VanLeerRichardson READ6407 AR Proposal

Name: Laura Van Leer RichardsonResearch Question: In what ways will the use of same-age paired shared readings, as a during-reading strategy, affect literacy comprehension of 8th grade students for a narrative text?

Same-age Paired-Shared Reading and the Effects on Reading Comprehension and Attitude

Laura Van Leer Richardson

East Carolina University

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Abstract

This paper explores a myriad of published articles on the results from research conducted in the

classroom on cross-age shared reading and same-age shared reading. The static-group

comparison study, based on prior research, was conducted within two eighth grade classrooms in

which the teacher was also the researcher. This paper examines the effectiveness of same-age

paired-shared reading on reading comprehension and attitudes toward reading, over a six week

intervention period.

Key Words: reading comprehension, same-age, shared reading, eighth grade, static-group

comparison.

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Same-age Paired Shared Reading

Often, teachers deliberate upon the best method to obtain high achievement in students’

reading comprehension skills. Over the past few decades, numerous case studies have been

completed in regard to this topic. However, there have been many variations upon methodology,

sample size, and setting. Each quasi-experimental opportunity approached reading

comprehension from a different angle, utilizing a myriad of methods and focal points. The

purpose of this paper is to provide a literature review and describe the research methodology to

support the following research question: In what ways will the use of same-age paired shared

readings of a narrative text, as a during-reading strategy, affect literacy comprehension of eighth

grade students? Sub-question: Will students who engage in same-age paired shared reading of a

narrative text show more positive attitudes toward reading than those who do not?

Literature Review

Types of Research

There are two areas of focus in reading comprehension: peer tutoring and cross-age

tutoring. Both areas of study indicate that student collaboration and reading the material (text)

aloud gives students a better understanding of the literature. In most case studies, students

showed improvement in literacy scores and skills when participating in peer tutoring or cross-age

tutoring.

Cross-Age Tutoring

Student development. A review of studies conducted surrounding cross-age tutoring

show researchers utilizing multiple grade levels for their sample populations. One study,

explained by Susan Coleman (1990), explains how one teacher implements a tutoring program

between elementary school students and her own middle school students. Coleman concisely

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Name: Laura Van Leer RichardsonResearch Question: In what ways will the use of same-age paired shared readings, as a during-reading strategy, affect literacy comprehension of 8th grade students for a narrative text?deciphers the process in which students create and execute their lesson plans to a myriad of

students in multiple one hour sessions. The distinguishing aspect of this study is that the teacher

has implemented the strategy observed for over three years. Most research studies in the area of

cross-age or peer tutoring are between ten and fifty-two weeks in length. The strategy was

examined to establish whether or not peer tutoring had positive long-term effects on the tutor. In

this study, middle school students were tutors for kindergarten and second grade students. Tutors

made two one-hour visits a month, after planning out fifteen-minute teaching activities which

they repeat four times with four to five different students. The program has been shown to have

positive effects on all students involved. As a result of the program, the peer tutors gained greater

self-confidence which is correlated to higher classroom performance (Coleman, 1990). Students

also improved skills, such as library research, due to the creation of their individual tutor lesson

plans. Finally, positive attitudes and the development of leadership skills have also shown

positive gains throughout the study. This article focused on the teacher’s impression of the

effectiveness of the strategy implemented, rather than being solely data driven in discovery and

discussion. The piece evaluates how effective peer tutoring can be in a student’s academic

progress. Also, the author explains to other potential researchers or teachers who are looking for

reading strategies how cost-effective this strategy is as well. No expensive program or extensive

training is needed for an educator to utilize the information given by Coleman (1990).

In a comparative study, Jacobson, Thorpe, and Fisher (2001), theorized that cross-age

tutoring would be effective between third and sixth grade students. This study focused on the

effects of cross-age tutoring on the tutor, as well as the implementation and evaluation of the

intervention in regards to less proficient tutors who assisted third graders. The article bases its

research upon extensive background in cross-age tutoring and peer-tutoring studies, in which

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Name: Laura Van Leer RichardsonResearch Question: In what ways will the use of same-age paired shared readings, as a during-reading strategy, affect literacy comprehension of 8th grade students for a narrative text?both interventions were found to have a positive effect on the students’ ability to read. The study

focused specifically on 21 less than proficient young male readers. The study was implemented

using a five day plan for a course called Strategic Reading. Data were collected, both pre and

post study, from the tutors in the format of writing samples, the SDRT comprehension test

scores, and the Metacomprehension Strategy Index. The researchers described an extensive case

study, in which repetition and autonomy in the classroom proved to be vital in the success of the

program. Despite having a large group initially of possible participants, the group dwindled

down to a very small number due to consent. The authors also note in the study that they do not

believe that cross-age tutoring was the sole reason the study was successful, and they ascertain

that the structure of the course in which the study was implemented was a predominating

influence on the data. The results of this study were varied amongst the three formats of data

collection. Writing samples were considered improved, but statistically similar. The SDRT and

MSI data showed a significant improvement in comprehension scores for those who were in the

tutor role. Also, the students’ attitude towards reading showed improvement over the course of

the 8 month study (Jacobson, Thorpe, and Fisher, 2001).

Practice based on research. Paterson and Elliott (2006) conducted a cross-age

experiment that was based on extensive research of how a struggling reader’s past experiences

can be influential and effective when placed in the role of the tutor of a younger student. The

study references research by Vygotsky and Smith, as well as the Matthew Effect, to prove that

students must learn to improve their reading skills and decrease their negative attitudes towards

reading in order to be successful. The belief is that if a student can utilize his or her strengths

(i.e., life experience), then when he or she is placed in a situation alongside another struggling

reader, they can become in control of the situation. This article describes a study that could be

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Name: Laura Van Leer RichardsonResearch Question: In what ways will the use of same-age paired shared readings, as a during-reading strategy, affect literacy comprehension of 8th grade students for a narrative text?easily implemented, as long as the teacher had an opportunity to work with a lower grade level in

the area. All case study students were inducted into a program called REP (Remedial Education

Program), which was taught by one of the case study authors. The authors utilized test scores

(STAR, ITBS, and Accelerated Reader) to place the students within the case study. Two

subgroups were created: those who tutored 2nd graders and those who tutored 3rd graders. The

study took place over the course of a year, and the teacher used 40 minutes of SSR, journal time

for data collection, word study, reading in the content area, and oral reading practice, each day.

