An Intervention Study:An Intervention Study:The Role of Book Club in The Role of Book Club in ELL Reading MotivationELL Reading Motivation

Kevin WongKevin WongEducation 110Education 110April 25, 2008April 25, 2008

BackgroundBackground Eddie is a Hispanic male in the third Eddie is a Hispanic male in the third

grade. grade. Eddie is an English Language Eddie is an English Language

Learner (ELL) who struggles with Learner (ELL) who struggles with reading motivation.reading motivation.

Quarterly assessments suggest Quarterly assessments suggest Eddie has the work ethic and Eddie has the work ethic and capacity to produce work that is at or capacity to produce work that is at or above grade level, Eddie would also above grade level, Eddie would also greatly benefit from a boost in his greatly benefit from a boost in his motivation to read. motivation to read.

Literature ReviewLiterature Review

ELL Students: AssimilationELL Students: Assimilation ““It generally takes ELL two to It generally takes ELL two to

three years to be on grade level three years to be on grade level for conversational English.”for conversational English.”

““It takes approximately five to It takes approximately five to seven years for ELLs to reach seven years for ELLs to reach grade level proficiency in using grade level proficiency in using academic language.”academic language.”

Cummins (1981; 1996; Cummins (1981; 1996; 1999)1999)

Literature ReviewLiterature Review

ELL Students: Extrinsic MotivationELL Students: Extrinsic Motivation While first language learning is While first language learning is

largely motivated by a child’s largely motivated by a child’s intrinsic desire to socialize, intrinsic desire to socialize, second-language learning often second-language learning often needs more extrinsic motivationneeds more extrinsic motivation

Mohr & Mohr Mohr & Mohr (2003)(2003)

Literature ReviewLiterature Review

Book Club InterventionBook Club Intervention Varying cultures met every two

weeks over 9 months Reading interest surveys Different genres Increase in student-initiated

reading for pleasure Raphael & McMahon

(1994)

Literature ReviewLiterature Review

Book Club Intervention (con’t)Book Club Intervention (con’t) Reading motivation increased

after a Book Club intervention since “students remembered and could talk about at least 9 of the 16 books they had read the pervious year.”

Raphael & McMahon (1994)

Specific AimsSpecific Aims

This study aims to apply the This study aims to apply the effective intervention strategy of effective intervention strategy of book club, which offers an book club, which offers an external source for student external source for student reading motivation, to this reading motivation, to this specific population of ELL specific population of ELL students who, according to students who, according to research, seek an external research, seek an external source for reading motivation.source for reading motivation.

ReseReseararch Designch Design

Before and after the book club, Before and after the book club, students completed the ERASstudents completed the ERAS

Ben and MeBen and Me was the teacher-chosen was the teacher-chosen book for the book clubbook for the book club

3 members chosen for this book club3 members chosen for this book club The roles of each book club member The roles of each book club member

rotated with each weekrotated with each week A researcher observation log was A researcher observation log was

completed after each sessioncompleted after each session

Data Sources & CollectionData Sources & CollectionElementary Reading Attitude Survey (ERAS)Elementary Reading Attitude Survey (ERAS)

Developed by McKenna and Kear (1990)Developed by McKenna and Kear (1990) A 39-question instrument that measures: A 39-question instrument that measures:

(1) attitude to recreational reading, and (1) attitude to recreational reading, and (2) attitude to academic reading. (2) attitude to academic reading.

Students circle a cartoon on a four-point Students circle a cartoon on a four-point scale that best illustrates their attitudes to scale that best illustrates their attitudes to given reading situations.given reading situations.

Data Sources & CollectionData Sources & Collection

Observation LogObservation Log Researcher fills out after each Researcher fills out after each

sessionsession Consists of 5 areas of observation:Consists of 5 areas of observation:

1. Comprehension of Book1. Comprehension of Book2. Attitude to Book2. Attitude to Book3. Preparedness of Role3. Preparedness of Role4. Enthusiasm to Role4. Enthusiasm to Role5. Other Observations5. Other Observations

Data Sources & CollectionData Sources & CollectionBook Club RolesBook Club Roles Literacy LuminaryLiteracy Luminary

““You show what is interesting about your book. Your job is to pick You show what is interesting about your book. Your job is to pick several outstanding passages from the reading and plan for them to be several outstanding passages from the reading and plan for them to be shared in the group.”shared in the group.”

