Action Research Project Presentation

8/18/2019 Action Research Project Presentation

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An English Language Arts Action ResearchProject

INCREASING SECONDARYSTUDENT READING

COMPREENSION TROUGRECIPROCAL TEACING

STRATEGIES

!

!

Cher"l MurthaUni#ersit" o$ Mar"lan% Uni#ersit" College

EDTP &'(



)asic %enotes*art ia l +aster" o$*rere,uisite-no.le%ge an%s-il ls that are$un%a+ental $or

*ro/cient .or- ateach gra%e!

Pro/cientre*resents soli%aca%e+ic*er$or+ance!

Stu%ents reachingthis le#el ha#e%e+onstrate%co+*etenc" o#erchallengingsu0ject +at ter!

A%#ance%re*resentssu erior

TREND IN EIGT1GRADE NAEP READINGACIE2EMENT1LE2EL RESULTS

3 at A%#ance%3 at or a0o#ePro/cient3 at or a0o#e )asic

SOURCE4 U!S! De*art+ent o$ E%ucation5 Institute o$ E%ucation Sciences5 National Center $or

E%ucation Statistics5 National Assess+ent o$ E%ucational Progress 6NAEP75 #arious "ears5 899:;:(88Rea%ing Assess+ents!



Study Purpose:

The *ur*ose o$ this stu%" is to e<a+ine the i+*act e<*licitinstruction has on rea%ing co+*rehension through the use o$

reci*rocal teaching strategies such as .hole class +o%eling5 rea%ing

an% journaling strategies5 an% grou* or social %iscussions!

Research question:

This action research as-s4 =hat e>ect %oes the incor*oration o$

reci*rocal teaching strategies into the secon%ar" stu%ent?scurriculu+ ha#e on their rea%ing co+*rehension an% .riting s-ills@

Importance of study:

Research on rea%ing co+*rehension in the *ast has $ocuse% on*ri+ar" gra%e stu%ents .ith negligi0le research e<isting on

secon%ar" stu%ents! This action research *roject .ill hel* +e +a-ein$or+e% %ecisions on e>ecti#e strategies that .ill su**ort +"

stu%ents in their rea%ing co+*rehension!

PURPOSEBUESTIONIMPORTANCE



Co+*rehension can 0rea- %o.n .hen stu%ents ha#e*ro0le+s .ith one or +ore o$ the $ollo.ing4

6a7 %eco%ing .or%s5 inclu%ing structural anal"sis

607 rea%ing te<t .ith a%e,uate s*ee% an% accurac"6uenc"7

6c7 un%erstan%ing the +eanings o$ .or%s

6%7 relating content to *rior -no.le%ge

6e7 a**l"ing co+*rehension strategies an%

6$7 +onitoring un%erstan%ing

6Carlisle an% Rice5 :((: National Institute $or Literac"5:((8 RAND Rea%ing Stu%" Grou*5 :((:7F 6E%+on%s52aughn5 =e<ler5 Rute0uch5 Ca0le5 Tac-ett5 an%Schna-en0erg5 :((97!

=Y COMPREENSION CAN )REA DO=N

Co+*rehension can 0rea- %o.n .hen stu%ents ha#e*ro0le+s .ith one or +ore o$ the $ollo.ing46a7 %eco%ing .or%s5 inclu%ing structural anal"sis607 rea%ing te<t .ith a%e,uate s*ee% an% accurac"

6uenc"76c7 un%erstan%ing the +eanings o$ .or%s6%7 relating content to *rior -no.le%ge6e7 a**l"ing co+*rehension strategies an%6$7 +onitoring un%erstan%ing

6Carlisle an% Rice5 :((: National Institute $or Literac"5:((8 RAND Rea%ing Stu%" Grou*5 :((:7F 6E%+on%s52aughn5 =e<ler5 Rute0uch5 Ca0le5 Tac-ett5 an%Schna-en0erg5 :((97!



E%+on%s5 et al 6:((97 state4)ecause +an" secon%ar"teachers assu+e that stu%ents.ho can rea% .or%s accuratel"can also co+*rehen% an% learn

$ro+ te<t si+*l" 0" rea%ing5 the"o$ten neglect teaching stu%entsho. to a**roach te<t to 0etterun%erstan% the conte<tF!

