Students Reading Below Grade Level: 4th Grade

By: Annie LaED 7202, Spring 2012

Table of ContentsIntroductionStatement of Problem Review of LiteratureStatement of HypothesisParticipantsInstrument(s)• Research Design• Procedure• Results• Discussion• Implication• References

IntroductionSuccessful 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)

Statement of ProblemEight 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)

Review of Literature: Current Instructional StrategyRead 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)

Pros: Read AloudIncreases 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)

Cons: Read AloudDoes not teach reading strategies and skills

Nonsense Word Fluency: phonetics and decoding(Cummings, Dewey, Latimer & Good III, 2011)

Prevents beginning readers from reading independentlyLost of interestComfort of read aloud

(Kruse,2007)

Pros: Guided ReadingStudents 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)

Cons: Guided ReadingThe 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)

Theorists & PractitionersFrancis 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

1946Lillian Gray and Dora Reese- guided reading

questions (Ford & Opitz , 2011)

Statement of HypothesisProviding 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.

ParticipantsTwo focus groups

Group 1: extra guided reading in the morningGroup 2: does not receive guided reading in

the morning

Research DesignQuasi-Experimental Design

Non-equivalent control groupTwo 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

Threats to Internal ValidityHistoryMaturationTesting/ PretestingInstrumentationMortalityStatistical RegressionSelection-Maturation Interaction

Threats to External ValidityEcological Validity

New York City public schoolsMultiple Treatments

An increase in guided reading throughout the day/week

Novelty EffectGuided reading books online

ProcedureFountas & Pinnell Benchmark Assessment

System: Level KPre-Test: JanuaryPost-Test: March

Accuracy scores:95%-100%- independent level K, re-tested level

L90%-95%- guided reading level KBelow 90%- re-tested level J

Pre-Test/ Post-Test Results

2 3 5 6 7 110

20

40

60

80

100

120

Non-Treated Group Test Scores

January Pre-TestMarch Post-Test

Students

F &

P A

ccura

cy T

est

Score

: Level

K

1 4 8 9 10 120

20

40

60

80

100

120

Treatment Group Test Scores

January Pre-TestMarch Post-Test

StudentsF &

P A

ccura

cy T

est

Score

s: L

evel

K

5.89%3.70%Descriptive Statistics

Pre-Test Post-TestMean 87.667 92.833

Descriptive Statistics Pre-Test Post-Test

Mean 85.500 88.667

Survey Analysis and CorrelationPre-Test Scores Post Test Scores

.rxy= 0.229 .rxy=0.797

0.5 1 1.5 2 2.5 3 3.5 4 4.5 5 5.50

102030405060708090

100

StudentsLinear (Students)

Frequency of Time Spent Reading Outside of School

Pre

-Test

Accura

cy S

core

: K

0.5 1 1.5 2 2.5 3 3.5 4 4.5 5 5.50

20

40

60

80

100

120

StudentsLinear (Students)

Frequency of Time Spent Reading Outside of School

Post

- T

est

Accura

cy S

core

: K

Student x y1 4 912 5 973 1 684 4 905 4 906 4 957 3 928 5 999 2 87

10 3 9211 5 9012 4 98

Student x y1 4 782 5 943 1 714 4 825 4 896 4 927 3 938 5 909 2 91

10 3 9111 5 7412 4 94

Bell Curve

Post-TestMean: 90.75 SD: 8.058Var: 64.932

Pre-Test Mean: 86.583SD: 8.163Var: 66.629

Discussion & ImplicationsAdditional guided reading instruction

increases reading levelTreatment group V.S. Non-treatment group:

5% increaseFurther research is needed

Extended period of time

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

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/

Student SurveySample Question:

Part I: FrequenciesDirections: Fill in the lettered box corresponding to your answer.  (1) (2) (3) (4) (5)Never- Once 2-3 times 4-5 times Everyday0 times per week per week per week 1. I spend time reading outside of school. 1. _______

2. I spend time reading in school. 2. _______

Part III: Short Response3. What are some of your favorite books to read?

_______________________________________________________

Student Surveys Cont.Sample Question:

Part IV: Background InformationDirections: 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. USAb. South/ Central Americac. Europe or Canadad. Asiae. Africa

Teacher SurveySample Question

Part II: Agree/ DisagreeDirections: 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. ____