential questions: How do use letters in our everyday life?

Lesson question: When throughout the day do we see letters?

Lesson objective: Assessment:

Students will be able to describe when Through discussion, students will tell the teacher
throughout their day they see and use letters. when throughout their day, week, etc. they see
and use letters.

Procedure (One-One center time):

1. The teacher will point to a letter and ask Bryson Is this a number, color, shape, or letter? The
teacher will repeat her question by pointing to another letter in a different location. The teacher
will continue by telling Bryson that there are letters all around the world. I found one right here
at our table and on our wall. Can you find some letters in our classroom?
The teacher will continue to have Bryson point to various letters throughout the
room, until Bryson has found around 3 letters.
The teacher will then ask Bryson Where were some of the letters that you
found located? The teacher will prompt Bryson by saying (on a poster, on a
book, on the smart board, on the letter wall, etc.)
2. The teacher will then read the book Alphabeep by Debora Pearson, with Bryson. The teacher will
tell Bryson to look for letters throughout the story.
The teacher will stop on select pages to point out different letters (ex. I see the letters
ambulance on the ambulance car right there.).
 At the end of the story, the teacher will ask Bryson where he located letters throughout
the story.
3. The teacher will then explain to Bryson that letters are important because they are found
everywhere. The teacher will explain that letters are found on street signs, grocery stores,
hospitals, etc. The teacher will then explain that letters make up words, which create sentences,
which then creates stories like the ones we read in class.
4. As a conclusion, the teacher will ask Bryson Where throughout your day have you seen
letters? The teacher will give an example like I saw letters as I approached a stop sign (street
sign) this morning coming to school.

Day 2: Introduction of the assistive technology app: ABC Alphabet Phonics (Photo Touch)-

Procedure (One-One center time):

1. The teacher will review with Bryson what they discussed yesterday. The teacher will ask Bryson
where we can find letters and where has he seen letters so far today. The teacher will then ask
Bryson to find 5 different letters throughout the classroom.
*The teacher will encourage Bryson not to find the same letters that he found
yesterday.
2. The teacher will ask Bryson if he can remember why it is important to know the letters of the
alphabet. If needed, the teacher will scaffold Bryson toward the correct answer.
3. The teacher will tell Bryson, one way we can learn our letters is by using our IPads. The teacher
will then bring out an IPad and pull up the app ABC Alphabet Phonics (ABC Photo Touch).
4. The teacher will introduce ABC Alphabet Phonics (ABC Photo Touch) by modeling how to use the
app correctly.
The teacher will tell Bryson that this app talks to you and gives you instructions just like
your teacher does during whole group instruction.
The teacher will tell Bryson that the app will ask you to find a specific letter given on the
screen. It is your job to find the correct letter.
The teacher will then show Bryson how to use the app (For example: the app asked me
to find the letter S. I know that an S looks like a snake, so this one must be the letter s.).
The teacher will then model getting a question wrong, she may say Okay, well that isnt
a p, but I think this one may be the correct p.
5. The teacher will let Bryson play around with the app first to see how much guidance and
support he may need while using the app for the next few weeks (making sure he uses it the
right way).
The teacher will explain to Bryson that the purpose of this app is to help us
strengthen our knowledge for letters. This app shows us all the letters we see
and use inside our classroom daily.

Day 3: Creating a routine for using the app

1. The teacher will explain to Bryson that each day at this given time (depending on the center
rotations) he and the teacher will work on this app together. The teacher will explain that it
is Brysons responsibility to get the IPad and the app up when he comes to his teachers
table.
 2. The teacher and Bryson agreed to work on capital letters first. Bryson will work on his
capital letters for the first week before switching to lowercase letters.
The teacher will be there to support and guidance to help Bryson choose the
right answer if he continually gets the wrong answer.
3. Bryson will have his own special timer. Bryson will have to work on the app until the timer
goes off. Once the timer goes off, he is allowed free play until the center timer goes off.
Bryson has a special sticker chart to track his improvement. If Bryson works hard
until the timer goes off he gets a sticker for his chart. Bryson and his teacher will
set a daily goal for how many letters he can correctly identify. If he reaches his
goal he receives two stickers, if he doesnt, he still gets a sticker for his effort.
Once Bryson reaches 10 stickers, he will get a special prize for all his hard work.

