Improvement in Reading Comprehension Through the Use of Strategies to Improve Fluency By Caroline Kellam

Why Am I Here? Project for the University of Phoenix Online Project for the University of Phoenix Online Action Research Proposal Action Research Proposal Must be presented to a group of faculty to promote scholarly research Must be presented to a group of faculty to promote scholarly research

What is Action Research? Researcher must identify a problem in his/her own setting Researcher must identify a problem in his/her own setting Researcher must propose a plan to solve the problem Researcher must propose a plan to solve the problem Different from traditional research because it is not broad but focuses on local problems Different from traditional research because it is not broad but focuses on local problems

Overview of Presentation Problem Statement Problem Statement Purpose Purpose Problem Description Problem Description Problem Documentation Problem Documentation Causative Analysis Causative Analysis Goals and Expectations Goals and Expectations

Overview continued Measurement of Outcomes Measurement of Outcomes Analysis of Results Analysis of Results Description of Selected Solutions Description of Selected Solutions Calendar Plan Calendar Plan References References

Problem Statement Students entering the seventh grade are scoring poorly on the FCAT Students entering the seventh grade are scoring poorly on the FCAT Out of the 423 students taking the test, 42% scored a level two or below Out of the 423 students taking the test, 42% scored a level two or below

Purpose To find a way to help the students improve in reading comprehension To find a way to help the students improve in reading comprehension Analyze the connection between fluency and reading comprehension Analyze the connection between fluency and reading comprehension Develop a program that will target reading fluency in the seventh grade Develop a program that will target reading fluency in the seventh grade Reach all students, not only ones scoring poorly on the FCAT Reach all students, not only ones scoring poorly on the FCAT

Problem Description Many students are entering the 7 th grade unable to read fluently Many students are entering the 7 th grade unable to read fluently Lack of funding does not permit addition of more classrooms to provide students with extra reading support Lack of funding does not permit addition of more classrooms to provide students with extra reading support Students come from elementary schools unprepared – no curriculum alignment Students come from elementary schools unprepared – no curriculum alignment

Problem Documentation Almost half of all middle and high school students in Florida have failed the FCAT In our county, 41,981 students had to take intensive reading this year (two periods) 20% of our seventh graders scored a Level I in reading and are in Literacy I 22% scored a Level II and are in Literacy II

Problem Documentation continued In Orange County, “only 44% of 8 th graders and 32% of 10 th graders were proficient readers last school year” (Webber, 2005) In Orange County, “only 44% of 8 th graders and 32% of 10 th graders were proficient readers last school year” (Webber, 2005) Nationally, four out of ten fourth graders cannot read at grade level (Kindschy, 2004) Nationally, four out of ten fourth graders cannot read at grade level (Kindschy, 2004) In N.Y., in 2003, 61% of 3 rd through 8 th graders failed the statewide reading test (“Reading fluency,” 2003) In N.Y., in 2003, 61% of 3 rd through 8 th graders failed the statewide reading test (“Reading fluency,” 2003) 70% of eighth graders read below grade level in the nation (McGrath, 2005) 70% of eighth graders read below grade level in the nation (McGrath, 2005)

Causative Analysis Research reveals that students who struggle with fluency have difficulty with comprehension Research reveals that students who struggle with fluency have difficulty with comprehension Fluent readers are better able to concentrate on comprehension Fluent readers are better able to concentrate on comprehension “Problems with fluency can lead to weakness in comprehension and leave the non-fluent reader at-risk for failure in school” (Greenberg, n.d.) “Problems with fluency can lead to weakness in comprehension and leave the non-fluent reader at-risk for failure in school” (Greenberg, n.d.) Students who struggle with fluency are generally given little time to practice reading in a way that will impact their fluency Students who struggle with fluency are generally given little time to practice reading in a way that will impact their fluency The classroom becomes a “stage for repeated failure” (Greenberg, n.d.) The classroom becomes a “stage for repeated failure” (Greenberg, n.d.)