The National Counci l o$ Teacherso$ English 6NCTE7 states the

*reli+inar" anal"sis o$ ele+entar"school rea%ing instructione+*hasiHes the *rocess o$ ho. torea% an% +a" neglect instructionon rea%ing $or i%eas5 in$or+ation5an% conce*ts5 the #er" s-il lsa%olescents nee% to succee% in

secon%ar" schoolF 6NCTE5 :((J7!

TE =IDENING GAP



Stu%ents .ith rea%ing*ro0le+s ten% to 0e lessa.are o$ te<t structure an%ha#e *oorer recall o$ te<tual

i%eas than goo% rea%ers! Ina%%ition5 the" ha#e %iK cult".ith co+*rehension5*articularl" in i%enti$"ing+ain i%eas an% i+*ortant%etailsF .hich are essentialto success$ul rea%ing

co+*rehension in ter+s o$%ra.ing in$erences $ro+te<t5 stu%"ing e> ecti#el"5an% rea%ing criticall"F6iten%ra5 o**es5 in5:(((7!

EECTS O POOR READING SILLS



Reci*rocal teaching is%esigne% to i+*ro#e rea%ingco+*rehension in chil%ren

.ho can %eco%e 0ute<*erience %iK cult"un%erstan%ing te<t!Stu%ents ac,uire s*eci/c-no.le%ge as .ell as

learning a set o$ +onitoringstrategies necessar" $orin%e*en%ent learning6Glaser5 899(7!F 6Al$assi58997!

USING RECIPROCAL TEACINGSTRATEGICALLY



%uring the rea%ing5 the"Qstu%ents ac,uire an% *ractice$our rea%ing co+*rehensionstrategies4 generating ,uestions5su++ariHing5 atte+*ting toclari$" .or% +eanings orcon$using te<t5 an% *re%icting.hat +ight a**ear in the ne<t*aragra*hF 6Al$assi5 8997!

ar#e" Gou%#is 6:((J7%e+onstrate the +ulti*lea**lications o$ the BR citing

its *ur*ose as4 %eter+iningi+*ortance5 as-ing ,uestions5an% res*on%ing to historical/ ction! Accor%ing to ar#e" Gou%#is5 the Res*onse colu+nai%s the stu%ents to thin- a0outtheir reactions5 o*inions5 an%

$eelings a0out the 0oo-s!

TE OURNALING AS A READINGSTRATEGY



Results $ro+ Qtheir

s"nthesis suggest thatol%er struggling rea%ers

0ene/t $ro+ e<*licit

co+*rehension strateg"instruction 1 that is5+o%eling an% thin-ing

alou% ho. to sel$1

,uestion an% re ect%uring an% a$ter rea%ing

an% engaging stu%ents to

0eco+e acti#el" in#ol#e%in +onitoring theirun%erstan%ing an%

*rocessing te<t +eaningF

6E%+on%5 et al!5 :((97!

TE IMPORTANCE O MODELINGEPLICIT INSTRUCTION



Al$assi 68997 lists se#eral0ene/ts o$ grou* settingsinclu%ing4

Stu%ents share the res*onsi0ilit"o$ thin-ing +a-ing the tas- +ore+anagea0le!

Allo.s no#ices to contri0ute an%learn $ro+ the contri0utions o$+ore ca*a0le *eers!

E<*oses the learner toalternati#e *oints o$ #ie. thatchallenge an% clari$" thestu%ents? initial un%erstan%ingan% lea% to +ore *o.er$ul rules

an% generaliHations!

TE )ENEITS O GROUP SETTINGS



Class information: This act ion research *roject .as con%ucte% at a +i%%le school

in Lou%oun Count"5 2irginia! The +i%%le school uses a 9(1+inute 0loc- s"ste+ an% classes +et e#er" other %a"! our J th gra%e English onors classes5 one J th gra%e inclusion class5

an% one J th gra%e Aca%e+ic class .ere o0ser#e% $or thestu%ents? %e#elo*+ental achie#e+ent! The classes .ereo0ser#e% $or nine .ee-s %uring the course o$ the all se+ester!