Students were allowed to express their opinions on the course. Eventually, the strategies used in

class were what the case study students used with the younger tutees. Data were collected

through journals, presentations, interviews, and photos. At the study’s conclusion, the authors

noted the building of relationships was a key factor in the success of the intervention. They noted

that the high school aged students related well to the elementary students due to community

knowledge, and eventually some tutors even became advocates for their tutee in regards to

reading placement. The authors also noted that students’ self-esteem and self-worth improved

dramatically by the end of the study, due to this experience being the first academic gain in

reading since admittance to school. The results and context of the case study allow a teacher to

easily relate to the material. This research also suggests the need for lower level readers to have

an opportunity to catch-up. However, school systems need to be aware that the best method may

not always be the most conventional. If a teacher is willing to create a course or opportunity, like

Paterson and Elliott, then educators could see potentially great gains in less than proficient

readers (2006).

In 2010, Van Keer and Vanderline examined how research has proven that students need

to be taught reading comprehension strategies, yet history has proven that educators do not

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Name: Laura Van Leer RichardsonResearch Question: In what ways will the use of same-age paired shared readings, as a during-reading strategy, affect literacy comprehension of 8th grade students for a narrative text?commonly utilize this data in implementation. The authors study how peer tutoring has been

proven effective and that teacher-led questioning in classrooms is ineffective in regards to

teaching reading skills. Peer tutoring has been proven to show gains in reading due to engaging

students in text and giving them opportunities to actively investigate and apply their knowledge.

Overall, the study focused on the difference between what research suggests (explicit strategy

teaching works) and what teachers traditionally practice in their classrooms (class-wide

comprehension tests and rare student-centered discussion). The researchers aim to prove a point

about how practices in today’s classroom do not match with the extensive research done in

regards to reading comprehension strategies. According to the article, the use of peer-tutoring

and student centered activities has been proven to show significant gains in reading ability, yet

the field of education has continued to ignore the data that proves these practices ineffective and

outdated. The experiment, a quasi-experimental pretest-posttest design, was designed to be

implemented in a real-life environment, rather than a lab setting, in order to encompass

authenticity. The interventions included: explicit strategies instruction, sound tutor preparation,

and practice of the reading strategies in weekly peer tutoring sessions. While lasting for one

entire school year, students were trained on how to become an effective tutor. Data were

collected through two questionnaires and standardized tests. The researchers authenticate,

through extensive data, that there were gains in reading strategy use and understanding in both

the third grade and sixth grade levels. However, one difference was the significant gain for sixth

graders in metacognitive reading strategy use. The authors also analyzed the data to view

whether or not reading ability (low level versus high level) had an effect on the statistics. Upon

analysis, there was no significant difference in the gains made by high level readers in

comparison to low level readers. In conclusion, the authors found that cross-age and same-age

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Name: Laura Van Leer RichardsonResearch Question: In what ways will the use of same-age paired shared readings, as a during-reading strategy, affect literacy comprehension of 8th grade students for a narrative text?tutoring opportunities are both effective in the fact that each allows the student to be in control of

their learning and application of knowledge. Thus, a valid argument that many reading

specialists currently have is supported. Schools are not applying research to the practices and

lesson plan formation in day to day teaching. Teachers continue to use traditional methods,

which have been proven time after time to be futile. Van Keer and Vanderline build off of other

action research in proving that a student’s confidence and success become more commonplace

when he or she is allowed to be in control of his or her learning.

Peer Tutoring

Benefits of peer mediation. Researcher, Mary Beth Calhoon, chose to study how much

influence peer-mediated instructional approaches had on a student’s ability to comprehend

literature (2005). The researcher examined three groups all of which utilized some variation of

an established reading program. Finally, the author examined how established reading programs

(those without peer-mediation) can improve reading skills, but do not significantly close the

reading gap between low-level readers and their peers. The article clearly goes deeper than other

case studies in the field of middle grade peer intervention strategies. This case study examined

not only the effectiveness of reading programs, but specifically the effectiveness on students with

reading disabilities. The author used a highly regarded norm-referenced diagnostic achievement

test to gauge students’ reading capabilities. All students involved had a current IEP in place, as

well as were receiving reading instruction interventions through the special education program at

school. The Woodcock-Johnson III test was administered for pretest and posttest data collection.

Students were committed to a peer-mediated LST/PALS reading intervention program, while a

control group was given whole class instruction. ANOVAS conducted on pretest scores showed

no significant difference between the two treatment groups in any subgroup of reading skills.

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Name: Laura Van Leer RichardsonResearch Question: In what ways will the use of same-age paired shared readings, as a during-reading strategy, affect literacy comprehension of 8th grade students for a narrative text?When ANOVAs were conducted on posttest scores, a significant statistical difference was shown

between groups. Thus peer tutoring (peer mediation) as a process for implementation of a

reading program demonstrated effectiveness in this example. The study goes in depth in

explaining the methods of implementation, as well as data collection processes and analysis, that

of which a researcher would like to include in his or her study (Calhoon, M., 2005).

In a comparative study about peer tutoring, Zoder, McNutt, and Horn examined the

effectiveness of Response to Intervention (RtI) systems in supporting classroom teachers and

students with disabilities (2010). The authors point out that RtI has many advantages in response

to numerous deficits in the field of education, yet one major limitation of RtI is its inflexibility.

Also, the authors examine research in regards to standard protocol approaches and show that if

reading interventions take place at both the Tier II and Tier III levels, students rarely need

special services as the end result. Finally, the authors compare two strategies, LPP and RR, and

show that a combination of both has proven most effective. These two strategies, in relation to

peer tutoring, all encompassed the strategy used in this case study. The study evaluated

individual student data, as well as group data, due to the fact that case study had a small focal

group. The authors clearly explained the process of teaching peer tutoring, which implies that the

process of implementation was thorough. All tutoring sessions were conducted in a secluded and

quiet environment, such as the library or an empty classroom. Data were collected through use of

DIBELS and AIMSWEB. Students, along with receiving tutoring, were also given PBIS rewards

and tickets. Tutors were well trained on coaching and how to score reading data (WCPM and

EPM). Data showed that tutor integrity was high for seven of the ten steps implemented.

However, integrity for two of the steps in particular was extremely low (i.e. making tutees read a

passage three times). Compared to pretest data, four tutees improved in oral reading rate and

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Name: Laura Van Leer RichardsonResearch Question: In what ways will the use of same-age paired shared readings, as a during-reading strategy, affect literacy comprehension of 8th grade students for a narrative text?three showed an increase through progress monitoring probes. The authors also break down each

student’s posttest scores and explain how each student improved or showed no improvement in

specific areas. The authors bring to the reader’s attention why certain interventions need to take

place. While other articles merely point out that teachers are not following what research states

to be true (i.e. peer tutoring works and should be utilized, while traditional teacher-led

questioning is ineffective), this article gives the reasons why people should consider a varied

approach to teaching reading and how they can do this in their classroom. A researcher can

appreciate that this study explains how one can take peer tutoring and adapt it effectively to his

or her own classroom, while still gathering data (Zoder-Martell, K., McNutt, M., Horn, D.,

2010).

