2. Problem Statement
Action Research Proposal
2
Problem Statement
Middle school-aged students struggle with comprehending informational text
Not understanding informational causes students to have difficulty with Science and Social
Studies
Small group instruction may assist with this problem
3. Problem Description
Action Research Proposal
3
Problem Description
Assumptions that middle school aged students are able to read
Students need to learn strategies on how to interpret informational
text
If students learn these strategies, then they will be able to
understand concepts in Science and Social Studies.
4. Purpose of the Project
Action Research Proposal
Purpose of the Project
Establish the effects of small group instruction for comprehension
strategies
Utilize results from progress monitoring of EdPerformance tests and
observations of seventh grade students.
4
5. Writer’s Role
Action Research Proposal
5
This topic has a great impact on my profession as a
seventh grade English/Language Arts teacher because
it assists me in choosing the correct setting to teach
students comprehension skills for informational texts.
Which setting/strategy is more effective? (Small group
instruction versus whole group instruction).
The effects on students’ comprehension of informational
text based on my teaching method.
6. Survey
What strategy is the most effective way to
teach reading comprehension skills?
What types of texts do students have difficulty
understanding?
Does comprehending informational text have a
relation to students understanding concepts in
Science and Social Studies?
Action Research Proposal
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7. Problem Documentation
Action Research Proposal
7
Problem Documentation
Students struggle reading informational text
Small group instruction versus whole group instruction
Literature reviews supports problem
Survey supports problem
8. Survey Continued
If students learn comprehension skills for
informational text, will this assist themin
learning Science and Social Studies concepts?
What are some external factors that cause
students to have difficulty reading
informational text?
When should these skills be taught and should
they be continually taught throughout a
student’s school careerto make sure that they
are successful?
Action Research Proposal
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9. Survey Continued
What can be done to increase students’
comprehension skills of informational text?
Why do most students have problems with
comprehending informational text?
What is the reason why middle school aged
children struggle with comprehending
informational text?
How can the teacherassist students in learning
the skills needed to understand these types of
texts?
Action Research Proposal
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10. Literature Review
Action Research Proposal
10
Authors of the
study
Title of the study Purpose of study Pertinent findings of study
Buffy Holbrook Im pact o f Sm all
Gro up Instructio n
o n Strug g ling
Re ade rs in a
Se co nd Grade
Class
Effects of small
group instruction
versus whole group
instruction for
struggling readers
- Students were taught same
content but delivered in
different methods.
- Assessments did not show
significant change in student
achievement.
- Attitudes survey indicated that
students in small group
instruction stated that they
participated more in the
lessons.
Carolyn Denton Classro o m
Re ading Instructio n
That Suppo rts
Strug g ling
Re ade rs: Ke y
Co m po ne nts fo r
Effe ctive Te aching
Effectiveness of
Differentiated
Instruction
(Teaching students
in small groups
with the same
needs)
- Brief reading assessments so
reading growth can be
monitored.
- Extra small group instruction
to improve reading strategies.
11. Literature Review
Authors of study Title of Study Purpose of study Pertinent findings of
study
Sheila Beglin Diffe re ntiate d
Instructio n and Its
Effe cts o n Stude nt
Lite racy Achie ve m e nt
Whether students
receiving
differentiated
instruction (small
group) in reading
would achieve higher
level achievement
than students who did
not receive it.
- Students who
received
differentiated
instruction (DI)
achieved higher than
students who did not
receive it.
- 50% increase of
mastery level in
reading in the group
that received DI.
- Study was for the
entire school year.
Ming-Yueh Shen and
Yueh-Kuey Huang
Co llabo rative Actio n
Re se arch fo r Re ading
Strate g y Instructio n: A
Case in Taiwan
To determine if
collaborative teaching
between the teacher
and students would
increase reading level
of students.
- Provided
opportunities for
students and teacher
to collaborate on
strategies to read.
- Reading strategy
11
12. Literature Review
Authorof Study Title of Study Purpose of Study Pertinent Findings of
Study
National Reading
Technical
Assistance Center
What are the
Po sitive Effe cts o f
Diffe re ntiate d
Instructio n Have o n
Stude nt Succe ss?
To determine the
positive effects of
differentiated
instruction including
small group
instruction on
students being
successful with
reading skills.
- Strategic use of the
Title 1 teacher
- High expectations for
all students and staff.
- 2 hours of reading
time per day.
- Teachers supported
by administration.
- Increase in students
reading fluency with
small group
instruction.
