Reading Comprehension Interventions For Upper- Elementary and Middle School Students

1. Reading Comprehension Interventions For Upper- Elementary and Middle School Students Presented by: Kettely DeJesus Educ 7202T Dr. O’Connor-Petruso Fall 2012

2. Table of Contents Introduction Statement of the Problem Review of Related Literature Statement of the Hypothesis Methods Participants Instruments Experimental Design Procedure Results Discussion Implications

3. Statement of the Problem National studies have revealed that significant numbers of adolescents and young adults do not adequately understand complex texts, which impedes their secondary success, access to postsecondary learning and opportunities within our increasingly competitive work environment. Data from the National Assessment of Educational Progress (NAEP) (Nov. 2011), states students’ reading comprehension is unchanged from 2009 at grade 4 but slightly improves at grade 8.

4. Problem… • Among higher and lower income families, scores were higher in 2011 than in 2009 in grade 4, the average reading score in 2011 was unchanged from 2009 but 4 points higher than in 1992 • At grade 8, the average reading score in 2011 was 1 point higher than in 2009, and 5 points higher than in 1992 • Only 50% of students are ready to read and understand college-level text (ACT, 2006) • Nationally, 25% of all adults are functionally illiterate (Moats, 2011)

5. Review of Literature • Good readers tap their academic and nonacademic knowledge, monitor their comprehension, and pursue their goals even when confronted with challenging texts (Brown, 2008) • Active readers employ a set of highly complex and well-developed skills and strategies used before, during and after reading (Vaughn & Klingner, 2011) • Positive outcomes for students who are taught to use comprehension strategies (Vaughn et al., 2011) • Authentic, targeted questions invite students application of the text to their experience (text-to-self connection) (Boyd & Rubin, 2006)

6. Review… • CSR is based on several related and converging research literatures, including a theoretical foundation in cognitive psychology and sociocultural theory, research on good comprehenders, and research regarding effective practices from reading comprehension studies. • CSR is theoretically grounded in cognitive psychology (Flavell, 1992; Palincsar & Brown, 1984) as well as sociocultural theory (Perez, 1998; Vygotsky, 1978). Harris and Pressley (1991) emphasized that comprehension strategy instruction can be improved when it utilizes these theoretical perspectives as foundational • CSR involves specific skills such as previewing, “click, clunk,” “get the gist” and “wrap it up”

7. Review • When an individual's reading comprehension is more impaired than his or her listening comprehension, inaccurate and slow word recognition is the most likely cause (Shankweiler et al., 1999). • Collaborative Strategic Reading (CSR), intervention program of specific reading comprehension strategies increase student engagement • Cunningham and Stanovich (1998) research 1st grade vocabulary knowledge predicts 30% of 11th grade comprehension • Pressley’s (2001) finding that comprehension in grades 3 through 6 is often assessed but seldom taught

8. Statement of the Hypothesis H1: By integrating the Collaborative Strategic Reading, approach into the activities within the literacy block (guided and independent reading), for thirty minutes a day for a period of over five (5) weeks, at public school X, in Brooklyn, New York, class of ELL students, class XXX will increase their reading comprehension, stamina, and fluency in reading. Students of class XXX will also increase writing ability. H2: Transactional Strategies Instruction Approach to comprehension instruction can improve student comprehension. By integrating TSI, during social studies and science instruction, for 45 minutes, two (2) days a week, for a period of five (5) weeks, at public school X, in Brooklyn, NY, class of ELL students of class XXX will increase their reading comprehension, and writing ability.

9. Participants • 15 Sixth-Grade students attending P.S. X in Brooklyn • 8 males • 7 females • 11-12 year olds • Bilingual (Haitian Creole) Self-Contained • 3 students who scored level 3 on ELA (2010/11) • 4 students who scored level 2+ (2010/11) • 8 students who scored level 1-2 (2010/11)

10. Instruments • Consent forms: Principal, Teacher, Parent/Guardian • Surveys (Reading Comprehension, Demographics) • Tests: ELA Reading, Listening, and Writing • Non-Fiction Texts: (Social Studies; Science)

11. Experimental Design • Pre-experimental Design: • One-Group Pretest-Posttest Design Single group is pretested by reading traditional non-fiction trade text • Exposed to the treatment (Collobarative Strategic Reading) Grouping; Assignments; • Summarizing Text • Post-tested after exposure to the treatment • Symbolic Design OXO, (O’Connor-Petruso).

