1 / 25

Students Reading Below Grade Level: 4 th Grade

Students Reading Below Grade Level: 4 th Grade. By: Annie La ED 7202, Spring 2012. Table of Contents. Introduction Statement of Problem Review of Literature Statement of Hypothesis Participants Instrument(s) Research Design Procedure Results Discussion Implication References.

armani
Download Presentation

Students Reading Below Grade Level: 4 th Grade

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Students Reading Below Grade Level: 4th Grade By: Annie La ED 7202, Spring 2012

  2. Table of Contents • Introduction • Statement of Problem • Review of Literature • Statement of Hypothesis • Participants • Instrument(s) • Research Design • Procedure • Results • Discussion • Implication • References

  3. Introduction • Successful reading comprehension increases reading level (Pang, Muaka, Bernhardt & Kamil, n.d.) • College readiness (ACT, n.d) • Instructions, research and simple tasks (Mounce, n.d.) • Reading Strategies • Include fluency, vocabulary and comprehension (Duncan, 2010) • Student frustration without application of reading strategies (Cooper, n.d.) • Teachers need to model skills and strategies (Brenda, Buck & Giles, 2009)

  4. Statement of Problem • Eight million students in the nation read below grade level (Alliance of Excellent Eduaction, 2006) • 40% are not fluent readers (Begeny, 2011) • 46% of large city public schools in the fourth grade read below reading level. • (The National Center for Education Statistics, 2009) • 34% of the Nations public schools in the fourth graders are below reading level. • (The National Center for Education Statistics, 2009)

  5. Review of Literature: Current Instructional Strategy • Read aloud • Model reading fluency (Kruse, 2007) • Children learn through interactive read aloud (Campbell, 2001) • Preview- Predict- Confirm Model (Furtado, 2008) • Guided Reading • Small groups working on the same reading strategy (Thames, 2008) • Provides structure, instruction and purpose to reading (Ford & Opitz, 2011)

  6. Pros: Read Aloud • Increases comprehension of text, build vocabulary and familiarity with sound • (Cummins & Stellmeyer-Gerade, 2011) • Provide students with reading fluency • (Adamson, Adamson, Anderson, Clausen-Grace, Earnes, Einarson, … Wooten, 2006) • Critical questioning through text and talk • (Beck & McKeown, 2001)

  7. Cons: Read Aloud • Does not teach reading strategies and skills • Nonsense Word Fluency: phonetics and decoding(Cummings, Dewey, Latimer & Good III, 2011) • Prevents beginning readers from reading independently • Lost of interest • Comfort of read aloud(Kruse,2007)

  8. Pros: Guided Reading • Students become independent readers • (Ford & Opitz, 2011) • Build comprehension strategies through model and practice • (Ferguson & Wilson, 2009) • Increase reading comprehension, accuracy, fluency and vocabulary • (Ford & Opitz, 2011) • Gain skills in word recognition, reading texts and writing • (Santa & Hoien, 1999)

  9. Cons: Guided Reading • The strategies taught in guided reading are redundant and can be seen in other lessons throughout the day. • Reading skills and strategies are taught as part of a lesson within the curriculum • (Ferguson & Wilson, 2009)

  10. Theorists & Practitioners • Francis Galton: mental measurement • Lewis Terman- intelligence test in 1922 • (Cadenhead, 1987) • Fountas & Pinnell: A-Z text gradient • (Thomas, n.d.) • Guided Reading: • Emmett Betts- directed reading activity in 1946 • Lillian Gray and Dora Reese- guided reading questions • (Ford & Opitz , 2011)

  11. Statement of Hypothesis • Providing one group of six - fourth grade students in P.S. X, Brooklyn, NY with guided reading instruction for 40 minutes, every morning, four days a week for six weeks, will increase students’ reading level as measured by Fountas and Pinnell’s running record. • Having the second group of six - fourth grade students in P.S. X, Brooklyn, NY without guided reading instruction, every morning, four days a week for six weeks, will not increase students’ reading level as measured by Fountas and Pinnell’s running record.

  12. Participants • Two focus groups • Group 1: extra guided reading in the morning • Group 2: does not receive guided reading in the morning

  13. Research Design • Quasi-Experimental Design • Non-equivalent control group • Two groups • Groups randomly assigned but individuals are not • Individuals based on reading level: J/K/L • Groups may include IEP and ELL learners • Symbol Design:O X1 O O X2 O • (O) Pre-test, (X1) Treatment for Group 1, (X2) Treatment for Group 2, (O) Post-test

  14. Threats to Internal Validity • History • Maturation • Testing/ Pretesting • Instrumentation • Mortality • Statistical Regression • Selection-Maturation Interaction

  15. Threats to External Validity • Ecological Validity • New York City public schools • Multiple Treatments • An increase in guided reading throughout the day/week • Novelty Effect • Guided reading books online

  16. Procedure • Fountas & Pinnell Benchmark Assessment System: Level K • Pre-Test: January • Post-Test: March • Accuracy scores: • 95%-100%- independent level K, re-tested level L • 90%-95%- guided reading level K • Below 90%- re-tested level J

  17. Pre-Test/ Post-Test Results 3.70% 5.89%

  18. Survey Analysis and Correlation .rxy= 0.229 .rxy=0.797 Pre-Test Scores Post Test Scores

  19. Bell Curve Post-Test Mean: 90.75 SD: 8.058 Var: 64.932 Pre-Test Mean: 86.583 SD: 8.163 Var: 66.629

  20. Discussion & Implications • Additional guided reading instruction increases reading level • Treatment group V.S. Non-treatment group: 5% increase • Further research is needed • Extended period of time