Jessica Jackson The Ro le o f Sm all
Gro up Instructio n in
Te aching Pho nics to
Em e rg e nt Re ade rs
To determine the
significance of
teaching phonics
through small group
instruction versus
whole group
instruction.
- Small group
instruction more
effective than whole
group instruction.
- Reading strategies
taught were
mastered by students
Action Research
Proposal
12
13. Literature Review
Authors of Study Title of Study Purpose of Study Pertinent
Findings of Study
Robert Slavin, Alan
Cheung, Cynthia
Groff, and Cynthia
Lake
Effe ctive Re ading
Pro g ram s fo r Middle
Scho o land Hig h
Scho o lStude nts
To determine which
reading programs
are the most
effective to teach
middle school and
high school students
how to read.
- Most effective
programs were
ones that
students
collaborated with
each other.
- Most effective
programs
included small
group instruction.
- Collaboration
between
students and
teachers.
Action Research Proposal
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15. Action Goal
Action Goal
Goal- Which is more effective small group instruction versus whole
group instruction?
Control Group- No more than six students
Remaining Class- Whole group instruction
15
Action Research Proposal
16. Selected Solutions
Pre- test students
Dibels
Fluency
Comprehension Skills
Action Research Proposal
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17. Selected Solutions
Selected Solutions
- Pre-test students
- Divide students into reading groups by reading level
- Students collaborate with each other in groups
- Teacher works with the control group on reading
comprehension strategies for Informational text
- Teacher teaches the remainder of the class as a whole group
the same comprehension strategies for Informational text
- Teacher post tests students and move students based on skill
level
17
Action Research Proposal
18. Selected Solutions
Divide students into reading groups
Based on fluency
Based on comprehension skills
Action Research Proposal
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19. Selected Solutions
Students collaborate in their reading groups
Read chapter book together
Answer Literature Circle Worksheets
Discuss Individual Answers
Reflect on comprehension questions for each
chapter
Action Research Proposal
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20. Selected Solutions
Teacher works with control group on
comprehension strategies for informational
text
Visualize
Inferences
Summarize
Sequence
Make Connections
Analyze
Action Research Proposal
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21. Selected Solutions
Teacher instructs the remainder of the class in
whole group instruction to teach same
comprehension strategies
Visualize
Inferences
Summarize
Sequencing
Make Connections
Analyze
Action Research Proposal
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22. Selected Solutions
Teacher post tests students and move them to
another reading group based on skill level.
Dibels
Literature Circle Handouts
Action Research Proposal
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23. Calendar Plan
Week One
Literature review
Pre-test
Students into reading groups
Action Research Proposal
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24. Calendar Plan
Calendar Plan
Eight weeks
September 09, 2013
Seventh grade students, English/Language Arts teacher,
paraprofessional, and Title One Intervention Teacher
Evaluated every two weeks
24
Action Research Proposal
25. Calendar Plan
Week Two
Title One Intervention teacher will teach the
control group a reading comprehension strategy
English/Language Arts teacher will teach the
remaining class same reading comprehension
strategy
Action Research Proposal
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26. Calendar Plan
Week Four
Test students on new strategy
Review results
Reflect on which type of strategy is the most
effective
Action Research Proposal
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27. Calendar Plan
Week Three
Review assessments
Progress Monitor
Begin teaching new strategy
Action Research Proposal
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28. Calendar Plan
Week Five
Teach new strategy
Document student observations
Action Research Proposal
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29. Calendar Plan
Week Seven
Teach last strategy
Assess students
Action Research Proposal
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30. Calendar Plan
Week Six
Assess students on third strategy
Collaborate
Document progress of students
Action Research Proposal
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31. Calendar Plan
Week Eight
Review test results
Assess students on all four strategies
Review post test
Analyze post test results
Action Research Proposal
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32. Measurement of Outcomes
Action Research Proposal
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Measurement of Outcomes
Students comprehend informational text
Receive 80% on Study Island and Dibels
assessments
See Appendix A
Documentation of student observations
Interview of Students
33. Measurement of Outcomes
At least 25% increase in comprehension skills
Results from Dibels assessment and Study Island
assessment
Individual student assignments
Action Research Proposal
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34. Expected Outcomes
Action Research Proposal
34
Expected Outcomes
Students comprehend informational text
At least 25% increase in comprehension
skills
Control group has largest increase
Comprehension skills improve understanding
of Science and Social Studies concepts.
