Improvement in Reading Comprehension Through the Use of Strategies to Improve Fluency By Caroline Kellam

Improvement in Reading Improvement in Reading Comprehension Through Comprehension Through the Use of Strategies to the Use of Strategies to

Improve FluencyImprove Fluency

By Caroline KellamBy Caroline Kellam

Why Am I Here?Why Am I Here?

Project for the University of Phoenix Project for the University of Phoenix OnlineOnline

Action Research ProposalAction Research Proposal Must be presented to a group of Must be presented to a group of

faculty to promote scholarly researchfaculty to promote scholarly research

What is Action Research?What is Action Research?

Researcher must identify a problem Researcher must identify a problem in his/her own settingin his/her own setting

Researcher must propose a plan to Researcher must propose a plan to solve the problemsolve the problem

Different from traditional research Different from traditional research because it is not broad but focuses because it is not broad but focuses on local problemson local problems

Overview of PresentationOverview of Presentation

Problem StatementProblem Statement PurposePurpose Problem DescriptionProblem Description Problem DocumentationProblem Documentation Causative AnalysisCausative Analysis Goals and ExpectationsGoals and Expectations

Overview continuedOverview continued

Measurement of OutcomesMeasurement of Outcomes Analysis of ResultsAnalysis of Results Description of Selected SolutionsDescription of Selected Solutions Calendar PlanCalendar Plan ReferencesReferences

Problem StatementProblem Statement

Students entering the seventh grade Students entering the seventh grade are scoring poorly on the FCATare scoring poorly on the FCAT

Out of the 423 students taking the Out of the 423 students taking the test, 42% scored a level two or belowtest, 42% scored a level two or below

PurposePurpose

To find a way to help the students To find a way to help the students improve in reading comprehensionimprove in reading comprehension

Analyze the connection between Analyze the connection between fluency and reading comprehensionfluency and reading comprehension

Develop a program that will target Develop a program that will target reading fluency in the seventh gradereading fluency in the seventh grade

Reach all students, not only ones Reach all students, not only ones scoring poorly on the FCATscoring poorly on the FCAT

Problem DescriptionProblem Description

Many students are entering the 7Many students are entering the 7thth grade unable to read fluentlygrade unable to read fluently

Lack of funding does not permit Lack of funding does not permit addition of more classrooms to provide addition of more classrooms to provide students with extra reading supportstudents with extra reading support

Students come from elementary schools Students come from elementary schools unprepared – no curriculum alignmentunprepared – no curriculum alignment

Problem DocumentationProblem Documentation

Almost half of all middle and high Almost half of all middle and high school students in Florida have failed school students in Florida have failed the FCATthe FCAT

In our county, In our county, 41,98141,981 students had to students had to take intensive reading this year (two take intensive reading this year (two periods)periods)

20%20% of our seventh graders scored a of our seventh graders scored a Level I in reading and are in Literacy ILevel I in reading and are in Literacy I

22%22% scored a Level II and are in scored a Level II and are in Literacy IILiteracy II

Problem Documentation Problem Documentation continuedcontinued

In Orange County, “only 44% of 8In Orange County, “only 44% of 8thth graders graders and 32% of 10and 32% of 10thth graders were proficient graders were proficient readers last school year” (Webber, 2005)readers last school year” (Webber, 2005)

Nationally, four out of ten fourth graders Nationally, four out of ten fourth graders cannot read at grade level (Kindschy, 2004)cannot read at grade level (Kindschy, 2004)

In N.Y., in 2003, In N.Y., in 2003, 61%61% of 3 of 3rdrd through 8 through 8thth graders failed the statewide reading test graders failed the statewide reading test (“Reading fluency,” 2003)(“Reading fluency,” 2003)

70%70% of eighth graders read below grade of eighth graders read below grade level in the nation (McGrath, 2005)level in the nation (McGrath, 2005)

Causative AnalysisCausative Analysis

Research reveals that students who struggle Research reveals that students who struggle with fluency have difficulty with with fluency have difficulty with comprehensioncomprehension

Fluent readers are better able to concentrate Fluent readers are better able to concentrate on comprehensionon comprehension

““Problems with fluency can lead to weakness Problems with fluency can lead to weakness in comprehension and leave the non-fluent in comprehension and leave the non-fluent reader at-risk for failure in school” reader at-risk for failure in school” (Greenberg, n.d.)(Greenberg, n.d.)