12. Threats to Internal /External Validity *History *Ecological Validity *Maturation *Multiple Treatments *Testing/Pre-Testing *Experimental Effects *Sensitization *Specificity Variables *Instrumentation *Mortality *Statistic Regression *Differential Selection of Subjects *Selection-Maturation Interaction

13. Procedure • 2/6/12: Participants completed Student Surveys 1 and 2 • 2/15/12-2/17/12 Pretest administered • 2/20/12 Participants introduced to Collaborative Strategic Reading During Social Studies and Science • 3/26/12 Posttest administered

14. Pre-Test/Post –Test Results

15. Central Tendencies

16. Results: Students Pre-Post Test Scores

17. Survey Results & Analysis rxy =0.86 indicating a very high positive correlation between independent reading and ELA test score.

18. Data Analysis… rxy=-0.55 which indicates a negative correlation with hours spent at the library has no effect on the high test scores.

19. Results Pre-Test Scores SD =23.17 Post-Test Scores SD = 13.38

20. Discussions and Implications • Reading programs for ELLS should include intensive language development as well as instruction in literacy strategies and skills (CSR) • Extra practice in reading and peer collaboration should be provided for ELL’s • Rather than the traditional teacher-dominated approach, CSR offers more opportunities for learners to participate more actively in constructing meaning and self-monitor their comprehension while reading

21. Implications….cont. • Through collaboration with others, learners have more opportunities to confirm their understanding, ideas and clarify confusion and advance their thinking abilities • Knowledge of the text should be consolidate through summaries and other strategies such as “Get the Gist” or “Wrap it Up” of CSR. • Greater language proficiency is acquire through independent reading

22. References • Berkeley, S., Marshak, L., Mastropieri, M.A. and Scruggs, T.E. (2011). Improving Student Comprehension of Social Studies Text: A Self-Questioning Strategy for Inclusive Middle Schools Classes. Remedial and Special Education, 32 (2), 105–113 • Burns, M., Hodgson, J., Parker, D., Fremont, K., (2011). Comparison of the Effectiveness and Efficiency of Text Previewing and Preteaching Keywords as Small-Group Reading Comprehension Strategies with Middle-School Students, Literacy Research and Instruction 50, 241-252. • Hirsch, E.D. (2011). Beyond Comprehension (30-36): American Educator • Hitchcock, J.H., Kurki, A., Wilkins, C., Dimino, J., Gersten, R., (2011). The Impact of Collaborative Strategic Reading on the Reading Comprehension of Grade 5 Students in Linguistically Diverse Schools Practical Assessment, Research & Evaluation 14 (2). • Klingner, J., Vaughn, S., Arguelles, M., Hughes, M, Leftwich, S, (2004). Collaborative Strategic Reading: “Real-World” Lessons From Classroom Teachers, Remedial and Special Education 25, (5) 291-302. • Luke, A., Dooley, K., Woods, A., (2011) Comprehension and content: Planning literacy in low socioeconomic and culturally diverse schools. The Australian Association for Research in Education

23. References cont… • O’Brien, D., Beach, R., Scharber, C., (2007). “Struggling” Middle Schoolers: Engagement and Literate Competence in a Reading Writing Intervention Class, Reading Psychology 28, 51-73 • Palumbo, A., Loiacono, V., (2009) Understanding the Causes of Intermediate And Middle School Comprehension Problems. International Journal Of Special Education 24 (1), 75-81. • Vaughn, S., Bryant, D. (2002) Reading Comprehension Interventions That Enhance Outcomes for English Language Learners with Learning Disabilities 1-8. Special Education Programs • Vaughn, S., Klingner, J.K. and Bryant, D.P. (2001). Collaborative Strategic Reading as a Means to Enhance Peer Mediated Instruction for Reading Comprehension and Content-Area Learning. Remedial and Special Education, 22 (2), 66-74. • Zoghi, M., Mustapha, R., Rizan T.N., Maasum, M. (2010). Collaborative Strategic Reading with University EFL Learners. Journal of College Reading and Learning,41 (1).