35. Measurement Outcomes
Control group has largest increase
Pre-tests and post tests from Study Island and
Dibels assessment
Group and individual assignments
Action Research Proposal
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36. Measurement Outcomes
Comprehension skills improve understanding
of Science and Social Studies concepts
Pre-tests and Post tests for a Social Studies
concept
Increase of test
Action Research Proposal
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37. Analysis of Results
Action Research Proposal
37
Analysis of Results
Compare assessments results
Review observations after strategies
Reflect on results
Excel spreadsheet
Bar graphs
Narrative
38. References
Action Research Proposal
38
Shen, M. (2007). University of Singapore collaborative action
research for reading strategy instruction: A case in Taiwan.
Ele ctro nic Jo urnalo f Fo re ig n Lang uag e Te aching , 4(1), 108-121.
Retrieved from http://e-flt.nus.edu.sg/v4n12007/shen.pdf
Cheung, A., Groff, C., Lake, C., & Slavin, R.E. (2008, July-
September). Effective reading programs for middle and high
schools: A best-evidence synthesis. Re ading Re se arch Quarte rly,
43(3), 290-322. Retrieved from
http://www.clemson.edu/sccoalition/documents/best%2520evidence
%2520synthesis_slavin.pdf
Holbrook, B. ( ). Impact of small group instruction on struggling
readers in a second grade class. No vus Scie ntia, 1(2). Retrieved
from www.valdosta.edu/novusscientia/BHolbrookJournal.doc
39. References
Denton, C. (2011). RTIActio n ne two rk: Apro g ram o f the natio nal
ce nte r fo r le arning disabilitie s. Retrieved from
http://www.rtinetwork.org/essential/tieredinstruction/tier1/effectivete
aching
Beglin, S. (). Differentiated instruction and its effects on student
literacy achievement in fulfillment for the requirements of GED 7600
(Research paper). Retrieved from
drgillwiki.wikispaces.com/file/.../Action+Research+Paper-
+Sheila+B+.do...
National Reading Technical Assistance Center at RMC Research
Corporation. (2010). What po sitive e ffe cts do e s diffe re ntiate d
instructio n have o n stude nt succe ss? Retrieved from
http://www.dpi.state.nd.us/title1/initiative/diffinstruction.pdf
Action Research Proposal
39
40. References
Jackson, J. (). The ro le o f sm allg ro up instructio n in te aching
pho nics to e m e rg e nt re ade rs. (Word document). Retrieved from
www.ltl.appstate.edu/prodlearn/
Action Research Proposal
40
The problem is that middle school-aged students struggle with comprehending informational text, which causes students to have difficulty in understanding concepts in Science and Social Studies. If students are taught how to read informational text in a small group instruction setting, then students will be able to increase their understanding of concepts in Science and Social Studies.
When students enter into the middle school setting (6th -8th), there is a tendency to assume that students are able to read and are not taught how to read informational text or strategies to assist them in comprehending these types of literature. Students at this level need to be taught strategies on how to comprehend informational text, so that they are able to understand concepts in Science and Social Studies.
The purpose of this project is to establish the effects of small group instruction on teaching comprehension strategies to middle school students to be able to interpret informational text, based on results from progress monitoring of EdPerformance Series tests and observations of seventh grade students.
My role as the writer on this action research model is to choose the most effective strategy to increase students comprehension skills of informational text to allow them to understand concepts in Science and Social Studies. As the writer, I will determine if small group instruction or whole group instruction is more effective to increase students’ understanding of informational text. After determining which strategy is the most effective, I will verify the results based on students standardized test scores.
The following questions in the above survey need to be answered by the classroom teacher to determine that there is a problem and to assist them in finding ways to resolve the issue/problem. The major problem is that middle school aged students struggle with comprehending informational text. One of the major questions that needs to be answered is does teaching students in a small group setting versus a whole group setting on how to comprehend informational text will have an impact on students’ understanding of Social Studies and Science concepts.
When reading informational texts, a majority of students have difficulty comprehending it, especially for middle school students. One of the ways to assist students in comprehending informational text is by teaching students different reading strategies. The question is if teaching students in a small group setting versus a whole group setting will be more effective in assisting students master comprehension skills of informational text. The following slides provide support that this is a problem that needs to be addressed. In addition, the following slides support that small group instruction is more effective than whole group instruction when teaching reading strategies to comprehend informational text.