After being taught how to use the app, the teacher will allow Bryson to be a little more
independent with the app each day. This will help the teacher be able to take more notes and
observe Bryson and his behavior when using this app. In conclusion, every day for the next two
weeks, Bryson and his teacher will work one on one with each other during centers. During this
time, Bryson will use the app ABC Alphabet Phonics (ABC Photo Touch) to help him with
increasing his letter recognition. Bryson will try his best to follow through with the directions
given to him by the app. The teacher will be there for support in case Bryson needs reminders
for the formation of a letter. Once Bryson has done a good job working with this app, the
teacher will allow Bryson to have some free play on the IPad. Bryson will be able to use an
additional app as a reward for his hard work. This app allows Bryson to play games that involves
the use of letters. Bryson was introduced to this app after the second session. The teacher
showed Bryson how he can play games, write his letters, and listen to songs about the alphabet.
At the end of each session Bryson is allowed free time to use this app (5 minutes). Bryson enjoys
playing the games that this app has to offer because he is always asking the teacher can I play,
can I play, when getting close to finishing with the ABC Alphabet Phonics (ABC Photo Touch)
app.

6) Collect post implementation data using the same instrument as the baseline data (5 points)

Before I started to collect in depth data, I wanted Bryson to become familiar with using
the new apps. I observed Bryson and kept anecdotal notes on his behaviors/interactions
when using the apps for 7 days (Due to weather and absences). I then used these results
to help with the post implantation data.

In order to gain the best results, I decided to collect post implementation data in a
similar way as pre-implementation data. To help organize the data, I will use a chart like
the one used in the base line data.

The first form of post implementation data was assessing Brysons ability to identify
letters after using the ABC Alphabet Phonics (Photo Touch) app for 7 days. During
centers, before the teacher assessed Bryson, he was asked to play with the app ABC
Alphabet Phonics. Bryson was told to work with the app for about 5 minutes. When
done, Bryson and his teacher worked together to find different capital and lowercase
letters on the table. The teacher asked Bryson to find either the capital or lowercase
 letters (Find the capital K. Where is the lowercase j?). The teacher recorded Brysons
answers on the same assessment sheet that was used in the base line data. The teacher
circled and checked off which letters Bryson was able to identify. Byson was able to
identify 8 capital letters and 7 lowercase letters.

*See attachment below labeled Post Implementation Data

The second form of data that was collected was done through a game. This game was
the same one played to collect base line data. The teacher focused on the uppercase
letters first. The teacher would pick up a fish and ask Bryson What letter is on this fish?
What sound does that letter make? The teacher then recorded Brysons responses
below.

Capital Letters: 9 right

Letter Shown to Bryson: What Bryson identify the letter Letter Sounds :
as:
W Called this letter D Said Dd, because he thought it
was a letter D.
S Called this letter S S
P Called this letter Q -(Unable to identify)
F Called this letter N -(Unable to identify)
U Called this letter U -(Unable to identify)
K Called this letter K -(Unable to identify)
Q Called this letter U -(Unable to identify)
E Called this letter M -(Unable to identify)
B Called this letter B B
C Called this letter C C
I Called this letter L -(Unable to identify)
A Called this letter D -(Unable to identify)
L Called this number 1 -(Unable to identify)
Z Called this letter H -(Unable to identify)
Y Called this letter I -(Unable to identify)
N Called this letter Q -(Unable to identify)
X Called this letter X -(Unable to identify)
D Called this letter T -(Unable to identify)
H Called this letter T -(Unable to identify)
M Called this letter M M
V Called this letter V -(Unable to identify)
R Called this letter K -(Unable to identify)
G Called this letter E -(Unable to identify)
T Called this letter N -(Unable to identify)
O Called this letter O -(Unable to identify)
J Called this letter F -(Unable to identify)
Lower Case Letters: 6 right

