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Carp final power point
 

Carp final power point

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    Carp final power point Carp final power point Presentation Transcript

    • Green Holly Elementary School Jean Kim, Kelly Stoeckle & Courtney Tyra
    • Justification
      • Problem: Low MSA reading test scores
      • Root cause: Lack of reading outside of the school setting
    • Strategy
      • Book Buddies program
        • 2 nd grade students read to kindergarten & 1 st grade students
        • 20 minutes sessions
      • Reading to younger students will hopefully have a positive effect on students’ attitudes towards reading.
      • Hearing older students read will hopefully have a positive effect on students’ attitudes towards reading.
      • Many other school uses Book Buddies program to help students enjoy reading.
    • Research Question
      • What effects does a Book Buddy program have on students’ attitudes about reading?
    • Data collection plan Data source 1 Data source 2 What effects does a Book Buddy program have on students’ attitudes about reading? Pre-test reading attitude survey Post-test reading attitude survey
    • Pre-post assessment items The Elementary Reading Attitude Survey
    • Example questions
    • Detailed description of intervention
      • Pre-Intervention
        • Class descriptions
          • Listeners: two kindergarten classes and one first grade class
          • Readers: three second grade classes
        • Survey was administered before the first session
          • Listeners were pulled to take the survey in small groups
          • Readers were given the survey as a whole class
        • Listeners were instructed on appropriate behaviors while being read to by readers
    • Detailed description of intervention
      • The Intervention
        • Students met two to three times for 20 minute sessions
          • One session per week over a three week period
        • The readers used a different self-selected book for each session
        • Students worked in pairs or small groups with at least one reader and one listener
          • Readers were instructed to read their book to their listener and discuss the story after reading
        • Teachers monitored the students and reminded them of the task as necessary
    • Detailed description of intervention
      • Post- Intervention
        • Survey was administered after the last session
        • Listeners were pulled to take the survey in small groups
        • Readers were given the survey as a whole class
    • Pre-post findings
      • Pre-test compared to post-test scores overall
        • Pre-test average score: 16.90
        • Post-test average score: 16.94
          • p = .45
      • Listeners pre-test compared to post-test
        • Pre-test average score: 16.81
        • Post-test average score: 16.75
          • P =.44
      • Readers pre-test compared to post-test
        • Pre-test average score: 17.02
        • Post-test average score: 17.17
          • P =.38
    • Pre-post findings
      • Readers compared to listeners in pre-test scores
        • Listeners Pre-test average score: 16.81
        • Readers Pre-test average score: 17.02
          • p = .37
      • Readers compared to listeners in post-test scores
        • Listeners Post-test average score: 16.75
        • Readers Post-test average score: 17.17
          • p = .26
    • Findings from observations
      • Overall, no significant differences were found between pre and post test scores
        • No significant differences were found between the listeners pre and post-test scores
        • No significant different differences were found between the readers pre and post-test scores
        • No significant differences were found between readers and listeners pre-test scores
        • No significant differences were found between readers and listeners post-test scores
    • Answers to research questions
      • What effects does a Book Buddy program have on students’ attitudes about reading?
        • No significant differences were found in students’ reading attitudes after the intervention
    • Limitations
      • Small sample size
      • Inadequate number of sessions
      • Varying grade levels in listening group
      • Response bias
      • Difficulty answering the questions
      • Ceiling effect
    • Next steps?
      • Future Research
        • Larger sample size
        • Compare only two grade levels
        • Increased number of sessions
        • Decrease the level of difficulty of survey questions
      • Future research could examine the effects of Book Buddies on:
        • Time spent reading in and out of school
        • Motivation to read
        • Reading self-efficacy
    • Back to the big picture
      • Although we did not find any significant effects of our Book Buddies program on student attitudes about reading, there were no significant decreases in attitudes, implying that Book Buddies was not detrimental.
    • Reference
      • Bornstein, M. & Lamb, M., (2011). Cognitive development: An advanced textbook. Psychology Press, New York: New York, 158.
      • McKenna, M. & Kear, D., (1990). Measuring attitude toward reading: A new tool for teachers. The Reading Teacher , 43 (9), 626-639.