Students who struggle with fluency are Students who struggle with fluency are generally given little time to practice reading generally given little time to practice reading in a way that will impact their fluencyin a way that will impact their fluency

The classroom becomes a “stage for repeated The classroom becomes a “stage for repeated failure” (Greenberg, n.d.)failure” (Greenberg, n.d.)

Causative Analysis Causative Analysis continuedcontinued

““When readers can minimize the When readers can minimize the cognitive resources needed to decode cognitive resources needed to decode the words in front of them, they can the words in front of them, they can devote those resources to devote those resources to comprehension” (Rasinski, 2003)comprehension” (Rasinski, 2003)

It was generally thought that fluency It was generally thought that fluency was simply a problem in primary was simply a problem in primary grades, but it is now representing a grades, but it is now representing a struggle for students in all grade struggle for students in all grade levelslevels

Goals and ExpectationsGoals and Expectations

Purpose – to help students improve their Purpose – to help students improve their reading comprehension by targeting fluencyreading comprehension by targeting fluency

Goal – to find a simple and practical solution Goal – to find a simple and practical solution which all classroom teachers can implement which all classroom teachers can implement to help students improve fluencyto help students improve fluency

It is hoped that students will improve in It is hoped that students will improve in comprehension and test scores in reading comprehension and test scores in reading will show student progresswill show student progress

Expected OutcomesExpected Outcomes

At least 70% of this year’s seventh At least 70% of this year’s seventh grade students will show growth on grade students will show growth on FCAT reading in comparison with last FCAT reading in comparison with last year’s scoresyear’s scores

At least 80% of the students will At least 80% of the students will improve in fluency as measured by improve in fluency as measured by the final fluency test administered at the final fluency test administered at the end of the yearthe end of the year

Measurement of OutcomesMeasurement of Outcomes

Data will be measured quantativelyData will be measured quantatively Numerical rather than narrativeNumerical rather than narrative Test scores will be used to indicate Test scores will be used to indicate

student growthstudent growth Scores in fluency will also be used to Scores in fluency will also be used to

gauge progressgauge progress

Solution StrategySolution Strategy

““Students’ reading skills must be Students’ reading skills must be nurtured well into adolescence” nurtured well into adolescence” (McGrath, 2005, 68)(McGrath, 2005, 68)

Any program must be designed to Any program must be designed to reach all of the studentsreach all of the students

Teachers need to model good Teachers need to model good reading and have students practice reading and have students practice reading aloud in order to improve reading aloud in order to improve fluency (Rasinski, 2003)fluency (Rasinski, 2003)

Solution Strategy continuedSolution Strategy continued

““Practicing short passages three to five Practicing short passages three to five times can help students develop greater times can help students develop greater automaticity and expression in their automaticity and expression in their reading, especially if that practice is reading, especially if that practice is given with formative feedback” (Rasinski, given with formative feedback” (Rasinski, 2003)2003)

Partner reading – students alternate Partner reading – students alternate reading pages orally to each other; silent reading pages orally to each other; silent partner provides feedback and supportpartner provides feedback and support

Solution Strategies Solution Strategies continuedcontinued

Allow students to pick passages that Allow students to pick passages that are of interest to themare of interest to them Teachers make the sharing of these Teachers make the sharing of these

passages a celebration (Rasinski, 2003)passages a celebration (Rasinski, 2003)

