Data analysis
Critically Examining My Data
Data analysis
Critically Examining My Data
After analyzing my data, it became clear that differentiating reading instruction with a focus on questioning and making connections had an impact on student achievement. Out of my 23 students, 14 showed growth in reading comprehension as a result of the skills learned throughout this action research.
Examining My Data
Statistical Significance of Study
A paired-samples t-test was conducted to determine the effect of differentiated guided reading instruction and its impact on student reading comprehension. There was not a significant difference in the scores prior to implementing summarizing strategies (M=73.22, SD=21.19) and after implementing (M=80.38, SD=19.83) the summarizing strategies; t(23)= 1.28, p = 0.107460. The observed standardized effect size is large (1.01). That indicates that the magnitude of the difference between the average and μ0 is large. These results suggest that the use of summarizing strategies to ask questions and identify connections increased reading achievement.
Data Triangulation
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Through triangulating data collected from "Read to Self" student logs, anecdotal notes, and common formative assessments, themes emerged. First, differentiation is necessary to support student reading comprehension achievement. I noticed some students could independently apply the skills of questioning and connections, while others required more individualized and scaffolded support both at their independent reading station and during small group reading. I used this data to generate student groups and adjusted instruction to include guided use of reading logs during small groups. As a result of this responsive instruction, students were able to demonstrate increased independence with questioning and connections as evidenced by anecdotal notes and their individual success in their "Read to Self" student logs. Further, student performance on CFAs indicated 66% of my students demonstrated gains as a result. Second, reading achievement and reading endurance and confidence are correlated. Across the data, students who engaged with texts during Read-to-Self as evidenced in their individual connections and questions on their logs demonstrated gains on CFAs and higher levels of participation, demonstrating confidence, during guided reading groups. Student reading stamina (endurance) and comprehension increased simultaneously.
"Read to Self" Student Logs
The graphic (below left) details common themes in "Read to Self" Student Logs that were identified throughout and at the conclusion of the study. At the beginning of the research period, students were given explicit expectations surrounding the reading log. Students were to record the books they were reading, make a question or connection, and rate their personal reading stamina.
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Strong Text-to-Self Connections: Students consistently provided strong text-to-self connections. For example, during the week of February 17th, most students had made a connection in their log that they had seen something before in their book (e.g. I have seen a bug before; I have seen a bird, etc.). Text-to-self connections require students only to look within themselves to find something that is the same. Student's main focus was connecting to their own life.
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Weak Text-to-World Connections: Students consistently struggled with generating text-to-world connections. Throughout the six-week period, students did not independently generate text-to-world connections in their "Read to Self" student logs. As a result, I monitored and adjusted my small group instruction and provided strong examples of text-to-world connections. This scaffold allowed for intentional instruction for all students and supported them in considering worldly connections while reading.
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Literal Questions: While students grew in their ability to ask and answer meaningful questions as a result of this study, some students continued to ask literal, surface level questions. Students were provided with sentence stems of "A question I have is...", "I am wondering...", and "If I could ask the author, I would want to know...". While some students utilized these questions to formulate deep questions, most students continued to start their questions with who, what, when, where, why, or how.
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Minimal Inferential and Text-to-Text Questions: Most students needed support in asking deeper questions as evidenced in independent student reading logs. Most students asked questions about the text such as, "Where is the house?" As the research period progressed, however, students reading at a higher reading level had more success in asking inferential questions which would require them to go beyond the specific text for an answer. For example, one student posed: "A question I have is how does a computer work?" (Student E, 3-2-2020).
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The logs allowed me to monitor student progress and adjust my approach and instruction. For example, during Week 3 of the research period, I noticed students were lacking motivation to complete the log. If students were not completing the log, I would lack accurate data to adjust my instruction based on. In response to this, our class reviewed the expectations of the log and students were given an incentive to complete the log to the best of their ability. By adjusting, I was able to gather accurate data from my students and instruct them accordingly.
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In order to help inform my small group and individual instruction throughout the research period, I took anecdotal notes for each of my five guided reading groups (see below: #1, on #2, beyond, and above). Additionally, I had a section for "extra noticings" which allowed me to record observations during reading stations or outside of our reading block.
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At the beginning of the study, students learned what comprehension was and how questions and connections can help them become better readers. Throughout the research period, some students needed more explicit instruction than others. By collecting this data, I was able to inform and adjust my instruction in order to best meet student needs. For example, during a week that focused on questions, a student in my "beyond" guided reading group struggled to think of a question to ask before reading the text. Because I noted this in my anecdotal notes, I was able to provide more scaffolding for her next time and monitor progress through her independent reading logs.
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Additionally, I was able to use my anecdotal notes to see the trend of students feeling most successful generating text-to-self connections. There were several occasions where I noted "introduced connection cards... 5/5 students made text-to-self connections". On another occasion, "4/4 students made text-to-self connections". With the guidance of these anecdotal notes, I was able to see evidence of student learning and trends; thereby, informing instructional decisions.
Anecdotal Notes
Students complete CFAs several times each month. Students read and listen to a story and answer comprehension questions. Teachers are directed to use this data to inform their instruction and determine future learning that will occur. To measure the impact of my study I administered a pre-test on January 31st and a post-test on March 12th.
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On the pre-test, 12 students received a comprehension score that placed them in the "below grade level" range. Formative data through two additional CFAs was collected during the research period in order to continue monitoring and adjusting my teaching based on student performance. After giving the formative check 4.3, I noticed that there were 14 students whose comprehension score placed them in the "below grade level" range. As a result, I provided more explicit whole group instruction, checked in with students and reviewed reading logs. After the formative check 4.5, I noticed progress! Only three students received comprehension scores that placed them "below grade level".
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On March 12th, I administered the post-test. 4 students received scores that placed them "below grade level" for comprehension, demonstrated a continued instructional need for comprehension instruction. Additionally when comparing all student scores from the pre-test to the post-test, 66% of my students showed growth in their comprehension abilities as a result of explicit instruction on questioning the text and making connections.
District Curricular Common Formative Assessments
(CFAs)
Guided Reading Strategy Log
To support independent reading skill application during "Read to Self," I incorporated a Guided Reading Strategy Logs to further develop proficiency in these skills through explicit instruction. At first, student responses replicated what was modeled in small group. Over time, however, student discussion in these small groups fostered stronger questions and connections. Towards the end of the research period, students across all five guided reading groups had more success in independently coming up with a question or connection that went with the text being studied.
Of my guided reading groups, my "beyond" group was most successful. When looking at their logs, these students had the ability to formulate the most questions and connections independently and were able to stretch their brain to think deeper about the text. An example of a question written by a student from this group on February 10th: "How do ducklings know how to swim?" An example of a connection written by a student from this group on March 4th was "I have a cat and I have so much toys like Spark." As I reviewed the data, this success can be attributed to more instructional time and more exposure to content in more difficult texts.