Self-esteem and reading. The 2009 study by Grubbs focused on the use of a peer

tutoring program and how to adjust the overall program’s effectiveness based on needs of

improvement (p.21-31). The author chose to evaluate how peer tutoring can be effective in a

middle school setting in an educational world where there is little funding, and high expectations

for success in reading. The authors collect multiple sources of research that state students must

have a good self-esteem in order to be successful academically. This study evaluates an area of

research, peer tutoring, that has been extensively researched and proven successful. However,

two major differences exist in this study in comparison to other available research. The authors

chose to study middle school students, which is not a common case study group, as well as

evaluating how to make adjustments to a treatment/ intervention while completing

implementation. Grubbs explains how at the middle school level, there are multiple opportunities

outside the classroom for students to obtain practice in peer tutoring (i.e., Beta Club) for use in

the classroom. The authors also evaluate available research and history of various peer tutoring

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Name: Laura Van Leer RichardsonResearch Question: In what ways will the use of same-age paired shared readings, as a during-reading strategy, affect literacy comprehension of 8th grade students for a narrative text?groups utilized currently in the middle grades setting. This study attempted to increase

understanding of practitioners to resolve problems that arise during implementation. Quantitative

data were gathered by: surveys (student and teacher), peer tutoring logs, and graders (score

evaluation tools). Qualitative data were gathered by: observations and informal interviews. The

article proves that a researcher can evaluate a strategy while making changes to current

implementation. However, the author fails to give appropriate comparative qualitative data, only

comparative quantitative data. One would agree that often the lack of teacher understanding

proves to be the sole reason that a strategy, such as peer tutoring, fails upon implementation.

This study gives further proof that communication is crucial in the effectiveness of classroom

strategies used on a daily basis (Grubbs, N., 2009).

In their 2010 case study, Miller, Topping, and Thurston chose to focus on an area of peer

tutoring that has not been commonly researched. The authors explained that the research proved

that the technique in the classroom has proven to be effective in the past, however many

researchers have not focused on the effects that this intervention has on self-esteem. The

researchers chose to create a study that would focus on the change in self-esteem in correlation to

roles in the classroom. This study was unique because it compared two similar techniques: cross-

age tutoring and same-age tutoring (peer tutoring). Many case studies choose to focus the effects

of one intervention, rather than compare the two within the same data collection. However, a

secondary unique piece was added with the study of self-esteem in a pre and post assessment.

The study utilized a pre and post assessment of self-esteem by using the Rosenberg’s Self-

Esteem Scale. The study, which lasted for 15 total weeks, also utilized self-report methods of

self-esteem. The research proved that in comparison to the control group, both the same-age and

cross-age groups had improved self-esteem in regards to their reading. However, cross-age

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Name: Laura Van Leer RichardsonResearch Question: In what ways will the use of same-age paired shared readings, as a during-reading strategy, affect literacy comprehension of 8th grade students for a narrative text?showed a significantly higher gain in self-worth. Data also showed a difference between same-

age and cross-age in regard to role used (tutee and tutor) and the way the classroom was

organized. Thus the authors concluded that due to the multiple gains (self-esteem, self-worth,

and competence) in the cross-age group, there is an educational need to begin reevaluating the

approach to paired versus non-paired reading (Miller, D., Topping, K., & Thurston, A. 2010).

Special education peer support. O’Brien (2007) posed the question, how can special

education teachers accurately make accommodations for students with disabilities in a classroom

environment that is stringent, traditional, and non student-centered? Also, she points out that

numerous secondary teachers struggle to accommodate students with disabilities in the

classroom due to a lack of education themselves and due to a lack of support and resources

available. Thus, the author proposes that cooperative learning and peer support strategies can

support students with disabilities in the academic arena. The author utilizes current controversy

(the support of special education students in classes like Science and Social Studies) to correlate

research and practice. She explains how peer tutoring success has been well documented in

research, yet many teachers believe that group work constitutes cooperative learning. O’Brien

aims to explain the difference between peer support and peer-to-peer classwork completion,

while also proving that a strategy like Literature Circles is effective and easily implemented in a

classroom containing students with diverse needs. The article compares the research with regard

to implementation of Literature Circles/ Collaborative Reading Groups, and their effectiveness

on reading abilities in students with disabilities. O’Brien explains that teachers often misuse

Literature Circles, as well as have a lack of understanding in regard to their use for nonfiction

texts. She explains that Literature Circles encompass interdependent learning, which is crucially

important for students with disabilities. The method that O’Brien explains is how to teach

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Name: Laura Van Leer RichardsonResearch Question: In what ways will the use of same-age paired shared readings, as a during-reading strategy, affect literacy comprehension of 8th grade students for a narrative text?students their role within Literature Circles. This format of active response is valuable for

students with behavior problems. O’Brien’s main point in her research is the idea that a

structured program, like peer tutoring, can be beneficial for all students, especially those with

disabilities (2007).

Methods for Action Research

After researching multiple case studies, many conclusions can be made of what aspects

are most important to be included in one’s own case study. First, classroom structure is vital for

success. Also, students must feel that autonomy can be achieved or that they feel they are in

control of their own learning. The environment created through peer tutoring and shared reading

sessions allows students to assist in helping one another learn causing improvement in one’s own

skill set, as well as increasing self-esteem and self-worth (Coleman, 1990). Paterson’s (2010) use

of forty-minute sessions and giving students opportunity to express their opinions proved

influential in the success of that study (2006). Grubbs proves that communication between

student and teacher is a necessary piece in any study. Research explicitly and consistently

suggests that teachers can no longer ignore the data that proves peer tutoring is highly effective

(Van Keer and Vanderlinde, 2010).

Methodology

This project, entitled “Same-Age Paired Shared Readings”, was a Static-Group

Comparison design. The two intact groups received two different treatments. The study was

focused on the theory that with paired shared reading intervention, students’ literacy

comprehension is affected. The intervention group was compared to the control group to gauge

whether or not the intervention had any effect, either positive or negative.

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There were two variables in the study, the independent and dependent. The independent

variable was the type of during-reading strategy instruction, which varied between the control

and intervention groups. The control group was given normal classroom instruction in which

students partook in whole class instruction through read-alouds and open discussion, while the

intervention group used same-group paired shared reading. The type of during-reading strategy

instruction was assigned two levels: Metacognitive and Traditional. Metacognitive consisted of

the following instructional strategies: Shared-Reading between two students, discussion between

two students, and predicting between two students.