Selected SolutionsSelected Solutions

Reading Improvement Reading Improvement ProgramProgram

Students who have failed the FCAT reading Students who have failed the FCAT reading portion will be placed into intensive reading portion will be placed into intensive reading classesclasses

Students will receive fluency reading tests; Students will receive fluency reading tests; these tests will also be administered through these tests will also be administered through language arts to the other studentslanguage arts to the other students

Administered in the fall, winter, and spring Administered in the fall, winter, and spring

Teachers of all classes, with the exception of Teachers of all classes, with the exception of math, will devote at least one half of a class math, will devote at least one half of a class period each week to oral reading in classperiod each week to oral reading in class

Oral Reading PeriodOral Reading Period

Students may be placed in small groups to read a Students may be placed in small groups to read a passage related to the classpassage related to the class

Students can complete partner readingStudents can complete partner reading Students may be given selections to practice at Students may be given selections to practice at

home and present to the class on oral reading home and present to the class on oral reading dayday

Oral reading may be done as a class – students Oral reading may be done as a class – students take turns reading a selection picked by the take turns reading a selection picked by the teacherteacher

In this way, students will practice oral reading in In this way, students will practice oral reading in fiction, historical documents, science articles, etc.fiction, historical documents, science articles, etc.

Oral Reading Period Oral Reading Period continuedcontinued

Oral reading periodOral reading period Oral reading will be followed by class or group Oral reading will be followed by class or group

discussion and test or quiz at the end of the discussion and test or quiz at the end of the period to check for comprehensionperiod to check for comprehension

Book assignmentBook assignment Through language arts, students will be Through language arts, students will be

assigned a book to read during each quarter assigned a book to read during each quarter for the first three quarters of the yearfor the first three quarters of the year

Must read the book each night and will be Must read the book each night and will be tested weekly for comprehensiontested weekly for comprehension

Parental InvolvementParental Involvement

Parental involvementParental involvement School will implement parent workshops School will implement parent workshops

once at the beginning of each marking once at the beginning of each marking period.period.

Parents will be provided with materials Parents will be provided with materials from each of the books read in language from each of the books read in language arts to question their children and conduct arts to question their children and conduct discussions with them about the readingdiscussions with them about the reading

Parental involvement is essential to the Parental involvement is essential to the success of any programsuccess of any program

Selected Solutions Selected Solutions continuedcontinued

During the third marking period, students During the third marking period, students will work together with students from will work together with students from feeder elementary school.feeder elementary school. 77thth grade students will be partnered with 4 grade students will be partnered with 4thth

grade studentsgrade students During the first week of the third marking During the first week of the third marking

period, each team of 7period, each team of 7thth grade teachers will grade teachers will take students on a field trip to the elementary take students on a field trip to the elementary schoolschool

Students will meet their partners (pre-selected Students will meet their partners (pre-selected by the teachers)by the teachers)

Elementary School ProjectElementary School Project

Elementary school projectElementary school project Middle school students will read aloud the first Middle school students will read aloud the first

two chapters of the novel chosen by teachers two chapters of the novel chosen by teachers to their elementary partnersto their elementary partners

Students will be required to read with feelingStudents will be required to read with feeling Partners from elementary school will be given Partners from elementary school will be given

a simple checklist to grade the middle school a simple checklist to grade the middle school students.students.

Students continue to read books independently Students continue to read books independently – certain number of chapters each week– certain number of chapters each week

Elementary Project Elementary Project continuedcontinued

Elementary school projectElementary school project At the end of each week, students will At the end of each week, students will

write letters to each other, discussing write letters to each other, discussing the book, asking questions, etc.the book, asking questions, etc.