Participants: The *artici*ants in this act ion research *roject re*resent the

entire s*ectru+ o$ stu%ents an% inclu%e stu%ents .ith IEPs!

The acco++o%ations $or these stu%ents .ere ta-en intoconsi%eration an% a**ro#e% 0" the s*ecial e%ucation teacher!

Resources: Resources use% in this action research *roject inclu%e4 A

%iagnostic test5 ,uiHHes5 essa"s .ritten 0" the stu%ents5 anBR 6actsBuestionRes*onse7 journal5 gra*hic organiHers $or

.riting assign+ents5 an% stu%ent .or-sheets!

METODOLOGY



Qualitative data: Bualitati#e %ata .as collecte% $ro+ .hole class

%iscussions5 journal entries5 an% stu%ent

sur#e"s!

Quantitative data: Buantitati#e %ata .as collecte% $ro+ the

%iagnostic test5 class $or+ati#e chec-*oints5,uiHHes5 an% su++ati#e .riting assess+ents!

DATA COLLECTION



Assessing the %iagnostic testresults!

Con$erencing .ith stu%ents4 setting rea%ing goals

Using rea%ing strategies

PRE1INSTRUCTION4 DETERMINING A)ASELINE

Legen%4 2irginia Stan%ar%s o$ learning87 J!c :7 J!g 7 J!'c 7 J!&% '7 J!&h &7

J! J7 J!&g 7 J!0 97 J! 8(7J!905 % 887J!'g 8:7J!&i 87 J!Jg



The BR .as intro%uce%

%uring a reteach sessionto hel* stu%ents learn to

+a-e in$erences $ro+ thete<t regar%ing theauthor?s %e#elo*+ent o$the stories characters!Stu%ents use% e<*licit

%etails $ro+ the te<t to+a-e in$erences5 to as-,uestions5 an% to +a-e*re%ictions a0out the*lot an% characters!

USING TE BR TO RETEAC



=OLE CLASS PRACTICE

• During the .hole classinstruction5 I use% thin-alou% strategies to+o%el $or the stu%entsho. the BR coul% 0e

use%!

• al$ .a" through thete<t5 I then as-e% thestu%ents .hat the" sa.as i+*ortant

in$or+ation5 ,uestionsthe" ha% a0out the te<t5or res*onses the" .oul%a%% to their journal!

• As the lesson

*rogresse%5 the



Stu%ents +et .ith their0oo- clu0s %uring e#er"class! The stu%ents%iscusse% the genre o$their 0oo- an% use% class

notes an% gra*hicorganiHers to i%enti$"characteristics o$ theirgenre! The grou*s also%iscusse% the %e#elo*+ent

o$ the *rotagonist an%locate% te<tual e#i%ence o$the character?s%e#elo*+ent 0e$ore5%uring5 an% a$ter asigni/cant +o+ent in the

no#el!

LEARNING TROUG )OO CLU)S



The %ata collecte% .as assesse% at the en% o$ theaction research to %eter+ine i$4

8! There .as a +easurea0le increase in the su++ati#eassess+ent scores!

:! There .as an increase o$ engage+ent +easure% 0"

acti#e *artici*ation an% a *ositi#e sel$1assess+ent $ro+ thee<it sur#e"!

DATA ANALYSIS



&3 o$ stu%ents *asse% the

genre stan%ar% on the

%iagnostic 93 o$ stu%ents*asse% the .ritten res*onse

on their /rst atte+*t!

'3 o$ stu%ents *asse% theigurati#e language stan%ar%

on the %iagnostic 93 o$stu%ents *asse% the

/gurati#e language ,uiH!

'3&83 o$ stu%ents *asse%the in$erences stan%ar% on

the %iagnostic .hile onl":J3 *asse% the .or% choice

stan%ar% &&3 o$ stu%ents

*asse% the character anal"sis

,uiH on their /rst atte+*t!

SUMMATI2E ASSESSMENTS



CECPOINTS or+ati#e chec-*oints .ere gi#en a$ter instruct ion !

BR journal This journaling +etho% .as use% to hel* stu%ents 0eco+e

engage% in the stor"5 +a-e in$erences a0out the charactersan% +a-e *re%ictions5 an% as- ,uestions to /< co+*rehension!

