Action Research By: Karen Danesi Amy Lee Emily Holzrichter April 2014

60 Minutes Verses 20 Minutes

Research Question What is the effect of guided reading on student reading ability and attitude?

At an international school with both native and non- English speakers we noticed huge differences between our highest ability readers and our below-grade level readers. We also noticed the struggling readers may be developing a negative attitude toward reading as a result of their lack of comprehension and fluency. verses

We are interested in this topic because “Research indicates that if children do not become successful readers by the end of third grade, it is difficult for them to catch up with their peers in later years.” (Anderson, O’Leary, Shuler & Wright 2002)

 DEPENDENT: If given additional time, their reading levels will increase.  INDEPENDENT: Students receive more direct instruction through guided reading; three times a week (20 minutes sessions); for six weeks.

 Fountas, Irene C., and Gay Su. Pinnell (1996) “Guided reading is a teacher working with a small group of similarly leveled readers wherein the teacher introduces the text and comprehension strategy.”

 Suits (2000) as quoted in Anderson, T., O'Leary, D., Schuler, K., & Wright, L. (2002). “A child who arrives in an English-speaking school at age twelve will acquire more English-speaking academic skills in one year than an eight-year-old sibling.”

 Lanning, J., LaMere, R., & Reading Recovery Council of North America, C. H. (2000) “Thirst for reading more books begins to grow.”

 Dean, S. J., & Trent, J. A. (2002) A varied selection of materials can be important to help motivate struggling or beginning readers.

We used the model of a repeated measure two-group pre/post design. Control 1 teacher Meets once a week 20 minutes per week Treatment 3 teachers Meets 3 times a week 60 minutes

 Occurred in a six-week period.  Three teachers had a total of four groups we met with three times a week for 20 minutes sessions (60 minutes total).  Each week we introduced and reviewed reading strategies.

 For our treatment group, six boys and four girls.  The age range is from seven to eight years.  Consists of ten students who are reading below second grade level in English.  All students in this study attend Shanghai Community International School in Shanghai, China.

 For the control group, one boy and four girls.  The age range is from seven to eight years.  Consists of five students who are reading below second grade level in English.  All students in this study attend Shanghai Community International School in Shanghai, China.

 We used Rigby PM to assess their reading levels at the beginning and end of the study.  We used a pre/post Likert scale to determine students’ attitude level.

Data collector bias Researcher bias Subject characteristics Intervention Location Threats to Validity

Pre test vs. Post test Likert Scale “My Thoughts on Reading”  The two tailed unpaired t-test showed there was no significant change in student’s attitude.  (t =1.0491, df=13, P =0.3133).

 The two tailed unpaired t-test showed there was no significant change in student’s reading ability.  (P = , t = , df = 13) Pre and Post Rigby PM Assessment Scores

 Reading ability: Based on the data there were no significant gains in in student’s ability. However, both groups did show gains in reading levels.  Statistically the difference in change scores of the students in the treatment group showed more levels of increase in their reading levels verses the control group.  Attitudes: Based on the data there were no significant gains in attitude, however; based on teachers observation student showed gains in confidence and attitudes.

 Discuss and share results with the administrators and teachers.  Give students opportunities for reading growth with in the class as much as possible.  Continue to find exciting books the kids are interested in to keep them engaged.

 Anderson, T., O'Leary, D., Schuler, K., & Wright, L. (2002, May 1). Increasing Reading Comprehension through the Use of Guided Reading.  Dean, S. J., & Trent, J. A. (2002, May). Improving Attitudes Toward Reading.  Fountas, Irene C., and Gay Su. Pinnell. Guided Reading: Good First Teaching for All Children. Portsmouth, NH: Heinemann, Print.  Lanning, J., LaMere, R., & Reading Recovery Council of North America, C. H. (2000). An Important Aspect of Guided Reading: Books Galore! Classroom Connections. Council Connections, 5(3),  Suits, B. (2003). Guided Reading and Second-Language Learners. Multicultural Education, 11(2),