They must take at least one passage They must take at least one passage from the book that they found from the book that they found interesting, write it down, and discuss interesting, write it down, and discuss why they found it interestingwhy they found it interesting

Elementary Project Elementary Project continuedcontinued

Students will come together with Students will come together with their partners again and design a their partners again and design a project that highlights their project that highlights their comprehension of the readingcomprehension of the reading Finish the project that day and present itFinish the project that day and present it Celebration after completion of all Celebration after completion of all

projectsprojects

Calendar PlanCalendar Plan

First Marking PeriodFirst Marking Period

Week OneWeek One Students are placed into Literacy I or II Students are placed into Literacy I or II

as assigned by the county according to as assigned by the county according to test scorestest scores

Language arts teachers meet to pick out Language arts teachers meet to pick out novels that will be read and order novels that will be read and order enough copies for students to purchase enough copies for students to purchase at school, if possible at a discountat school, if possible at a discount


Week TwoWeek Two Students in are given fluency probe in Students in are given fluency probe in

intensive reading classes and in intensive reading classes and in language arts. Results are documented language arts. Results are documented for future comparisonfor future comparison

Students are assigned novel to be read Students are assigned novel to be read at homeat home


Week ThreeWeek Three All departments except for math meet All departments except for math meet

regarding oral reading program. Each regarding oral reading program. Each department picks a oral reading day for department picks a oral reading day for the weekthe week

Decisions are made as a department as Decisions are made as a department as to what materials will be used for the to what materials will be used for the oral readingoral reading


Week FourWeek Four Progress reports go out.Progress reports go out. Oral reading program begins in each Oral reading program begins in each

classroomclassroom Administration schedules first parent Administration schedules first parent

workshop for the beginning of the workshop for the beginning of the second quarter of the semestersecond quarter of the semester


Weeks Five through EightWeeks Five through Eight Students continue practicing oral Students continue practicing oral

reading in each class, once a weekreading in each class, once a week Students read their novel and are tested Students read their novel and are tested

each week in language artseach week in language arts Flyers are sent home Week Four, Flyers are sent home Week Four,

advertising parent workshop during advertising parent workshop during second marking periodsecond marking period


Week NineWeek Nine Students are given final test on the Students are given final test on the

novel read through language arts. novel read through language arts. Results are save for future comparisonResults are save for future comparison

Report cards go home. Flyers Report cards go home. Flyers advertising parent workshop are advertising parent workshop are attached to the report cardsattached to the report cards

Second Marking PeriodSecond Marking Period

Week OneWeek One Parent workshop is conducted on one of Parent workshop is conducted on one of

the evenings of week twothe evenings of week two Students are assigned their second novel Students are assigned their second novel

and begin reading it at homeand begin reading it at home Oral reading practice continues in each Oral reading practice continues in each

classclass Teachers in language arts administer the Teachers in language arts administer the

fluency probe and results are compared to fluency probe and results are compared to previous results. Any gains are noted.previous results. Any gains are noted.


Weeks Two and ThreeWeeks Two and Three Oral reading practice continues weekly Oral reading practice continues weekly

in each classin each class Week FourWeek Four

Progress reports are sent homeProgress reports are sent home Administration schedules second parent Administration schedules second parent

workshop for following marking perodworkshop for following marking perod


Weeks Five through EightWeeks Five through Eight Students continue oral reading practice weekly Students continue oral reading practice weekly

in all classesin all classes Students read from the assigned novel and are Students read from the assigned novel and are

tested each week in language arts classestested each week in language arts classes Flyers are sent home during week six Flyers are sent home during week six

advertising parent workshop that will be held advertising parent workshop that will be held during third marking periodduring third marking period

Administrators meet with elementary school Administrators meet with elementary school administrators to coordinate plans for the administrators to coordinate plans for the partnership projectpartnership project

Teams begin planning field trip to be taken to Teams begin planning field trip to be taken to the elementary school during the third marking the elementary school during the third marking periodperiod


Week NineWeek Nine Students are given final test over novel Students are given final test over novel

read in language arts classes. Results read in language arts classes. Results are compared to previous test results. are compared to previous test results. Any improvements are noted.Any improvements are noted.