Shared-Reading between two students consisted of students reading the narrative text

aloud to each other. They took turns each paragraph and did not pause until the end of the

chapter/section. Once this process was complete, students discussed their reading via teacher

created questions. These questions were used for guidance to ensure that students remained on

task. Also, students were given the opportunity to make connections to their own life and form

opinions. This step was vital in the methodology of the experiment. Allowing students to have

autonomy through the shared readings and discussion of the text allowed the environment to be

conducive to the study of the effect on literacy comprehension. The final stage of the discussion

and questioning was for students to make predictions about what they believed would happen

next in the plot.

Traditional instruction consisted of the following instructional strategies: teacher and

student read-alouds, whole class instruction/discussion, and worksheet question and answering

independently. First, the teacher and student read-alouds were conducted during class time and

ensured that all students are on the same pace of reading the text. Upon completion of reading

the narrative text aloud, students were allowed to discuss the reading among the entire class with

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Name: Laura Van Leer RichardsonResearch Question: In what ways will the use of same-age paired shared readings, as a during-reading strategy, affect literacy comprehension of 8th grade students for a narrative text?the occasion of teacher input. Finally, students completed multiple worksheets with questions

(different than those the intervention group used) that required short-answer responses. These

answers stemmed from plot context in the novel and open-ended synthesis response. The

worksheets were completed within the class period. The dependent variable, literacy

comprehension, was operationally defined as a score on the Speak Comprehension Test (test over

the narrative text) assessment.

Participants and Setting

Research was conducted at a suburban middle school in Raleigh, North Carolina, which

was built in 1988. The school served 1,366 6th-8th grade students, of which 28 percent were on

Free or Reduced Lunch status. The demographics within the school were comprised of: 51.9

percent Caucasian, 27.2 percent African American, 12 percent Hispanic, 4.5 percent Multi-

Racial, 3.8 percent Asian, and 0.7 percent American Indian. On the Reading EOG, 78.7 percent

of eighth grade students were proficient, while the overall school scored 76.7 percent in

proficiency. Based on test dating, this school qualified for School of Distinction status. The

student to teacher ratio was 17.2 students to every one teacher, with supports and resources for

Special Education, English as a Second Language, and a myriad of arts and music programs.

There were two groups of participants within the case study, the control group and the

intervention group. The control group was comprised of a total of 25 students, including: 10 girls

and 15 boys. The racial composition included 9 African American, 4 Hispanic, 10 Caucasian, 2

Multi-Racial. There was one student receiving ESL/ELL services and 7 students receiving

EC/Special Education services. The intervention group was comprised of a total of 21 students,

including 12 girls and 9 boys. The racial composition included 7 African American, 5 Hispanic,

9 Caucasian, 0 Multi-Racial. Within the class, there were no students receiving ESL/ELL

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Name: Laura Van Leer RichardsonResearch Question: In what ways will the use of same-age paired shared readings, as a during-reading strategy, affect literacy comprehension of 8th grade students for a narrative text?services and 5 students receiving EC/Special Education services. The two groups were chosen

based on class period, with the intervention group all being in 1st period ELA Extension class and

the control group being in 8th period ELA Extension class. Both groups were comprised of 8th

grade students, ranging in age from 13 to 14 years old. Each class had only one classroom

teacher, which was also the researcher. The classroom was a vibrant environment with posters

covering the walls, 35 desks organized into groups, and computers lining the back wall. Students

had access to multiple shelves of personal reading materials (novels, magazines, newspapers,

etc.), as well as the novel sets for the experiment.

The researcher was a sixth-year middle grades teacher with a Bachelor of Arts

undergraduate degree in English Education. This instructor had taught predominantly in the 8th

grade, teaching AIG, ESL, ELL, Special Education, and Regular Education students.

Research Procedures

Calhoon (2005) explicitly states, “Reading is a fundamental skill on which academic

success, secure employment, and personal autonomy depend” (p. 426). Calhoon goes further to

explain that teachers must analyze group size and the opportunity for immediate feedback when

teaching complex structures, such as reading. Her research indicates that in one’s own

intervention, the instructor must allow the groups to be small and provide the opportunity for

immediate feedback amongst peers. Fisher, Frey, and Lapp (2008) found there is “evidence that

shared reading positively affects student achievement” (p. 548). One must conclude that shared-

reading qualifies as an appropriate strategy to use in order to gauge an effect on literacy

comprehension between same-age pairs.

The intervention began in week one on January 22nd, 2013. Approximately 45 minutes

was needed for each session, as well as copies of novels for student read-alouds and printed

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Name: Laura Van Leer RichardsonResearch Question: In what ways will the use of same-age paired shared readings, as a during-reading strategy, affect literacy comprehension of 8th grade students for a narrative text?copies of student instructions and questions. In session one, students completed the pre-test

survey, in which students’ attitudes towards reading was measured. While administering the

survey to both the intervention and the control group, the researcher said the following script:

“Students, in front of you is a copy of an Adolescent Attitudinal Reading Survey. You will

answer the twenty-three questions to the best of your ability. There are no right or wrong

answers, just your opinion, and this isn’t related to your grades in school. Please, do not leave

any question blank. Take your time to complete all twenty-three questions. When you are

finished, place your pencil down and sit quietly until all students have completed the survey.

Thank you.” On January 24th, 2013, the intervention group began the shared-reading

intervention, while the control group began teacher-led classroom instruction, on the novel,

Speak (Anderson, 2011). During sessions two to fourteen, students read the novel in its entirety.

Sessions were constructed and delivered each week in three sessions, with page numbers

and chapters assigned for completion (See Figure 1 for more information on timeline). In session

two with the intervention group, students were given copies of the novel, Speak, and organized

into pairs. Pairs were constructed by gender, boys with boys and girls with girls, with the

exception of one group of three. This exception has been created due to having an odd number of

students in the class with nine boys. Also, the same gender pairs were created due to content

within the novel (date rape), and not based on any research evidence. Students were given

instructions about how to proceed in each session. First, students read aloud the selected pages

for the day, taking turns every other paragraph. Secondly, students discussed the reading together

with their partner using questions designed by the researcher. All question responses were said

aloud, rather than written or recorded. Students were given instructions on what their role was as

a partner and listener in the reading process. Both the instructions and questions were printed for

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Name: Laura Van Leer RichardsonResearch Question: In what ways will the use of same-age paired shared readings, as a during-reading strategy, affect literacy comprehension of 8th grade students for a narrative text?students to have during each session and refer back to (See Figure 2 for student questions and

Figure 3 for student instructions).

