The Application of The Application of READ READ 180180 in Student in Student AchievementAchievement

Xiaolan RongXiaolan Rong

ED690ED690

Dr. Lauren B. BirneyDr. Lauren B. Birney

Focus QuestionsFocus Questions

Focus Question 1:Focus Question 1: Does the Read 180 program work Does the Read 180 program work on struggling bilingual readers? on struggling bilingual readers?

Focus Question 2:Focus Question 2: Does the Read 180 motivate Does the Read 180 motivate struggling bilingual students in reading? struggling bilingual students in reading?

Focus Question 3:Focus Question 3: what learning modes work on what learning modes work on struggling bilingual readers more efficiently? struggling bilingual readers more efficiently?

Focus Question 4:Focus Question 4: What are the factors that might What are the factors that might influence the efficiency of Read 180 program influence the efficiency of Read 180 program implementation?implementation?

Research DesignResearch Design Location:Location: MS 131MS 131

Located in Chinatown, NYLocated in Chinatown, NY

Time: Time: Eight weeksEight weeks January 26, 2009 until April 8, 2009January 26, 2009 until April 8, 2009

Data Collection:Data Collection: SurveySurvey 54-1=53 questionnaires 54-1=53 questionnaires Student test scores and assignmentsStudent test scores and assignments

Scholastic Reading Inventory (SRI) ; Reading Scholastic Reading Inventory (SRI) ; Reading Consequence tests ; Quick Write sheets Consequence tests ; Quick Write sheets

InterviewsInterviews

Background and ContextBackground and Context

Scholastic MS131

Classroom setup

Reduced class size

90-minute class periods 45-minute periods/week

Daily instructional reading (Topic CDs)

Daily modeled or independent reading practice (Audiobooks, Paperbacks)

Three times/week (Audiobooks, Paperbacks)

Data and AnalysisData and Analysis

Demographic analysis

Attitudes towards Read 180 Attitudes towards Read 180 program analysisprogram analysis

Student performance analysisStudent performance analysis

The data was analyzed by using Statistical Package for the Social The data was analyzed by using Statistical Package for the Social Sciences (SPSS) and Microsoft ExcelSciences (SPSS) and Microsoft Excel

ConclusionConclusion

Focus Question 1: Focus Question 1: Does Read 180 program work on Does Read 180 program work on struggling bilingual readers? struggling bilingual readers?

Focus Question 2:Focus Question 2: Does Read 180 motivate Does Read 180 motivate struggling bilingual students in reading?struggling bilingual students in reading?

Focus Question 3:Focus Question 3: What learning modes work on What learning modes work on struggling bilingual readers more efficiently? struggling bilingual readers more efficiently?

individual reading, individual confirmingindividual reading, individual confirming

Focus Question 4:Focus Question 4: What are the factors that might What are the factors that might influence the efficiency of Read 180 program influence the efficiency of Read 180 program implementation?implementation?

technology, classroom set up, head technology, classroom set up, head teachersteachers

ReferencesReferences Deshler, Donald D.; Palincsar, Annemarie Sullivan; Biancarosa, Gina; Nair, Marnie Deshler, Donald D.; Palincsar, Annemarie Sullivan; Biancarosa, Gina; Nair, Marnie

(2007). Informed choices for struggling adolescent readers: a research-based guide (2007). Informed choices for struggling adolescent readers: a research-based guide to instructional programs and practices. Newark, DE: International Reading to instructional programs and practices. Newark, DE: International Reading Association, 67-79.Association, 67-79.

Galloway, Alison (1997) Questionnaire Design & Analysis. Retrieved April 16, 2009, Galloway, Alison (1997) Questionnaire Design & Analysis. Retrieved April 16, 2009, from The Tardis Project Web site: from The Tardis Project Web site: http://www.tardis.ed.ac.uk/~kate/qmcweb/qcont.htmhttp://www.tardis.ed.ac.uk/~kate/qmcweb/qcont.htm

Hasselbring, S. Ted (1999). Read 180 Stage B: Teacher’s Guide. New York, NY: Hasselbring, S. Ted (1999). Read 180 Stage B: Teacher’s Guide. New York, NY: Scholastic Inc., 7-38. Scholastic Inc., 7-38.

Mills, G. (2003).  Action Research:  A Guide for the Teacher Researcher (2nd Mills, G. (2003).  Action Research:  A Guide for the Teacher Researcher (2nd Edition).  Upper Saddle River, NJ:  Prentice Hall.Edition).  Upper Saddle River, NJ:  Prentice Hall.

O'Brien, David (1997). Questionnaire Design. Retrieved April 16, 2009, from Georgia O'Brien, David (1997). Questionnaire Design. Retrieved April 16, 2009, from Georgia Tech Web site: http://www.cc.gatech.edu/classes/cs6751_97_winter/Topics/quest-Tech Web site: http://www.cc.gatech.edu/classes/cs6751_97_winter/Topics/quest-design/design/

Warschuer, M. &D. Healey. (1998).Computers and Language Learning: an overview. Warschuer, M. &D. Healey. (1998).Computers and Language Learning: an overview. Language Teaching Language Teaching . . 3131, 57-71., 57-71.

Warschuer, M. (2000). Internet for English Teaching. Teachers of English to Warschuer, M. (2000). Internet for English Teaching. Teachers of English to Speakers of Other Languages, Inc. USASpeakers of Other Languages, Inc. USA

Warschauer, M. (1996). Comparing Face-to-face and Electronic Communication in Warschauer, M. (1996). Comparing Face-to-face and Electronic Communication in the Second Language Classroom. the Second Language Classroom. CALICO Journal CALICO Journal 13(2), 7-2613(2), 7-26

Thank you!Thank you!

Demographic analysisDemographic analysisSex

45.3% 54.7%

Female

Male

Race

11.3%

7.5%

75.5%

Hispanic

White

Black

Asian

Do you speak more than one language?

92.5%

No

Yes

at Home

13.2%

86.8%

English

other lanuages

Attitude towards Read 180 Attitude towards Read 180 program analysisprogram analysis

Motivation N Minimum Maximum Mean Std. Deviation

Q5 53 1 5 3.06 .99

Q6 53 1 5 2.92 .87

Q9 53 1 5 3.96 .88 SPSS

Student performance analysisStudent performance analysis

Student AStudent A Student BStudent B