The Effect of Increasing Guided Reading Sessions on the Rate of Growth for Second Grade Readers and Attitude

Towards Reading

Action Research By:Karen Danesi

Amy LeeEmily Holzrichter

April 2014

Increased Time

60 MinutesVerses

20 Minutes

Introduction

Research QuestionWhat is the effect of guided reading on student reading

ability and attitude?

Why is this important?

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

The Concern

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)

Variables

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.

Review of Literature

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.”

Review of Literature (Continued…)

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.”

Review of Literature (Continued…)

Lanning, J., LaMere, R., & Reading Recovery Council of North America, C. H. (2000)

“Thirst for reading more books begins to grow.”

Review of Literature (Continued…) Dean, S. J., & Trent, J. A. (2002)

A varied selection of materials can be important to help motivate struggling or beginning readers.

Research Design

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 teachersMeets 3 times a

week60 minutes

Intervention

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.

Sample-Treatment Group

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.

Sample-Control Group

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.

Nationality of Students in Treatment Group

Swedish 20%

Spanish10%

Argentinian10%

Hungarian10%

Brazilian 10%

Danish10%

Thai-American 10%

Swedish-American 10%

Korean 10%

Nationalities of Control Group

Swedish 20%

American60%

Finnish 20%

Gender of Students

Treatment

Control

0

1

2

3

4

5

6

Gender

Female Male

Age of Students

Treatment Control 0

1

2

3

4

5

6

Age of Students

7 Year 8 Year

Native English Speakers

Treatment

Control

0 2 4 6 8 10 12

10

2

0

4

Native English Speakers Non Native English Speakers

Instrumentation & Data Collection

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

Results: Attitude

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).

Attitude Mean Scores – Pre vs. Post Likert

_x0003_Pre _x0006_ Post

Treatment 12.6 13.8

Control 12.8 12.4

1

3

5

7

9

11

13

15

Pre and Post Likert Scale

Results

The two tailed unpaired t-test showed there was no significant change in student’s reading ability.

(P = 0. 6609, t = 0.4489, df = 13)

Pre and Post Rigby PM Assessment Scores

Results

_x0003_Pre _x0006_ Post

Treatment 8.6 12

Control 14.8 17.8

1

3

5

7

9

11

13

15

17

19

Pre and Post Test Reading Levels

Discussion

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.

Action

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.

References

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, 1996. 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), 26-28.

  Suits, B. (2003). Guided Reading and Second-Language Learners.

Multicultural Education, 11(2), 27-34.