Finally in week six, students completed the post-test survey and the post-intervention

comprehension test. Session fifteen, or the post survey session, was completed on February 22nd,

2013. Students in both the intervention and control group completed the survey, in order for data

comparison between groups to take place. The researcher read the same script from the pre-test

administration of the survey to the intervention group. In session sixteen, on February 26th, 2013,

students completed the post-intervention comprehension test consisting of thirty-six total

questions. In the intervention group, the instructor read the following script prior to issuing the

test: “Students you have in front of you a copy of the Speak Post-Intervention Comprehension

Test. There are thirty-six questions. Please answer all thirty-six questions to the best of your

ability, leaving no questions unanswered. When you are finished with the test, place your pencil

down and sit quietly until all tests have been completed.” Upon completion of the

Comprehension Test, the intervention process was complete.

There was no specialized training needed in preparation of the experiment due to the

researcher being the sole instructor of the intervention. The teacher’s responsibilities at the start

of the intervention were to instruct students on expectations and guidelines. After the initial

session, the teacher became an observer of student behaviors, reading skills, and conversations

about the novel. Participants were not offered any incentives in participating within the study,

and there were no monetary costs in implementing the intervention. The researcher selected a

novel in which the teacher already owned a class set. The only biases present in the study were

the researcher had already previously taught the participants during the first semester of the

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Name: Laura Van Leer RichardsonResearch Question: In what ways will the use of same-age paired shared readings, as a during-reading strategy, affect literacy comprehension of 8th grade students for a narrative text?school year, thus already had prior interaction with the participants.

Data Sources and Data Collection Procedures

There were three methods of data collection: pre/post-test adolescent attitudinal reading

surveys, researcher log/observation notes, and post-test comprehension test over the narrative

text. Researcher log data were managed through handwritten transcribing, and then entered via

computer word processor into a Google Doc online. Once data were entered into a Google Doc,

the researcher reviewed the daily collected observations upon completion of the study. The data

collector was both the research and teacher within the classroom, for both the intervention and

control groups. She was trained based on Graduate School instruction, as well as through

Institutional Review Board coursework (see Appendices C and D for IRB training and approval).

First, students will be given a survey during week one and week six, to gauge their perceptions

and attitudes towards reading (See Appendix A for more information on the survey). This survey

was obtained from a study conducted in 2007 that evaluated adolescent motivation to read

(Pitcher, et al.). The survey contains twenty multiple choice questions, as well as three sample

questions. Scoring will be completed utilizing a four point scale. The least positive choice is

worth one point and the highest positive choice is worth four points. Some questions go from

least to highest, while others are reversed and need to be scaled accordingly (Pitcher, et al.,

2007). The reliability is strong due to the survey’s use in a peer-reviewed case study. All data

were entered onto a password protected flash drive for data analysis at the end of the study.

Secondly, during weeks two through five, students were observed during the process of

the intervention implementation. While students were reading in their pairs, the lead researcher

documented observations (student interaction, student questioning, and student behaviors)

through use of a researcher’s log. This method of collection allowed for the researcher to

19

Name: Laura Van Leer RichardsonResearch Question: In what ways will the use of same-age paired shared readings, as a during-reading strategy, affect literacy comprehension of 8th grade students for a narrative text?document questions students had for one another during conversation time, methods of reading

aloud to one another, listening skills observed, as well as behavior during reading. The log

contained data for student identification, time, date, and behavior or action being observed.

Finally, during week six, students completed a post-test comprehension test over the

narrative text, Speak. The test was teacher-designed. Due to the test’s teacher-created design, the

researcher cannot verify whether or not the test lacks in validity and reliability. Students

completed a character matching, as well as answer multiple choice and short answer questions,

on the plot of the novel, used for data comparison between control and intervention groups. The

Comprehension Test had a total of thirty-six questions (See Appendix B for more information on

the Comprehension Test).

Overall, the researcher completed the following timeline: January 2013, administered

pre-test survey; end of January 2013 to February 2013, administered intervention; end of

February 2013, administered post-test survey and post-intervention comprehension test.

Data Analysis

Due to the research design being a Static-Group Comparison Design, the use of t-tests

was the best form of analyzing data collected (Zhang, G., 2012). This was used to see whether a

difference between the means of two samples was significant. Specifically, an independent

samples t-test was utilized since the two groups were not matched and analysis was needed to

evaluate the difference between the mean gain scores of the two groups. The researcher utilized

a Del Seigle t-tests spreadsheet calculator in order to analyze both the post-test comprehension

test scores and the pre/post-test survey test scores. A review of the mean scores, two-tailed p

value, and Cohen Effect Size were evaluated during data analysis. Due to the two-tailed p value

20

Name: Laura Van Leer RichardsonResearch Question: In what ways will the use of same-age paired shared readings, as a during-reading strategy, affect literacy comprehension of 8th grade students for a narrative text?being above 0.05, the researcher had to investigate the Cohen Effect Size in both sets of data (see

Table 1 and 2).

Table 1

Comprehension Posttest Scores: Intervention v. Control Group

Group M SD n

Intervention

Control

64.95

67.35

19.07

13.25

20

23

t (1) = 0.48, p = 0.63, d = 0.18

Table 2

Survey Pre and Posttest Score Differential: Intervention v. Control Group

Group M SD n

Intervention

Control

0.29

0.58

5.82

3.94

21

26

t (1) = 0.20, p = 0.84, d = 0.07

Validity and Reliability or Trustworthiness

There were numerous threats to validity which could have affected the trustworthiness of

data collected. First, subjects could have matured, changed, or improved over the course of time.

This is known as the Maturation Threat and can be quite common in a middle grades classroom.

Due to the study only taking place for a six week period, the threat to validity was low.

Secondly, subjects took a pre and post-test survey which could have affected students’ post-test

answers due to having already seen the questions once. Students may have rushed through the

post-test survey and not as thoroughly answered the questions a second time. The instructor

could not control student’s focus or reliability in answering these questions without affecting the

testing environment, thus making the Testing Threat strong in this case study. Thirdly, the

Selection Threat was potentially imminent since both the intervention and control groups were

21

Name: Laura Van Leer RichardsonResearch Question: In what ways will the use of same-age paired shared readings, as a during-reading strategy, affect literacy comprehension of 8th grade students for a narrative text?not randomly selected. Finally, Mortality Threat was a slight possibility due to students leaving

the school mid-study. The researcher explained to participants and parents, prior to obtaining

consent/assent, that this study was a six week case study.

Findings and Results

Upon the completion of the intervention, based on a lack of statistical difference, the

researcher concluded that the intervention of paired-shared reading was ineffective. The

researcher compiled data into a Del Seigle t-test spreadsheet calculator. Data were evaluated in

two separate t-tests: one, to compare score differential between pre and post-test survey scores

for both the intervention and control group; second, to compare intervention and control group

post-test comprehension test scores. In review of the first t-test (pre/post-test survey scores), the

researcher found that both the intervention and control group had an increase in average survey

test score. Both groups received a score out of 80 points for the pre and the post-test survey. The

intervention group increased by 0.29 points on the post-test survey, while the control group

increased by 0.58 points on the post-test survey. Through use of Equal Variance, the researcher

obtained the two-tailed p value of 0.84. Due to the two-tailed p value not being below 0.05, and

the small number of participants involved in the study, the researcher evaluated the Cohen Effect

Size. The Cohen Effect Size was 0.07, thus the researcher can conclude that there was minimal

to no effect on attitude due to the intervention of paired-shared reading in the classroom.