  21. References • ACT. Reading between the lines: what the ACT reveals about college readiness in reading. Retrieved from http://schools.nyc.gov/NR/rdonlyres/FF204E0B-65B5-4DD4-9FAE-EE0C99ACB370/0/ACTReportSummary.pdf • Adamson, P., Adamson, B., Anderson, L., Clausen-Grace, N., Earnes, A., Einarson, C., … Wooten, A. (2006). Read and write it out loud!: Guided oral literacy strategies. School Library Journal, 52, 90. • Alliance for Excellent Education. (2006, February). Adolescent literacy [Fact sheet]. Retrieved from http://schools.nyc.gov/NR/rdonlyres/F62A486B-B05E-48F6-9503-F2A129416D28/0/AdolescentLiteracyFactSheet.pdf • Beck, I., & McKeown, M. (2001). Capturing the benefits of read-aloud experiences for young children. The Reading Teacher.55 (1), 10-20. • Begeny, C. (2011). Effects of the helping early literacy with practice strategies (HELPS) reading fluency program when implemented at different frequencies. The School Psychology Review, 40 (1), 149-57. • Brenda, B., Buck, K., & Giles, R. (2009). First-grade reading gains following enrichment: phonics plus decodable texts compared to authentic literature read aloud. Reading Improvement, 46(4), 191-205. • Cadenhead, K. (1987). Reading level: A metaphor that shapes practice. The Phi Delta Kappan, 68(6), 436-441. • Campbell, R. (2001). Read-alouds with young children. International Reading Association, 114. • Cooper, D. (n.d.). Stopping reading failure: Reading intervention for upper-grade students. Retrieved from http://www.beyond-the-book.com/strategies/strategies_012506.html • Cummings, K., Dewey, E., Latimer, R., & Good III, R. (June 2011). Pathways to word reading and decoding: The roles of automaticity and accuracy. The School Psychology Review, 40 (2), 284-295. • Cummins, S., & Stellmeyer-Gerade, C. (2011).Teaching for synthesis for informational texts with read-alouds. Reading Teacher,64(6), 394-405. • Duncan, P. (2010). Instilling a lifelong love of reading. Kappa Delta Pi Record, 46 (2), 90-93. • English Language Arts [Chart]. (2011). Retrieved from New York City Department of Education Web Site: http://schools.nyc.gov/daa/test_info/default.asp

  22. References • Ferguson, J., & Wilson, J. (2009). Guided reading: It’s for the primary teachers. College Reading Association Yearbook, 30, 293-306. • Ford, M., & Opitz, M. (2011). Looking back to move forward with guided reading. Reading Horizons, 50(4), 225-240. • Furtado, L. (2008). A read-aloud cross-age service learning partnership using multicultural stories. The Reading Matrix,8(2), 96-107. • Kruse, M. (2007). Read- alouds? Think again. School Library Journal, 53(6), 36-37. • Mounce, A. (n.d.). Strategies to teach students reading below grade level. Retrieved from http://www.cec.sped.org/AM/Template.cfm?Section=Home&TEMPLATE=/CM/ContentDisplay.cfm&CONTENTID=9647&CAT=none • National Center for Education Statistics, Institute of Education Science. (2009). Trial urban district snapshot report: Reading 2009. [Data set]. Retrieved from http://nces.ed.gov/nationsreportcard/pdf/dst2009/2010461XN4.pdf • O’Connor-Petruso, S. (2012). Descriptive Statistics Threats to Validity [PowerPoint slides]. Retrieved from http://bbhosted.cuny.edu/webapps/portal/ • Pang, E., Muaka, A., Bernhardt, E., & Kamil, M. (n.d.). Teaching reading: Educational practices series- 12. International Academy of Education, 6-24. • Prado, L., Lee, P. (2011). Increasing reading comprehension through the explicit teaching of reading strategies: Is there a difference among the genders? Reading Improvement, 48 (1), 32-43. • Ross, J. (2004). Effects of running records assessment on early literacy achievement. Journal of Education Research, 97(4), 186-194. • Santa, C., & Hoien, T. (1999). An assessment of early steps: A program for early intervention of reading problems. Reading Research Quarterly. 34, 54-79. • Thames, D., Reeves, C., Kazelskis, R., York, K., Boling, C., Newell, K., & Yang, W. (2008). Reading comprehension: Effects of individualized, integrated language arts as a reading approach with struggling readers. Reading Psychology, 29, 86-115. • Thomas. (n.d.). Fountas and Pinnell- Early literacy experts offer new reading intervention program. Retrieved from http://www.openeducation.net/2009/05/15/fountas-and-pinnell-early-literacy-experts-offer-new-reading-intervention-program/

  23. Student Survey Sample Question: Part I: Frequencies Directions: Fill in the lettered box corresponding to your answer. (1) (2) (3) (4) (5) Never- Once 2-3 times 4-5 times Everyday 0 times per week per week per week • I spend time reading outside of school. 1. _______ • I spend time reading in school. 2. _______ Part III: Short Response • What are some of your favorite books to read? _______________________________________________________

  24. Student Surveys Cont. Sample Question: Part IV: Background Information Directions: Fill in completely the lettered box corresponding to your answer. Example: Answer = a = = b = = c = = d = = e = 1. Gender: a. Male b. Female 1. __________ 2. Where were you born? 2. ________ a. USA b. South/ Central America c. Europe or Canada d. Asia e. Africa

  25. Teacher Survey Sample Question Part II: Agree/ Disagree Directions: Fill in the lettered box corresponding to your answer. Example: (1) (2) (3) (4) Strongly Agree Disagree Strongly Agree Disagree 1. My lesson plans are interdisciplinary with reading. 1. ____ 2. I conduct read aloud in my classroom. 2. ____

More Related