Causative Analysis continued “When readers can minimize the cognitive resources needed to decode the words in front of them, they can devote those resources to comprehension” (Rasinski, 2003) “When readers can minimize the cognitive resources needed to decode the words in front of them, they can devote those resources to comprehension” (Rasinski, 2003) It was generally thought that fluency was simply a problem in primary grades, but it is now representing a struggle for students in all grade levels It was generally thought that fluency was simply a problem in primary grades, but it is now representing a struggle for students in all grade levels

Goals and Expectations Purpose – to help students improve their reading comprehension by targeting fluency Purpose – to help students improve their reading comprehension by targeting fluency Goal – to find a simple and practical solution which all classroom teachers can implement to help students improve fluency Goal – to find a simple and practical solution which all classroom teachers can implement to help students improve fluency It is hoped that students will improve in comprehension and test scores in reading will show student progress It is hoped that students will improve in comprehension and test scores in reading will show student progress

Expected Outcomes At least 70% of this year’s seventh grade students will show growth on FCAT reading in comparison with last year’s scores At least 70% of this year’s seventh grade students will show growth on FCAT reading in comparison with last year’s scores At least 80% of the students will improve in fluency as measured by the final fluency test administered at the end of the year At least 80% of the students will improve in fluency as measured by the final fluency test administered at the end of the year

Measurement of Outcomes Data will be measured quantatively Data will be measured quantatively Numerical rather than narrative Numerical rather than narrative Test scores will be used to indicate student growth Test scores will be used to indicate student growth Scores in fluency will also be used to gauge progress Scores in fluency will also be used to gauge progress

Solution Strategy “Students’ reading skills must be nurtured well into adolescence” (McGrath, 2005, 68) “Students’ reading skills must be nurtured well into adolescence” (McGrath, 2005, 68) Any program must be designed to reach all of the students Any program must be designed to reach all of the students Teachers need to model good reading and have students practice reading aloud in order to improve fluency (Rasinski, 2003) Teachers need to model good reading and have students practice reading aloud in order to improve fluency (Rasinski, 2003)

Solution Strategy continued “Practicing short passages three to five times can help students develop greater automaticity and expression in their reading, especially if that practice is given with formative feedback” (Rasinski, 2003) “Practicing short passages three to five times can help students develop greater automaticity and expression in their reading, especially if that practice is given with formative feedback” (Rasinski, 2003) Partner reading – students alternate reading pages orally to each other; silent partner provides feedback and support Partner reading – students alternate reading pages orally to each other; silent partner provides feedback and support

Solution Strategies continued Allow students to pick passages that are of interest to them Allow students to pick passages that are of interest to them Teachers make the sharing of these passages a celebration (Rasinski, 2003) Teachers make the sharing of these passages a celebration (Rasinski, 2003)

Selected Solutions

Reading Improvement Program Students who have failed the FCAT reading portion will be placed into intensive reading classes Students who have failed the FCAT reading portion will be placed into intensive reading classes Students will receive fluency reading tests; these tests will also be administered through language arts to the other students Students will receive fluency reading tests; these tests will also be administered through language arts to the other students Administered in the fall, winter, and spring Administered in the fall, winter, and spring Teachers of all classes, with the exception of math, will devote at least one half of a class period each week to oral reading in class Teachers of all classes, with the exception of math, will devote at least one half of a class period each week to oral reading in class

Oral Reading Period Students may be placed in small groups to read a passage related to the class Students may be placed in small groups to read a passage related to the class Students can complete partner reading Students can complete partner reading Students may be given selections to practice at home and present to the class on oral reading day Students may be given selections to practice at home and present to the class on oral reading day Oral reading may be done as a class – students take turns reading a selection picked by the teacher Oral reading may be done as a class – students take turns reading a selection picked by the teacher In this way, students will practice oral reading in fiction, historical documents, science articles, etc. In this way, students will practice oral reading in fiction, historical documents, science articles, etc.

Oral Reading Period continued Oral reading period Oral reading period Oral reading will be followed by class or group discussion and test or quiz at the end of the period to check for comprehension Oral reading will be followed by class or group discussion and test or quiz at the end of the period to check for comprehension Book assignment Book assignment Through language arts, students will be assigned a book to read during each quarter for the first three quarters of the year Through language arts, students will be assigned a book to read during each quarter for the first three quarters of the year Must read the book each night and will be tested weekly for comprehension Must read the book each night and will be tested weekly for comprehension

Parental Involvement Parental involvement Parental involvement School will implement parent workshops once at the beginning of each marking period. School will implement parent workshops once at the beginning of each marking period. Parents will be provided with materials from each of the books read in language arts to question their children and conduct discussions with them about the reading Parents will be provided with materials from each of the books read in language arts to question their children and conduct discussions with them about the reading Parental involvement is essential to the success of any program Parental involvement is essential to the success of any program