Another spreadsheet of data was evaluated to examine the effect on reading

comprehension through use of the paired-shared reading. Through use of the Del Seigle t-test

spreadsheet calculator, data from the post-test comprehension test were evaluated. The

comprehension test was scored out of 100 points. The mean score for the intervention class was

64.9 percent, while the mean score for the control class was 67.3 percent. Due to both the control

22

Name: Laura Van Leer RichardsonResearch Question: In what ways will the use of same-age paired shared readings, as a during-reading strategy, affect literacy comprehension of 8th grade students for a narrative text?and intervention class’ scores being only slightly numerically different, the researcher referred to

other data within the t-test calculator. Through use of Equal Variance, the researcher found that

the two-tailed p value was 0.63. Due to the two-tailed p value being above 0.05, the researcher

reviewed the Cohen Effect Size. The Cohen Effect Size was 0.18, thus the researcher can

conclude that there was minimal to no effect on reading comprehension due to the intervention

of paired-shared reading in the classroom.

Conclusion

The goal of the study was to prove that same-age paired shared reading affects reading

comprehension of a narrative text. The researcher initially predicted that the effects of paired-

shared reading on the intervention group would be greater than the test scores of the control

group; thus, concluding that shared-reading causes an increase in reading comprehension. This

study has allowed for a powerful impact on student learning to take place and provided to

educators a window to view a learning environment, such as the one created by paired-shared

reading. Current research shows that paired-shared reading allowed for students to achieve at a

higher degree than through whole classroom or teacher-led instruction; however, the findings in

this study do not support previous research.

One might conclude that there were extraneous factors that led to the lack of test score

improvement upon completion of the intervention. None of the previously documented case

studies in the area of same-age paired-shared reading explained to a new researcher what steps

during the intervention needed to take place in order to ensure the intervention was effective. A

limitation of the study is that students in the intervention class were given few supports or

content reviews during the intervention process. In future opportunities for implementation of

same-age paired-shared reading, the researcher would instruct a teacher to utilize the following:

23

Name: Laura Van Leer RichardsonResearch Question: In what ways will the use of same-age paired shared readings, as a during-reading strategy, affect literacy comprehension of 8th grade students for a narrative text?one, have students transcribe unknown vocabulary while they listen to their partner read aloud.

This vocabulary could be words that either the student themselves struggle to understand, or

could be a word their partner struggled with. Two, students should take their vocabulary lists, use

the dictionary, and create a definitions list of their unknown words. The researcher’s chosen

comprehension test utilized for data collection included an entire section of vocabulary

identification, thus this could have also impacted student test scores or lack of improvement in

those scores. Third, students should have reading comprehension quizzes at the end of each

session to ensure that students grappled with the text in a positive way. Fourth, students should

not remain with the same partner every day. Students could be challenged by interacting with

other peers and discussing their ideas/thoughts to the text. Finally, students should have to record

their conversations through use of hand-held tape recorders. This step would ensure that students

are truly having in depth conversations and are being held accountable for what they say. This

step would also help better collect research data from every single pair in the classroom.

The intervention employed in this study was chosen based on evidence-based research.

Other studies’ data show that the use of same-age paired-shared reading has a positive effect on

reading comprehension. One might conclude that if certain aspects were to be changed in future

implementation of paired-shared reading, then the effect would vary dramatically from the

outcome found within this study. Previous studies in this area explain that structure and

extensive time (months) can positively affect the final outcome on students’ reading

comprehension. This study was conducted in the short time of six weeks, and the lack of time

spent on the intervention process could have also impacted the effectiveness of the strategy.

Also, numerous delayed school days (due to inclement weather) affected the time and date of

24

Name: Laura Van Leer RichardsonResearch Question: In what ways will the use of same-age paired shared readings, as a during-reading strategy, affect literacy comprehension of 8th grade students for a narrative text?when the intervention was actually implemented as opposed to when it was planned to be

implemented.

A future direction for this research would include completing a comparative study, in

which the researcher would utilize a larger intervention group, as well as a longer intervention

time period. Rather than using one teacher’s classes for the intervention and control groups, a

researcher could utilize four different instructors’ classes for the intervention and control groups

(i.e., each different teacher could have one control group and one intervention group, thus giving

a total of 8 classes overall). Also, a future researcher could lengthen the overall intervention time

period from six weeks to eighteen weeks. Previous research shows that the longer an intervention

is utilized the greater opportunity for effectiveness. Finally, by utilizing changes such as those

previously mentioned (i.e., tape recorders, quizzes and questions throughout the intervention,

etc.), a researcher might be able to document the intervention’s impact more effectively. The

researcher in this case study has plans to implement such a follow-up study in the fall of 2013.

Reflection

Upon reflection of the case study’s conceptualization, planning, implementation, and

outcomes of the research project, I can present of myriad of facets in the process that I would

like to improve upon. During the conceptualization phases, I would have liked to view another

researcher implementing a paired-shared reading study. One of the major epiphanies I had during

the planning phase of the study was that most research only reflected upon why the intervention

worked, not on the how it worked. A researcher, such as myself, who wishes to model a similar

study has to fill in the gaps using prior knowledge in teaching, and I think this missing piece

directly affected the outcome of my study.

25


During the implementation phase of the study, I would have taken advantage of more

time between the IRB approval step and the acquiring consent and assent step. This is also in part

due to my study’s participants leaving for a five and half week break, upon which immediate

implementation of the study was to begin. I felt that I was more pressed for time than perhaps

some of the other researchers. Also the delay in implementation (by approximately three weeks)

only allowed for a six-week intervention time period. Unfortunately, teaching at a year-round

location did not allow me an earlier date to begin the intervention and with graduate school

deadlines quickly approaching, my study was prevented from being extended further. This facet

prevented me from gathering an optimal amount of intervention time.

The outcome of the research project, however, had been extraordinary. As a researcher

and a teacher I felt that I struggled at first with how to interact with my students without

dramatically affecting the outcome of the study. Over time I quickly adapted, and I think this

transition has made me a better educator and a more efficient researcher. The action research

process is a grueling and time consuming process, yet in the end the process is so incredibly

valuable. I have become more in tune with current research in my field; have been able to

implement research-based practices in the classroom; as well as becoming a leader at my school

in the area of reading methodology. This process has also led me to aspire to continue my

research in the field of paired-shared reading. Next fall I plan to implement a secondary study,

with some modifications that are necessary for a positive effect to occur.

