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Casestudypresentation humberstone
Casestudypresentation humberstone
Casestudypresentation humberstone
Casestudypresentation humberstone
Casestudypresentation humberstone
Casestudypresentation humberstone
Casestudypresentation humberstone
Casestudypresentation humberstone
Casestudypresentation humberstone
Casestudypresentation humberstone
Casestudypresentation humberstone
Casestudypresentation humberstone
Casestudypresentation humberstone
Casestudypresentation humberstone
Casestudypresentation humberstone
Casestudypresentation humberstone
Casestudypresentation humberstone
Casestudypresentation humberstone
Casestudypresentation humberstone
Casestudypresentation humberstone
Casestudypresentation humberstone
Casestudypresentation humberstone
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Casestudypresentation humberstone

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  • 1. Student Engagement andMotivation During SmallReading GroupsHeidi Humberstone
  • 2. I WonderO What are the effects of small reading groupinteractions on EAL students readingcomprehension and engagement?
  • 3. DemographicsO School (Early years- IBprogram) 489 studentsranging from 18-20 in eachclass.O EAL (English as anAdditional Language) 39%O EthnicityO 50% NorwegianO 31% European (e.g.British, Danish, German,Swedish)O 5% AsianO 11% North AmericanO Classroom (Kindergarten)15 studentsO Our base curriculum isBritish, also use theInternational PrimaryCurriculum, and supplementwith American andAustralian elements.O EAL 4 of my students go outfor EAL supportO EthnicityO 3 North AmericanO 4 AsianO 7 EuropeanO 1 Norwegian
  • 4. Main setting for the studyO Reading GroupsO Twice a week for two 45 minute lessonsstudents are divided into groups based onability levelO Four leveled groups, with in the 15 studentclass, bases off of the Oxford Reading TreeschemeO EAL groups would be out one of thesessions, so they would only receive one 45minute lessonO This changed halfway through the study and theywere able to participate in both lessons
  • 5. Literature ReviewO Struggling ReadersO Developing Comprehension SkillsO Reading in a language that is not nativeO Using a technology to motivate and engageO Implementation of eBooksO iPadsO Use of Instructional StrategiesO Multiple IntelligencesO ArtO Cultural BackgroundO Parent Involvement
  • 6. Literature ReviewO Developing Comprehension SkillsO Understanding how to teach comprehensionO Ormrod (2011)O Teaching and providing students with comprehensionskillsO GroupingO DefinitionsO ExamplesO Scaffolding
  • 7. Literature ReviewO Using a technology to motivate and engageO Effect of eBooks on listening comprehension andmotivationO Ciampa (2012)O Observing students motivation and engagement levelsO Jones & Brown (2011)O Increased motivation in struggling readers through theuse of iPadsO Getting & Swainey (2012)
  • 8. Literature reviewO Use of Instructional StrategiesO Multiple IntelligenceO Engage and motivate struggling readersO Cluck & Hess (2003)O ArtO Struggling readers can make connections throughrole-playing, narrating, and creative movementO Grant, Hutchinson, Hornsby & Brooke (2008).
  • 9. Literature ReviewO Cultural BackgroundO Conteh & Kawashima (2008)O Parental InvolvementO Ormrod (2011)
  • 10. Focus GroupO DaanO Six years old. He is one of three boys in his family andis the middle child. Both his parents are Dutch and thefamily just moved to Norway at the beginning of theschool year, 2012.O He came to this school not knowing any English whichresulted in him having behavior problems. He is a visuallearner as well as kinesthetic. He needs time to processinformation and relate it to his own life. He likes to bethe first at everything. Daan is extremely clever andlikes being involved in his learning.O Daan has come a long way. He knows and understandsmore English, is able to read and participate in readinggroups, and his behavior problems have decreasedsignificantly.
  • 11. Focus GroupO MadeleneO She is the oldest in my class. Her emotional state isup and down. She is on an ILP and goes out for fourdifferent groups; speech, phonologicalawareness, language, and phonics.O Mom is British and her father is Norwegian. She wasin Norwegian preschool from age two until age four.She now speaks both Norwegian and English. Shedid not speak any English until last year. She is themiddle of three, one older sister and one youngerbrother.O Has a strong sense of what is fair and what is right.Visual learner that needs to be constantly redirected.She has come a long way in he emotional needs, isable to express herself in more productive ways.
  • 12. MethodO Data was collected in the form of studentsurveys, student interviews conducted byteacher, visual informal assessments, samplework, and recordings of reading groups.O Analyze of dataO Analysis- need visual aids to make connectionsO Synthesis- comprehension is difficult when theydo not understand vocabulary, classroomarrangement is key when in groupsO Deconstruction- some of my interpretations arebased on my students cultural and home lifebackgrounds, this can be useful and dangerousO Contextualization- the role of student andteacher, Daan wants to please but also struggleswith control
  • 13. Collection of Data
  • 14. Collection of Data
  • 15. Collection of Data
  • 16. Collection of Data
  • 17. Learning Story: Daan
  • 18. Learning Story: MadeleneO This was a moment of realization for me to bettersupport Madelene and how she learns.O This was also a moment of breakthrough forMadeleneO Usually she just sits and stares at herwork, book, game, or other students and does notask anyone for help.O
  • 19. Findings and DiscussionO LearnedO Classroom arrangement is keyO Students are motivated through technology andhands on learningO Assumptions confirmedO Understanding comprehension relies onunderstanding vocabularyO New findingsO Behavioral issues can be eliminated whenstudents are engaged and challenged in ameaningful way
  • 20. ConclusionO Implications for teaching in reading groupsO Students need to be engaged and motivatedintrinsically and extrinsicallyO Cultural and parental influences can predict how astudent will learn and interpret informationO Promote diversityO Parental involvement is a huge factor in myreading groups and with my focus studentsO Hold workshopsO Parent surveys on how they feel about readingwith their childO Tips and tricks to help their child with reading
  • 21. New QuestionO How can I continue to develop their vocabulary whileincreasing comprehension?
  • 22. ReferencesO Abbott, L., Dornbush, A., Giddings, A., & Thomas, (2012).Implementing guided readingstrategies with kindergarten and first grade students. (Masters thesis).O Ciampa, K. (2012). Icanread: The effects of an online reading program on grade 1 studentsengagement and comprehension strategy use. Journal of Research on Technology inEducation, v45 (n1), p27-59.O Cluck, M., & Hess, D. (2003). Improving student motivation through the use of the multipleintelligences.. (Masters thesis).O Conteh, J., & Kawashima, Y. (2008). Diversity in family involvement in childrens learning inenglish primary schools: Culture, language and identity. English Teaching: Practice andCritique, v7 (n2), p113-125.O Crichton, S., Pegler, K., & White, D. (2012). Personal devices in public settings: Lessonslearned from an ipod touch/ipad project. Electronic Journal of e-Learning, v10 ( n1 ), p23-31.O Getting, S., & Swainey, K. (2012). First graders with ipads?. Learning & Leading withTechnology ,v40 (n1), 24-27.O Grant, A., Hutchinson, K., Hornsby, D., & Brooke, S. (2008). Creative pedagogies: "art-full"reading and writing. English Teaching: Practice and Critique,v7(n1), p57-72.O Jones, T., & Brown, C. (2011). Reading engagement: A comparison between e-books andtraditional print books in an elementary classroom. Online Submission, International Journalof Instruction , v4(n2), p5-22.

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