Report cards go home Attached to Report cards go home Attached to report cards is flyer detailing parent report cards is flyer detailing parent night to be held in third marking periodnight to be held in third marking period

Third Marking PeriodThird Marking Period

Week OneWeek One Parent workshop is held on evening scheduled Parent workshop is held on evening scheduled

Parents in attendance are informed about the Parents in attendance are informed about the novel project to be done in conjunction with the novel project to be done in conjunction with the elementary schoolelementary school

Students are told in their language arts classes Students are told in their language arts classes about the next novel they will be reading and the about the next novel they will be reading and the project done with the elementary studentsproject done with the elementary students

Students will take another fluency probe and Students will take another fluency probe and results will be compared to those of previous results will be compared to those of previous tests.tests.


Week TwoWeek Two Teams go to the elementary school on scheduled Teams go to the elementary school on scheduled

day of the week. Students meet their partner and day of the week. Students meet their partner and begin reading the novelbegin reading the novel

Oral reading practice continues in all classesOral reading practice continues in all classes Week ThreeWeek Three

Students begin writing letters to their partners in Students begin writing letters to their partners in elementary school. Teachers deliver letters via elementary school. Teachers deliver letters via courier courier

Oral reading practice continues in all classroomsOral reading practice continues in all classrooms


Week FourWeek Four Progress reports go homeProgress reports go home Oral reading practice continuesOral reading practice continues

Weeks Five through SevenWeeks Five through Seven Students continue reading the novel through Students continue reading the novel through

language arts and communication with language arts and communication with elementary school continues via courierelementary school continues via courier

Oral reading practice continues in all classroomsOral reading practice continues in all classrooms Students take final fluency probe in intensive Students take final fluency probe in intensive

reading classes. Results are documented and reading classes. Results are documented and compared to the ones taken at the beginning of compared to the ones taken at the beginning of the yearthe year


Week EighthWeek Eighth FCATFCAT

Week NineWeek Nine Students take field trip to the Students take field trip to the

elementary school once more for final elementary school once more for final project and celebrationproject and celebration

ReferencesReferences

Kindschy, N. (2004). Reading fluency: A Kindschy, N. (2004). Reading fluency: A closer look. Retrieved August 29, 2005, closer look. Retrieved August 29, 2005, from from http://www.thecoo.edu/~nikind/Readinghttp://www.thecoo.edu/~nikind/Reading%20Fluency.htm%20Fluency.htm

McGrath, A. (2005, February 28). A new McGrath, A. (2005, February 28). A new read on teen literacy. read on teen literacy. U.S. News & World U.S. News & World Report, 138Report, 138(7), 68-70.(7), 68-70.

Rasinski, T. (2003). Fluency is fundamental. Rasinski, T. (2003). Fluency is fundamental. ScholasticScholastic. Retrieved August 6, 2005, from . Retrieved August 6, 2005, from http://teacher.scholstic.com/products/instruhttp://teacher.scholstic.com/products/instructor/nov03_fluency.htmctor/nov03_fluency.htm

ReferencesReferences

Reading fluency. (2002). Retrieved August 6, Reading fluency. (2002). Retrieved August 6, 2005, from reading server.edb.utexas.edu2005, from reading server.edb.utexas.edu

Webbers, D. (2005, August 4). Thousands Webbers, D. (2005, August 4). Thousands will take intensive reading classes. will take intensive reading classes. Orlando Orlando SentinelSentinel. Retrieved August 6, 2005, from . Retrieved August 6, 2005, from http://www.orlandosentinel.com/orlaseccantrhttp://www.orlandosentinel.com/orlaseccantread048040au04,0,1860098.story?ead048040au04,0,1860098.story?page=1&track=mostemailedlink&col=tf-page=1&track=mostemailedlink&col=tf-main-sportsmain-sports

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Improvement in Reading Comprehension Through the Use of Strategies to Improve Fluency By Caroline Kellam