The Effects of One-On-One Intervention on Letter Recognition in Dissertation

The Effects of One-On-One Intervention on Letter Recognition in Kindergartners - Dissertation Example ention is not justified because at the end of the day, individual letters do not matter very much and other lesser grilling  methods of teaching can be applied (Gillon, 2004). This study is, therefore, going to look at the effects that some of these interventions have on the kindergarten and establish whether to promote them or curtail their usage. Background and Justification According to Fulk (1997) et al., â€Å"there are various conflicts and concerns about the best way to help the pupil to achieve a concrete letter recognition ability, if at all that is needed.† There have been countless critics of the best way to approach this issue with the maximum result. They carried out a study which will be given shortly in the literature review section. It was clear that there were several methods of intervention such as picture mnemonics, letter speed race, letter, matches, rhyming concepts, ordering methods and so forth. The methods have existed from a very long time but also t here are those that have come up in the recent past which are either created by the individual teachers creatively approaching the subject. The other references that have been applied in this context also agree that the methods are a good mode of teaching (Bastano, 2008). The study is, therefore, justified to seek answers about the effectiveness of the specific letter-recognition intervention method that are being applied by many people in the learning institutions. Martinez (2010) argues that â€Å"despite the curriculum of teaching in schools putting emphasis on the pupils to be able to know letters in all formats and correctly name them, it is not as important as the effort that is put in it†. This poses a big conflict about the justification of the one-on-one intervention of the letter recognition... From this dissertation it is clear that there are various conflicts and concerns about the best way to help the pupil to achieve a concrete letter recognition ability, if at all that is needed. There have been countless critics of the best way to approach this issue with the maximum result. They carried out a study which will be given shortly in the literature review section. It was clear that there were several methods of intervention such as picture mnemonics, letter speed race, letter, matches, rhyming concepts, ordering methods and so forth. The methods have existed from a very long time but also there are those that have come up in the recent past which are either created by the individual teachers creatively approaching the subject. The other references that have been applied in this context also agree that the methods are a good mode of teaching. Martinez argues that â€Å"despite the curriculum of teaching in schools putting emphasis on the pupils to be able to know letters in all formats and correctly name them, it is not as important as the effort that is put in it†. This poses a big conflict about the justification of the one-on-one intervention of the letter recognition exercise. Because of these arguments the instructional techniques that are used in kindergarten setting ought to be customized for the pupils for better results. The question here there ore is how effective are those instructional strategies in the teaching environment and what are the impacts of them on the young minds.