“What’cha Readin’ ‘Bout?” Using Reading Conferences to Teach Code-Switching by Angie Sigmon Shuford Elementary 3 rd Grade

Background I chose this topic because many of our students are entering third grade below grade level in reading according to the Reading End-of- Grade Pretest (2008).

Background I also noticed my students seem to struggle with the language used on tests, which is not the language they use at home or with friends. code-switching –formal: “This assignment is not acceptable in its present format.” (Payne, 2005) –casual: “This work is a n0-go. Can’t take it.” (Payne, 2005)

Background “Not only could I show Reading Workshop successfully improves comprehension, I could point to data suggesting that my weakest readers benefitted the most from this teaching method.” (Swift 1993) “Indeed all students need a linguistic toolbox, a toolbox well stocked with a diverse range of language styles supported by the student’s ability to code-switch between language varieties as appropriate to time, place, audience, and communicative purpose.” (Wheeler and Swords 2001)

Research Questions What are the effects of reading conferences on student achievement? What are the effects of instruction on formal registry during reading conferences on formal assessments? What are the effects of reading conferences on student interest in reading?

Research Questions I chose these questions because I wanted to find out if my students would score better on tests if given individual instruction on the language of tests.

Participants whole class six students (2 low, 2 middle, and 2 high students)

Instructional Procedures My study was conducted over a five week period (four different questions). I provided reading conferences during independent reading time on a daily basis. I asked each question about their self- selected book in formal registry. I provided instruction if needed. Students answered questions orally about their self-selected book and wrote responses to their reading.

Data Collection Student Achievement: journal/recordin g AR reports quarterly test scores Effects of teaching formal registry on assessments: quarterly test scores AR reports Student Interest: survey checklist

Data Collection I kept a journal and recording of reading conferences on a daily basis. I kept a checklist of their behavior during these conferences. I kept samples of their progress on reading responses. I took an interest survey at the beginning and end of my study. I used Accelerated Reader and Quarterly Test reports to find average reading levels and average percentages correct at the beginning and end of this study to look for growth.

Data Analysis journal/recording: highlighted in purple checklist: used colored dots reading responses: used a rubric and color coded survey: tallied results reports: entered in a database

Results My students showed growth on Quarterly Testing, but their scores went back up to where they were during the first quarter. I did not see a significant change in AR percentage correct or average reading level. My high kids needed instruction when we started, my middle kids needed instruction when I introduced a new question, and my low kids needed instruction throughout each conference. Overall my interest surveys stayed the same.

Results

Discussion Using conferences to provide instruction on code-switching does not improve test scores. My students who did not understand the question in formal registry, also struggled with the same question when it was asked in casual registry. I found it interesting that I have a high reader who does not enjoy discussing his book with an adult and I have a struggling reader who likes to talk to an about her book and she considers herself a good reader.

Future Direction In the future I will go back to conducting conferences the way I have in the past. Since the way I conducted reading conferences did not help improve my students reading, but it did not show a negative correlation, I’m wondering how effective my conferences are the “old way”. I would like to research the effectiveness of these conferences.

REFERENCES AND RESOURCES Swift, K., & Wolford, G. (1993, February). Try Reading Workshop in your classroom. Reading Teacher, 46(5), 366. Wheeler, Rebecca S., & Swords, Rachel (2001, November) “My Goldfish Name is Scaley” is what We Say at Home: Code Switching—a Potent Tool for Reducing the Achievement Gap in Linguistically Diverse Classrooms. Retrieved March 6, 2009, from Payne, R. (2005). A framework for understanding poverty (4 th ed.). Highlands: aha! Process, Inc.