1. Using Action Research To Empower North Carolina Educators A Race to the Top Initiative NC Department of Public Instruction Educator Effectiveness Division

2. Motivating Dormant Readers: Moving from Reluctant Reading to Avid Reading Allyson McFalls Watauga County Schools Blowing Rock School

3. What is Action Research? A systematic research process to: 1.Identify an area of focus (critical, challenging issue) 2.Develop an action research plan 3.Implement action research plan in classroom/school 4.Collect, analyze, and interpret data 5.Share findings to inform practice Mills, Geoffrey E, Action Research: A Guide for the Teacher Researcher, 2014

4. Motivating Dormant Readers in Middle Grades The problem: Dormant readers (those capable but who choose not to for some reason) end up falling behind in high school and beyond, and often distract other readers during reader’s workshop time Why is this important? Motivating dormant readers toward avid reading impacts them throughout their lives. Research shows that avid readers are more successful in college, careers, and in life in general. Reading indicates this more than any other content area.

5. Motivating Dormant Readers in Middle Grades Who would benefit from reviewing my research? – Classroom teachers – University education faculty How will this innovation benefit students? – Identify dormant readers sooner in the year – Assist dormant readers more with preview stacks, self-selection, and their “to read” list – Identify readers not served by EC services who might otherwise “fall through the cracks”

6. Problems of Practice: What are your challenges? Take a few minutes to jot a list of some of your current instructional challenges. Try to focus your list on areas which you have autonomy over. Now, share your list with a table mate or the person beside you. Be sure to introduce yourself and share your instructional area if you don’t already know one another. Try to narrow your list to two or three items that you could realistically tackle in the coming academic year. Now choose one item from your list to write on the poster paper on the wall.

7. Make Knowledge Public Analyze/Interpret Data Collect Data Innovation/Intervention Action Research Plan Focus Statement Motivating dormant readers was my area of focus because I felt like we didn’t have enough interventions to serve these readers well in middle grades, and I felt like, in reflecting on previous years, that I was failing these readers. I knew that my EC and AIG colleagues served both ends of the spectrum well, but I had many capable, but reluctant readers, who were being left behind when they got to high school.

8. Make Knowledge Public Analyze/Interpret Data Collect Data Innovation/Intervention Action Research Plan Purpose of the Study Use existing reader’s workshop practices and time to better assist these readers. See if increased conference time, reading surveys, and sharing observational notes with readers improved their independent reading habits (not frequently abandoning books, staying more focused during class reading time, etc.)

9. Make Knowledge Public Analyze/Interpret Data Collect Data Innovation/Intervention Action Research Plan Study Participants My classes are relatively small, 18 and 22 students. I work in a K-8 setting. 6 th grade students. Focused on students currently not served by EC or AIG services.

10. Make Knowledge Public Analyze/Interpret Data Collect Data Innovation/Intervention Action Research Plan Study Participants Targeted five students, 13% of current 6 th grade population Two were recently exited from EC program in 5 th grade Two are at-risk due to other factors, but capable if held accountable One frequently abandons books & has little support at home, but loves military history (hook!)

11. Make Knowledge Public Analyze/Interpret Data Collect Data Innovation/Intervention Action Research Plan Study Variables Independent variables: –Modified reading log –Conference note-taking sheet/journal –Students will always self- select literature Dependent variables: –Weekly time read –the number of books read each month –their overall attitudes toward reading

12. Make Knowledge Public Analyze/Interpret Data Collect Data Innovation/Intervention Action Research Plan Research Questions What is the effect of students recording their interaction with a text on their reading time and understanding of the text? What is the effect of conferencing with students about their independent reading on their understanding of a text and their general attitudes toward reading? What is the effect of self-selecting literature on students attitudes and motivation toward independent reading?

13. Make Knowledge Public Analyze/Interpret Data Collect Data Innovation/Intervention Action Research Plan Innovation/Intervention Increase conferencing time to at least 2x per week Improve reading log format to allow more space for students to interact with text Better assisting dormant readers in self-selecting literature (preview stacks, book talks, etc.)

