Action Research Proposal

Barbara Willingham 

Area of Focus Statement

To find effective tools, methods, and strategies to help improve reading skills, fluency, and comprehension in ten, third

grade students currently attending tutoring sessions.

These third graders are having trouble with reading proficiency, comprehension, and fluency. This is not just a problem in our

school, but it is state wide. Steps need to be taken now to prevent reading difficulties later

in life.

Explanation of Problem

Related Literature

A report from the National Reading Panel states “Students who do not read at grade level have a higher probability of leaving school without a diploma.”

National data shows when students have difficulty mastering reading concepts early in their schooling, they are at a higher risk for readingdifficulties later in life (Lesnick et al, 2010).

Defining the Variables

Student’s academic achievement

Attitude toward learning

Teaching methods

Vocabulary

Reading fluency

Reading comprehension

Research Questions

Will reading fluency improve if the students are read to and/or ifsomeone reads along with them?

Will reading comprehension improve if pre-reading is used?

Will reading skills improve if students are provided one on one time and instruction?

Will reading skills improve if online resources and activities are Incorporated into tutoring sessions?

The third grade students are already attending tutoring sessions twice a week. They were signed up for these sessions on the recommendation of their teachers and with the approval of their parents. Tutors have been assigned to help with homework and reading skills.

Locus of Control

Students

Parents

Teachers/School Administrators

Tutors

Group Membership

Informed Consent from parents

Progress reports from teachers

Negotiations

Demographics of students

Confidentiality of student information

Privacy of students

Technology

Ethics

Description of Intervention

1. Meet with school administrators

2. Meet with parents

3. Discuss expectations with tutors

4. Ensure tutors are competent and knowledgeable

5. Set up tutoring sessions and assign students

6. Provide tutoring to students

7. Evaluate effectiveness of the intervention

All tutoring will occur inside the school building in a designated area. The school has several computers set up in the library for use. No additional resources will be required from the school or students.

Statement of Resources

Tutors will use the Internet to access the website below. It has been identified as a credible and valuable resource. It was chosen for use because it provides an engaging learning environment that supports a variety of learning styles and needs. Free reading lessons are also provided. This was a crucial element because of the budget restrictions of the school. Additional funding is not available to support the tutoring program.

http://www.smarttutor.com/free-resources/free-reading-lessons/third-grade-reading/

Tutors will also use an online voice recorder to record words for the students. The students will listen to the words and repeat them to help improve phonics. The school’s computers are already equipped with a microphone and headsets are available for use.

Technology

Data Collection

Observation – working one on one with the students

Reading scores – obtained from school with permission from parents. Scores will entered on an Excel spreadsheetto show progress, improvements, or declines.

Meetings with parents

http://www.smarttutor.com

http://www.k-12.state.tn.us/tcapresults/system_reading_2013.aspx

Lesnick, J., George, R.M., Smithgall, C., Gwynne J. (2010). Reading on Third Grade Level in Third Grade: How is it Related to High School Performance and College Enrollment? Chicago: Chapin Hall at the University of Chicago.

Mills, G. E. (2014). Action research: A guide for the teacher researcher (5th ed.). Boston, MA: Pearson Education, Inc.

National Reading Panel, (2000). Report of the National Reading Panel: Teaching Children To Read. Washington, DC: National Institute of Child Health and Human Development.

Phillips, J. (2005). Strategies for active learning in online continuing education. Journal Of Continuing Education In Nursing, 36(2), 77-83.Small, A., Uttal, L. (2005). Action-Oriented Research: Strategies for Engaged

Scholarship. Journal of Marriage and Family, 67(4), 936-948.

References