In conclusion, this process had led me to believe that every educator needs to complete an

action research study. If our goal is to educate the youth of America properly, then we must be

aware of current research in our field. Secondly, we must be utilizing methods that have been

proven to be effective (i.e., research-based methods). Finally, teachers must share their

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Name: Laura Van Leer RichardsonResearch Question: In what ways will the use of same-age paired shared readings, as a during-reading strategy, affect literacy comprehension of 8th grade students for a narrative text?experiences in the classroom by publishing their studies or sharing their knowledge with peers

through professional development. The latter of which I plan to complete this year with my

colleagues. Overall, the growth my students have gained is important, but the growth I have

gained is priceless.

27


References

Anderson, L. H. (2011). Speak. New York, NY: Square Fish.

Calhoon, M. (2005). Effects of a peer-mediated phonological skill and reading comprehension

program on reading skill acquisition for middle school students with reading disabilities.

Journal of Learning Disabilities, 38 (5), 424-433. Retrieved from

http://www.ingentaconnect.com.jproxy.lib.ecu.edu/content/proedcw/jld

Coleman, S. (1990). Middle school remedial readers serve as cross-grade tutors (in the

classroom). The Reading Teacher, 43 (7), 524-525. Retrieved from

http://ehis.ebscohost.com.jproxy.lib.ecu.edu/ehost/detail?vid=5&hid=115&sid=9b688706

-661a- 4ce8-89dd-42ed44149d50%40sessionmgr14&bdata=JnNpdGU9ZWhvc3QtbGl2Z

Q%3d %3d#d b=eric&AN=EJ406794

Dufrene, B. A., Reisener, C.D.., Olmi, D. J., Zoder-Martell, K., McNutt, M. R., Horn, D. R.

(2010). Peer tutoring for reading fluency as a feasible and effective alternative in

response to intervention systems. Journal of Behavioral Education, 19 (3), 239-256.

Retrieved from: http://dx.doi.org.jproxy.lib.ecu.edu/10.1007/s10864-010-9111-8

Fisher, D., Frey, N., Lapp, D. (2008). Shared readings: Modeling comprehension, vocabulary,

text structures, and text features for older readers. Reading Teacher, 61 (7), 548-556.

Retrieved from: http://dx.doi.org.jproxy.lib.ecu.edu/10.1598/RT.61.7.4

Grubbs, N. (2009). The effects of the peer tutoring program: An action research study of

effectiveness of the peer tutoring program at one suburban middle school. Georgia

School Counselors Association Journal, 16 (1), 21-31. Retrieved from

http://www.gaschoolcounselors.com/displaycommon.cfm?an= 1 &subarticlenbr=139

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http://www.gaschoolcounselors.com/displaycommon.cfm?an=1&subarticlenbr=139

http://dx.doi.org.jproxy.lib.ecu.edu/10.1598/RT.61.7.4

http://dx.doi.org.jproxy.lib.ecu.edu/10.1007/s10864-010-9111-8

http://ehis.ebscohost.com.jproxy.lib.ecu.edu/ehost/detail?vid=5&hid=115&sid=9b688706%09-661a-

http://ehis.ebscohost.com.jproxy.lib.ecu.edu/ehost/detail?vid=5&hid=115&sid=9b688706%09-661a-

http://www.ingentaconnect.com.jproxy.lib.ecu.edu/content/proedcw/jld

Name: Laura Van Leer RichardsonResearch Question: In what ways will the use of same-age paired shared readings, as a during-reading strategy, affect literacy comprehension of 8th grade students for a narrative text?Jacobson, J., Thorpe, L., & Fisher, D. (2001). Cross-age tutoring: A literacy improvement

approach for struggling adolescent readers. Journal of Adolescent & Adult Literacy, 44

(6), 528-536. Retrieved from http://ehis.ebscohost.com.jproxy.lib.ecu.edu/ehost/detail?

vid=13&hid=115&sid=9b68870 6- 661a-4ce8-89dd-

42ed44149d50%40sessionmgr14&bdata=JnNpdGU9ZWhvc3QtbGl2

ZQ%3d% 3d#db=eric&AN=EJ622820

Miller, D., Topping, K., & Thurston, A. (2010). Peer tutoring in reading: The effects of role and

organization on two dimensions of self-esteem. British Journal of Educational

Psychology, 80 (3), 417-433. Retrieved from

http://dx.doi.org.jproxy.lib.ecu.edu/10.1348/000709909X481652

O’Brien, C. (2007). Using collaborative reading groups to accommodate diverse learning and

behavior needs in the general education classroom. Beyond Behavior, 16 (3), 7-15.

Retrieved from: http://www.ccbd.net/content/ using - collaborative - reading -

groupsaccommodate - diverse - learning -and- behavior - needs - general -0

Paterson, P. O. & Elliott, L. N. (2006). Struggling reader to struggling reader: High school

students’ responses to cross-age tutoring program. Journal of Adolescent & Adult

Literacy, 49 (5), 378-389. Retrieved from

http://www.reading.org.jproxy.lib.ecu.edu/publications/journals/jaal/v49/i5/

Pitcher, S. M., Albright, L. K., DeLaney, C .J., Walker, N. T., Seunarinesingh, K., Mogge, S.,

Headley, K. N., Ridgeway, V. G., Peck, S., Hunt, R., & Dunston, P. J. (2007). Assessing

adolescents’ motivation to read. Journal of Adolescent & Adult Literacy, 50 (5), 381-382,

389-390. Retrieved from http://dx.doi.org.jproxy.lib.ecu.edu/10.1598/JAAL.50.5.5

29

http://dx.doi.org.jproxy.lib.ecu.edu/10.1598/JAAL.50.5.5

http://www.reading.org.jproxy.lib.ecu.edu/publications/journals/jaal/v49/i5/

http://www.ccbd.net/content/using-collaborative-reading-%09groupsaccommodate-diverse-

http://www.ccbd.net/content/using-collaborative-reading-%09groupsaccommodate-diverse-

http://dx.doi.org.jproxy.lib.ecu.edu/10.1348/000709909X481652

http://ehis.ebscohost.com.jproxy.lib.ecu.edu/ehost/detail?vid=13&hid=115&sid=9b68870%096-

http://ehis.ebscohost.com.jproxy.lib.ecu.edu/ehost/detail?vid=13&hid=115&sid=9b68870%096-