Impressive IllustratorImpressive Illustrator““You create artwork to show main ideas. Your job is to draw a picture You create artwork to show main ideas. Your job is to draw a picture that shows the most important part of the plot, or what is happening. Try that shows the most important part of the plot, or what is happening. Try to find one scene in the section you just read that really changes the to find one scene in the section you just read that really changes the direction of the story, and make some artwork that depicts, or shows, direction of the story, and make some artwork that depicts, or shows, that scene.”that scene.”

Language LoverLanguage Lover““You make reading easier by helping everyone understand what the You make reading easier by helping everyone understand what the author is saying. Your job is to be on the lookout for new, interesting, author is saying. Your job is to be on the lookout for new, interesting, powerful, puzzling, or unfamiliar words.”powerful, puzzling, or unfamiliar words.”

Discussion DirectorDiscussion Director““You choose several questions about the book you are reading for your You choose several questions about the book you are reading for your group to discuss the next time you meet as a book club. Your questions group to discuss the next time you meet as a book club. Your questions should have lots of possible answers, not just “yes” or “no.””should have lots of possible answers, not just “yes” or “no.””

Data Sources & CollectionData Sources & Collection

End-of-Quarter Reflection: ReadingEnd-of-Quarter Reflection: Reading After each academic quarter, students are After each academic quarter, students are

given assessments to reflect and evaluate given assessments to reflect and evaluate their attitudes and achievements across their attitudes and achievements across subject areas of Reading, Writing and subject areas of Reading, Writing and Math.Math.

Reflection consists of 5 questions that Reflection consists of 5 questions that recount: the child’s favorite book, reading recount: the child’s favorite book, reading improvements, and goals for the next improvements, and goals for the next quarter.quarter.

Data DescriptionData DescriptionERAS Raw Scores

0

10

20

30

40

50

60

70

Recreational Academic Full Scale

ERAS Scales

Raw

Sco

re Before

After

Data DescriptionData DescriptionERAS Percentile Rank

0

10

20

30

40

50

60

70

80

90

Recreational Academic Full Scale

ERAS Scales

Per

cen

tile

Ran

k

Before

After

Data AnalysisData Analysis

ERAS:ERAS: Raw score and percentile rank decrease Raw score and percentile rank decrease

over time over time withwith significance significance Both recreational and academic reading Both recreational and academic reading

decrease over time decrease over time withwith significance significance Observation Logs:Observation Logs:

Noted gradually less enthusiasm to role & Noted gradually less enthusiasm to role & attitude to bookattitude to book

Noted consistently low levels of Noted consistently low levels of comprehension & preparednesscomprehension & preparedness

Noted inconsistent social/group dynamicNoted inconsistent social/group dynamic Quarterly Reflection:Quarterly Reflection:

Relatively consistent attitude towards Relatively consistent attitude towards reading (related to classroom systems)reading (related to classroom systems)

ConclusionConclusion

The book club intervention in The book club intervention in this study was ineffective in this study was ineffective in raising levels of reading raising levels of reading motivation in ELL student.motivation in ELL student.

Arguably, the book club Arguably, the book club intervention lowered levels of intervention lowered levels of reading motivation in ELL reading motivation in ELL student.student.

Discussion & ImplicationsDiscussion & Implications Results contradicted hypothesis Future research should take into

consideration learned factors: Sample size

Small, hard to generalize to population Book

Teacher-selected book too difficult for members Student-selected book; maybe from range of

teacher-selected books Duration

Did not complete book (students encouraged to read in own time); paused during full-time student-teaching

Allotting more time to complete action research Group dynamic

Grouped with high-ability students. What if grouped with mixed-ability/ELL?

Grouped with friends of equal level?