E#aluating the stu%ents? .riting Stu%ents .rote a *aragra*h anal"sis $ro+ their 0oo- clu0

0oo-s on4 Genre

Character %e#elo*+ent

Re#ise% rea%er res*onse journal

ORMATI2E ASSESSMENTS



M" initial ,uestion at the 0eginning o$ this action research .as4=hat e> ect %oes the incor*oration o$ reci*rocal teachingstrategies into the secon%ar" stu%ent?s curriculu+ ha#e on theirrea%ing co+*rehension an% .riting s-ills@ The increase%*er$or+ance a0ilities o$ the stu%ents 0" the conclusion o$ this

stu%" in%icate using the reci*rocal teaching +etho% .ill increasethe rea%ing co+*rehension an% as .ell as .riting s-ills o$ thestu%ents!

Using the journal as an inter#ention hel*e% stu%ents to re+ainengage% in the te<t 0" .riting %o.n in$or+ation that .as

i+*ortant to the %e#elo*+ent o$ the *rotagonist! Most o$ all5 ithel*e% the stu%ents learn +etacogniti#e s-ills an% ho. to sel$1regulate their learning e<*erience! )ecause o$ the successes Io0ser#e% .ith this teaching +etho%5 an% I .oul% %e/ nitel" usethis +etho% again! In the $uture5 I .oul% li-e to co+*are thee> ecti#eness o$ the reci*rocal teaching +etho% against other

+etho%s!

RELECTION4



Al$assi5 M! 68997! Rea%ing $or +eaning4 The eK cac" o$reci*rocal teaching in $ostering rea%ing co+*rehension inhigh school stu%ents in re+e%ial rea%ing classes!A+erican E%ucational Research ournal5 '6:75 (91:!

)iancarosa5 C!5 Sno.5 C!E! 6:((&7! Rea%ing Ne<t1 A#ision $or action an% research in +i%%le an% high schoolliterac"4 A re*ort to Carnegie Cor*oration o$ Ne. Yor- 6:n%E%!7! =ashington5 DC 4 Alliance $or E<cellent E%ucation!

E%+on%s5 M! S!5 2aughn5 S!5 =e<ler5 !5 Reute0uch5 C!5Ca0le5 A!5 Tac-ett5 !5 Schna-en0erg5 ! 6:((97! A

S"nthesis o$ Rea%ing Inter#entions an% E> ects on Rea%ingCo+*rehension Outco+es $or Ol%er Struggling Rea%ers!Re#ie. O$ E%ucational Research5 J96875 **! :&:1((!

ar#e"5 S!5 Gou%#is5 A! 6:((J7! Strategies that .or-4 Teaching co+*rehension $or un%erstan%ing an%engage+ent! Portlan%5 ME4 Sternhouse Pu0lishers!

REERENCES4



ie0ert5 E! 6:(8:7! J actions that teachers can ta-e right no.4 Te<t co+*le<it"! Te<t Matters! Retrie#e% $ro+htt*4...!te<t*roject!orgtest1+atters

iten%ra5 A!!5 o**es5 M!!5 in5 Y! P! 6:(((7! Enhancing+ain i%ea co+*rehension $or stu%ents .ith learning *ro0le+s4

The role o$ a su++ariHation strateg" an% sel$1+onitoringinstruction! The ournal o$ S*ecial E%ucation! 675 **!8:J189!

National Council o$ English 6NCTE7! 6:((J7! A%olescentLiterac"4 A *olic" research 0rie$! Retrie#e% $ro+htt*4...!ncte!orga0outo#er*ositionscategor"literac"8:

J&J&!ht+!National Center $or E%ucation Statistics 6:(887! The NationVs

Re*ort Car%4 Rea%ing :(88 6NCES :(8:;'J7! National Center$or E%ucation Statistics5 Institute o$ E%ucation Sciences5 U!S!De*art+ent o$ E%ucation5 =ashington5 D!C! Retrie#e% $ro+htt*4nces!e%!go#nationsre*ortcar%*%$+ain:(88:(8:'J!*

%$

REERENCES4

Documents

Action Research Project Presentation