14. Make Knowledge Public Analyze/Interpret Data Collect Data Innovation/Intervention Action Research Plan Implementation in the Classroom Finally getting one student hooked on a series was key to moving him from dormancy to avid reading. When I found the third book he had been hunting for and brought it to him before school, his reply was, “Yes!” Simple, yet speaks volumes about his change in attitude.

15. Make Knowledge Public Analyze/Interpret Data Collect Data Innovation/Intervention Action Research Plan Implementation in the Classroom These two students are busy reading vastly different novels, Inkheart and Hattie Big Sky, during their independent reading time.

16. Make Knowledge Public Analyze/Interpret Data Collect Data Innovation/Intervention Action Research Plan Implementation in the Classroom Some students prefer to read on devices such as Kindles or iPads, and this allows dormant readers to not be as conscious of how their chosen novel might be perceived by classmates.

17. Make Knowledge Public Analyze/Interpret Data Collect Data Innovation/Intervention Action Research Plan Implementation in the Classroom Conference notebook-simple spiral notebook, could be digital, Miller has excellent examples Revised reading log w/ signposts (notes), pages, location, NO signature Interest inventories from Miller Conference questions from Miller, Probst and Beers, and general conversation w/ students Easier if you have a TA, student teacher, etc., but can be done on your own

18. Make Knowledge Public Analyze/Interpret Data Innovation/Intervention Action Research Plan Data Collected First few months, J & C frequently abandoned books—how to hook them? R reads exceptionally slow—is she really comprehending? T & E abandon frequently but are very social—book club? BOB?

19. Make Knowledge Public Analyze/Interpret Data Innovation/Intervention Action Research Plan Collect Data Findings Finding the hook is critical; get to know your readers! Knowing their interests helps you choose preview stacks Book clubs are critical for some readers as a scaffold. Be creative with timing, before school breakfast club, during class reading time, after school snack & chat, etc. Collaborate w/ colleagues. I discovered that R’s pace was not a concern after checking in w/ K-5 EC teacher.

20. Make Knowledge Public Analyze/Interpret Data Innovation/Intervention Action Research Plan Collect Data Findings On average, students read between 15 & 20 books in the first semester Targeted dormant readers completed an average of 7 books in the first semester, which was huge for some who admitted to only reading 2-3 last year! Dormant readers read more with accountability (conferencing, book clubs, etc.)—snow days and holidays are a hindrance.

21. Make Knowledge Public Analyze/Interpret Data Innovation/Intervention Action Research Plan Collect Data Recommendations Use inventories to help ID dormant readers sooner Conference frequently (2x or more per week) so that you learn your students’ needs, interests, etc. sooner & build accountability Actively seek resources (public library, school library, classroom library, etc.) and build them (fundraisers, donations)

22. References Miller, Donalyn. "Everybody Is a Reader." The Book Whisperer. New York: Scholastic, 2009. 27-30. Print. Ambe, E. (2007). Inviting Reluctant Adolescent Readers into the Literacy Club: Some comprehension strategies to tutor individuals or small groups of reluctant readers. Journal of Adolescent and Adult Literacy, 50(8), 632-639. (2007, May 1). Retrieved August 13, 2014, from ERIC. Meloni, C. (2010). Chickalicious: Want to woo reluctant female readers? Chick lit may be the ticket. School Library Journal, June(2010), 32-35. Greenleaf, C., & Hinchman, K. (2009). Reimagining Our Inexperienced Adolescent Readers: From Struggling, Striving, Marginalized, and Reluctant to Thriving. Journal of Adolescent and Adult Literacy, 53(1), 4-13.

23. Questions???

24. Conclusion of Presentation Thanks for coming! Contact Information: Allyson McFalls Blowing Rock School 828-295-3204 mcfallsa@watauga.k12.nc.us