Selected Solutions continued During the third marking period, students will work together with students from feeder elementary school. During the third marking period, students will work together with students from feeder elementary school. 7 th grade students will be partnered with 4 th grade students 7 th grade students will be partnered with 4 th grade students During the first week of the third marking period, each team of 7 th grade teachers will take students on a field trip to the elementary school During the first week of the third marking period, each team of 7 th grade teachers will take students on a field trip to the elementary school Students will meet their partners (pre-selected by the teachers) Students will meet their partners (pre-selected by the teachers)

Elementary School Project Elementary school project Elementary school project Middle school students will read aloud the first two chapters of the novel chosen by teachers to their elementary partners Middle school students will read aloud the first two chapters of the novel chosen by teachers to their elementary partners Students will be required to read with feeling Students will be required to read with feeling Partners from elementary school will be given a simple checklist to grade the middle school students. Partners from elementary school will be given a simple checklist to grade the middle school students. Students continue to read books independently – certain number of chapters each week Students continue to read books independently – certain number of chapters each week

Elementary Project continued Elementary school project Elementary school project At the end of each week, students will write letters to each other, discussing the book, asking questions, etc. At the end of each week, students will write letters to each other, discussing the book, asking questions, etc. They must take at least one passage from the book that they found interesting, write it down, and discuss why they found it interesting They must take at least one passage from the book that they found interesting, write it down, and discuss why they found it interesting

Elementary Project continued Students will come together with their partners again and design a project that highlights their comprehension of the reading Students will come together with their partners again and design a project that highlights their comprehension of the reading Finish the project that day and present it Finish the project that day and present it Celebration after completion of all projects Celebration after completion of all projects

Calendar Plan

First Marking Period Week One Week One Students are placed into Literacy I or II as assigned by the county according to test scores Students are placed into Literacy I or II as assigned by the county according to test scores Language arts teachers meet to pick out novels that will be read and order enough copies for students to purchase at school, if possible at a discount Language arts teachers meet to pick out novels that will be read and order enough copies for students to purchase at school, if possible at a discount

First Marking Period Week Two Week Two Students in are given fluency probe in intensive reading classes and in language arts. Results are documented for future comparison Students in are given fluency probe in intensive reading classes and in language arts. Results are documented for future comparison Students are assigned novel to be read at home Students are assigned novel to be read at home

First Marking Period Week Three Week Three All departments except for math meet regarding oral reading program. Each department picks a oral reading day for the week All departments except for math meet regarding oral reading program. Each department picks a oral reading day for the week Decisions are made as a department as to what materials will be used for the oral reading Decisions are made as a department as to what materials will be used for the oral reading

First Marking Period Week Four Week Four Progress reports go out. Progress reports go out. Oral reading program begins in each classroom Oral reading program begins in each classroom Administration schedules first parent workshop for the beginning of the second quarter of the semester Administration schedules first parent workshop for the beginning of the second quarter of the semester

First Marking Period Weeks Five through Eight Weeks Five through Eight Students continue practicing oral reading in each class, once a week Students continue practicing oral reading in each class, once a week Students read their novel and are tested each week in language arts Students read their novel and are tested each week in language arts Flyers are sent home Week Four, advertising parent workshop during second marking period Flyers are sent home Week Four, advertising parent workshop during second marking period

First Marking Period Week Nine Week Nine Students are given final test on the novel read through language arts. Results are save for future comparison Students are given final test on the novel read through language arts. Results are save for future comparison Report cards go home. Flyers advertising parent workshop are attached to the report cards Report cards go home. Flyers advertising parent workshop are attached to the report cards

Second Marking Period Week One Week One Parent workshop is conducted on one of the evenings of week two Parent workshop is conducted on one of the evenings of week two Students are assigned their second novel and begin reading it at home Students are assigned their second novel and begin reading it at home Oral reading practice continues in each class Oral reading practice continues in each class Teachers in language arts administer the fluency probe and results are compared to previous results. Any gains are noted. Teachers in language arts administer the fluency probe and results are compared to previous results. Any gains are noted.