Letter Shown to Bryson: What Bryson identify the letter as:

b Called this letter d
o Called this letter o
v Called this letter v
a Called this letter d
q Called this letter p
f Called this letter r
l Called this number 1
p Called this letter e
n Called this letter m
t Called this letter j
k Called this letter h
u Called this letter n
z Called this letter z
g Called this letter e
k Called this letter y
y Called this letter d
c Called this letter c
r Called this letter d
w Called this letter m
i Called this letter l
m Called this letter w
x Called this letter x
j Called this letter n
d Called this letter p
s Called this letter s
e Called this letter a

7) Analyze your data. Is there a difference between conditions? Explain your opinion as to why
there is or is not a difference. (10 points)

Due to the short amount of time given to evaluate the post implementation data, the results
collected are not as strong as they could be. When comparing the baseline data with the post
implementation data, there were some minor differences. For the first assessment activity the teacher
had Bryson work on both capital and lowercase letters through questioning. The teacher asked Bryson
Can you find the letter? and then had Bryson point to that letter on the table. Prior to the
implementation of the assistive technology, baseline data shows that Bryson was able to find 5 capital
letters (C, O, M, S, X) and 4 lowercase letters (k, o, s, x). Of those 9 letters that Bryson identified 3 were
pairs (Ss, Oo, and Xx). For the post implementation data that was collected Bryson was able to find 8
capital letters (T, B, C, O, M, S, X, Z) and 7 lowercase letters (v, k, c, o, s, x, z). Of those 15 letters, Bryson
identified 5 pairs (Cc, Oo, Ss, Xx, and Zz). When comparing the results, I noticed that Bryson increased
his capital and lowercase letter identification by 3. Bryson identified the same letters for both the
baseline and post implementation data. This tells me that Bryson has a strong understanding for those 9
letters (C, M, Oo, Xx, Ss, and k). In addition, this comparison informs the teacher that after using the
apps ABC Alphabet Phonics (Photo Touch) and ABC Phonics Bryson was able to recognize 6 additional
letters (M, T, B, Z, v, z)

When comparing the second assessment form of base line data with the post implementation data
the teacher noticed similar results. Brysons ability to recognize letters slowly increased. The first time
the teacher and Bryson played the fish game, Bryson was able to recognize 6 capital letters (O, M, X, C,
K, S) and 4 lowercase letters (x, o, c, s). Of these 10 letters, 4 were pairs (Oo, Xx, Cc, Ss). After using the
app for about a week Bryson did show the ability to recognize more letters. The teacher noticed that for
this assessment activity Bryson increased his letter recognition slightly more than the first assessment.
The second time Bryson and the teacher played the fish game, Bryson had been using the app for about
6 days. The teacher approached this game the same way she did when collecting baseline data. Bryson
was able to recognize 9 capital letters (O, V, M, X, S, U, K, B, Z) and 6 lowercase letters (o, v, z, c, x, s). Of
those 15 letters, 5 were pairs (Oo, Vv, Zz, Xx, Ss). Looking at the overall results, after the implementation
of the apps, Bryson was able to recognize 5 new letters (V, U, B, z, v). Once again, Bryson identified the
same letters for both the baseline and post implementation data. Therefore, based on this data, the
teacher was able to see that Bryson has a solid understanding for the letter formation of 10 letters (Oo,
M, Xx, Cc, K, Ss).

One barrier that arose during this project was time. Due to frequent absences and weather
conditions, time was an issue. Bryson was able to work with the assigned apps for 7 days before the
teacher recollected data. Based on the two assessments, data shows that Bryson has been able to
identify more letters after the use of phonic apps. After reviewing the data that was collected during
assessment 2, it is evident that when asked What letter is on this fish? it appears that Bryson would
guess random letters. Bryson would guess random letters until he came across a letter that looked
familiar. The teacher noticed that Brysons voice and attitude would change when showed a fish that
had a letter he knew on it. If the teacher was allowed more time to collect data on Bryson, she may be
able to see if Brysons knowledge for letters keeps increasing.

In conclusion, just after 7 days of working with letter recognition apps, Bryson has shown some
slight increase in letter recognition. Although the data did show some slight change in Brysons letter
recognition, I feel that there was more potential for Bryson. Therefore, I feel that providing Bryson with
more time to use the app, his ability to recognize letters will slowly increase week by week.

Appendix