Name: Laura Van Leer RichardsonResearch Question: In what ways will the use of same-age paired shared readings, as a during-reading strategy, affect literacy comprehension of 8th grade students for a narrative text?Van Keer, H. & Vanderlinde, R. (2010). The impact of cross-age peer tutoring on third and sixth

grader’ reading strategy awareness, reading strategy, and reading comprehension. Middle

Grades Research Journal, 5 (1), 33-45. Retrieved from

http://www.infoagepub.com/index.php?id=89&i=47

Zhang, G. (2012). Basic research designs and data analyses [PowerPoint slides]. Retrieved from

Lecture Notes Online Web site http://moodle.aos.ecu.edu/course/view.php?id=806

Appendix A

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http://moodle.aos.ecu.edu/course/view.php?id=806

http://www.infoagepub.com/index.php?id=89&i=47


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Appendix B

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APPENDIX C

EAST CAROLINA UNIVERSITYUniversity & Medical Center Institutional Review Board Office 4N-70 Brody Medical Sciences Building· Mail Stop 682600 Moye Boulevard · Greenville, NC 27834Office 252-744-2914 · Fax 252-744-2284 · www.ecu.edu/irb

Notification of Exempt Certification

From: Social/Behavioral IRBTo: Laura Richardson CC: Elizabeth Swaggerty Date: 11/16/2012

Re:UMCIRB 12-002194 Same-Age Shared Paired Reading

I am pleased to inform you that your research submission has been certified as exempt on 11/16/2012. This study is eligible for Exempt Certification under categories #1 & #2.

It is your responsibility to ensure that this research is conducted in the manner reported in your application and/or protocol, as well as being consistent with the ethical principles of the Belmont Report and your profession.

This research study does not require any additional interaction with the UMCIRB unless there are proposed changes to this study. Any change, prior to implementing that change, must be submitted to the UMCIRB for review and approval. The UMCIRB will determine if the change impacts the eligibility of the research for exempt status. If more substantive review is required, you will be notified within five business days.

The UMCIRB office will hold your exemption application for a period of five years from the date of this letter. If you wish to continue this protocol beyond this period, you will need to submit an Exemption Certification request at least 30 days before the end of the five year period.

The Chairperson (or designee) does not have a potential for conflict of interest on this study.

IRB00000705 East Carolina U IRB #1 (Biomedical) IORG0000418IRB00003781 East Carolina U IRB #2 (Behavioral/SS) IORG0000418 IRB00004973

38

http://epirate.ecu.edu/app/Rooms/DisplayPages/LayoutInitial?Container=com.webridge.entity.Entity%5BOID%5BD2F9ECE6C855D6429469EDC8F37BFECE%5D%5D

http://epirate.ecu.edu/app/Personalization/MyProfile?Person=com.webridge.account.Person%5BOID%5B36DE9F386862D94A845DF8924999C82E%5D%5D

http://epirate.ecu.edu/app/Personalization/MyProfile?Person=com.webridge.account.Person%5BOID%5B91D856DD3F421F4483A0527CFAD630FC%5D%5D

http://www.ecu.edu/irb


APPENDIX D

CITI Collaborative Institutional Training Initiative

Human Research Curriculum Completion ReportPrinted on 9/2/2012

Learner: Laura Van Leer (username: Vanleerl11)Institution: East Carolina UniversityContact Information

3210 Trimblestone LaneApt. 302Raleigh, NC 27616 USADepartment: EducationPhone: 404-444-4147Email: [email protected]

Group 2.Social / Behavorial Research Investigators and Key Personnel:

Stage 1. Basic Course Passed on 11/05/11 (Ref # 6989152)

Required ModulesDate

Completed

Introduction 11/05/11 no quiz

History and Ethical Principles - SBR 11/05/11 2/4 (50%)

Defining Research with Human Subjects - SBR 11/05/11 3/5 (60%)

The Regulations and The Social and Behavioral Sciences - SBR

11/05/11 5/5 (100%)

Assessing Risk in Social and Behavioral Sciences - SBR 11/05/11 5/5 (100%)

Informed Consent - SBR 11/05/11 5/5 (100%)

Privacy and Confidentiality - SBR 11/05/11 3/5 (60%)

Research with Prisoners - SBR 11/05/11 4/4 (100%)

Research with Children - SBR 11/05/11 3/4 (75%)

Research in Public Elementary and Secondary Schools - SBR

11/05/11 4/4 (100%)

International Research - SBR 11/05/11 3/3 (100%)

Internet Research - SBR 11/05/11 4/4 (100%)

Vulnerable Subjects - Research Involving Workers/Employees

11/05/11 4/4 (100%)

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For this Completion Report to be valid, the learner listed above must be affiliated with a CITI participating institution. Falsified information and unauthorized use of the CITI course site is unethical, and may be considered scientific misconduct by your institution.

Paul Braunschweiger Ph.D.Professor, University of MiamiDirector Office of Research EducationCITI Course Coordinator

Figure 1

Session Date Pages to be Read Title of Sections

Session #2 January 24th, 2013 p.3 to p.17 “Welcome to

Merryweather High” to

“Home.Work”

Session #3 January 25th, 2013 p.17 to p.32 “Our Fearless Leader”

to “The Opposite of

Inspiration is…

Expiration?”

Session #4 January 29th, 2013 p.32 to p.46 “Acting “ to “My Report

Card”

Session #5 January 31st, 2013 p.49 to p.61 “Go ______ Fill In the

Blank” to “Giving

Thanks”

Session #6 February 1st, 2013 p.61 to p.74 “Wishbone” to “Hard

Labor”);

Session #7 February 5th, 2013 p.74 to p.88 “Foul” to “Rent Round

3”

Session #8 February 7th, 2013 p.88 to p.102 “Can It” to “Code

Breaking”

Session #9 February 8th, 2013 p.102 to p.118 “Stunted” to “MISS”

Session #10 February 12th, 2013 p. 118 to p.132 “Picasso” to “Stupid

Stupid”

Session #11 February 14th, 2013 p.133 to p.150 “A Night to Remember”

to “My Life as a Spy”

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Session #12 February 15th, 2013 read p.150 to p.165 “Thin Atmosphere” to

“Oprah, Sally Jessy,

Jerry, & Me”

Session #13 February 19th, 2013 read p.165 to p.180 “Real Spring” to “Prom

Preparation”

Session #14 February 21st, 2013 p.180 to p.198 “Communication 101”

to “Final Cut”

Figure 2

*Retell: What happened in this section of the story?

*Connect: Can you relate to the characters in the story? Why?

*Predict: Based on what you’ve read, what do you think will happen next? Why do you think

that?

Figure 3

*Interact: Do not sit quietly. Speak to your partner.

*Elaborate: Build on what your partner has said.

*Explain: Do not just say “I agree”. Tell your partner why you agree with what they said.

41

VanLeerRichardson READ6407 AR Proposal

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