Second Marking Period Weeks Two and Three Weeks Two and Three Oral reading practice continues weekly in each class Oral reading practice continues weekly in each class Week Four Week Four Progress reports are sent home Progress reports are sent home Administration schedules second parent workshop for following marking perod Administration schedules second parent workshop for following marking perod

Second Marking Period Weeks Five through Eight Weeks Five through Eight Students continue oral reading practice weekly in all classes Students continue oral reading practice weekly in all classes Students read from the assigned novel and are tested each week in language arts classes Students read from the assigned novel and are tested each week in language arts classes Flyers are sent home during week six advertising parent workshop that will be held during third marking period Flyers are sent home during week six advertising parent workshop that will be held during third marking period Administrators meet with elementary school administrators to coordinate plans for the partnership project Administrators meet with elementary school administrators to coordinate plans for the partnership project Teams begin planning field trip to be taken to the elementary school during the third marking period Teams begin planning field trip to be taken to the elementary school during the third marking period

Second Marking Period Week Nine Week Nine Students are given final test over novel read in language arts classes. Results are compared to previous test results. Any improvements are noted. Students are given final test over novel read in language arts classes. Results are compared to previous test results. Any improvements are noted. Report cards go home Attached to report cards is flyer detailing parent night to be held in third marking period Report cards go home Attached to report cards is flyer detailing parent night to be held in third marking period

Third Marking Period Week One Week One Parent workshop is held on evening scheduled Parents in attendance are informed about the novel project to be done in conjunction with the elementary school Parent workshop is held on evening scheduled Parents in attendance are informed about the novel project to be done in conjunction with the elementary school Students are told in their language arts classes about the next novel they will be reading and the project done with the elementary students Students are told in their language arts classes about the next novel they will be reading and the project done with the elementary students Students will take another fluency probe and results will be compared to those of previous tests. Students will take another fluency probe and results will be compared to those of previous tests.

Third Marking Period Week Two Week Two Teams go to the elementary school on scheduled day of the week. Students meet their partner and begin reading the novel Teams go to the elementary school on scheduled day of the week. Students meet their partner and begin reading the novel Oral reading practice continues in all classes Oral reading practice continues in all classes Week Three Week Three Students begin writing letters to their partners in elementary school. Teachers deliver letters via courier Students begin writing letters to their partners in elementary school. Teachers deliver letters via courier Oral reading practice continues in all classrooms Oral reading practice continues in all classrooms

Third Marking Period Week Four Week Four Progress reports go home Progress reports go home Oral reading practice continues Oral reading practice continues Weeks Five through Seven Weeks Five through Seven Students continue reading the novel through language arts and communication with elementary school continues via courier Students continue reading the novel through language arts and communication with elementary school continues via courier Oral reading practice continues in all classrooms Oral reading practice continues in all classrooms Students take final fluency probe in intensive reading classes. Results are documented and compared to the ones taken at the beginning of the year Students take final fluency probe in intensive reading classes. Results are documented and compared to the ones taken at the beginning of the year

Third Marking Period Week Eighth Week Eighth FCAT FCAT Week Nine Week Nine Students take field trip to the elementary school once more for final project and celebration Students take field trip to the elementary school once more for final project and celebration

References Kindschy, N. (2004). Reading fluency: A closer look. Retrieved August 29, 2005, from ency.htm Kindschy, N. (2004). Reading fluency: A closer look. Retrieved August 29, 2005, from ency.htm McGrath, A. (2005, February 28). A new read on teen literacy. U.S. News & World Report, 138(7), McGrath, A. (2005, February 28). A new read on teen literacy. U.S. News & World Report, 138(7), Rasinski, T. (2003). Fluency is fundamental. Scholastic. Retrieved August 6, 2005, from nov03_fluency.htm Rasinski, T. (2003). Fluency is fundamental. Scholastic. Retrieved August 6, 2005, from nov03_fluency.htm

References Reading fluency. (2002). Retrieved August 6, 2005, from reading server.edb.utexas.edu Reading fluency. (2002). Retrieved August 6, 2005, from reading server.edb.utexas.edu Webbers, D. (2005, August 4). Thousands will take intensive reading classes. Orlando Sentinel. Retrieved August 6, 2005, from au04,0, story?page=1&track=m ost edlink&col=tf-main-sports Webbers, D. (2005, August 4). Thousands will take intensive reading classes. Orlando Sentinel. Retrieved August 6, 2005, from au04,0, story?page=1&track=m ost edlink&col=tf-main-sports