Reviewing different action research studies is an imperative part to an action research study. These reviews assist you in what data and information needs to be collected in an action research study. In addition, the reviews allows you to see others’ point of views. The more literature views that you complete, the more reliable and valid will the results of your own action research study. Also, when reviewing other case studies provides you insight to your problem that you are trying to solve and allows you to compare your findings with others that have performed similar case studies. The following four slides provides information on several action research studies that are similar to the problem in this particular case study. All studies involve finding out which teaching strategy is more effective when teaching reading skills to students. The strategies that are being compared are small group instruction versus whole group instruction and differentiated instruction.
The following section provides the action goal, the selected solutions of the problem and a detailed calendar on when each part of the implementation will occur.
The goal is to determine if using small group instruction is more effective than whole group instruction, to teach students reading strategies for non-informational text to increase student achievement by assisting them in mastering comprehension skills. A control group consisting of no more than six students will be taught a variety of comprehension strategies. The remainder of the class will be taught the same comprehension strategies using whole group instruction.
The teacher will pre-test students using Dibels to assess students on their fluency and comprehension skills. After testing the students, the teacher will put students into reading groups based on similar comprehension and fluency skills.
The selected solutions is divided into sections which include: 1. Pre-test students; 2. Divide students into groups by reading level; 3. Students collaborate with each other in their reading groups about reflection questions of the chapter book that they are reading and discuss answers to the questions; 4. Teacher works with the controlled reading group on reading comprehension strategies for informational text; 5. Teacher teaches the remainder of the class as a whole group on the same comprehension strategies for Informational text; and 6. Teacher assesses students on the different reading strategies and move students into another reading group based on skill level. On the following slides describes each step in detail.
After the teacher pre-tests students on fluency and comprehension skills, the students will be divided based on the results with no more than six students in a reading group.
The students will collaborate with each other in their assigned reading group by: 1. Reading the chapter book out loud together as a team; 2. Answer literature circle worksheets; 3. Discuss individual answers; and 4. Reflect on comprehension questions for each chapter. First, the students will read each chapter together as a team out loud. Second, each team member will answer one part of the literature circle packet. Third, the team will discuss their individual answers with their reading team. Last, the students will discuss, answer and reflect as a team the comprehension questions for each chapter.
The teacher will work with the control group on comprehension strategies for informational text. The control group will not have more than six students in the reading group. The comprehension strategies that the teacher will work with the students include: visualizing, inferences, summarizing, sequencing major events, make connections, and analyze. The teacher will explain each strategy and how it relates to the text. First, to visualize means to make pictures in your head based on the words written in the text. Second, inferences are using background knowledge to make educated guesses of what the author is trying to get across to the reader without coming right out an stating it. Third, summarizing is to recall the major events in the story and retell it in your own words. Fourth, sequencing means to major events in chronological order that it happens in the text. Fifth, making connections means to connect ideas from the text to real world situations, to another book, or what has been seen in a movie or T.V. show. Lastly, analyze means to make meaning of the information and words provided in the book.
The remaining class that is not part of the control group, the teacher will instruct them on the same strategies through whole group instruction. These comprehension strategies include: visualize, inferences, summarize, sequencing, make connections, and analyze.
After six weeks of students learning the different comprehension strategies, the teacher post test students using Dibels and completed literature circle handouts. The students are moved to another reading group based on their skill level collected from the post test.
The first week of the study will consist of literature reviews, pre-tests and putting students into reading groups. The first two days of the study will be reviewing literature and similar action research studies to determine that there is a problem and comparing and contrasting findings of the effectiveness of small group instruction for increasing students’ reading comprehension of informational text. The next two days will be pre-testing students using Dibels and Study Island to determine what reading level they are at. The last day of the week the English/Language Arts teacher will put students into reading groups based on their reading level. The teacher will also determine which reading group will be the control group that will receive small group instruction.
The action research study will begin on September 09, 2013 and will take eight weeks to complete. The people involved will be one of the sections of seventh grade students, the English/Language Arts teacher, a paraprofessional, and the Title One Intervention teacher. Every two weeks during the study will be an evaluation period. The following slides go into details on which part of the study will take place and when each commponent will happen during the study.
During week two the title one intervention teacher will teach the control group a reading comprehension strategy for the first four days. The English/Language Arts teacher will teach the same reading comprehension strategy to the remainder of the class for the first four days. The last day of the school week, each teacher will assess students on that particular reading comprehension skill.
During week four, both teachers assess the students on the second strategy taught to them on day one. Day two and three, the teachers review the results. The last two days, the teachers collaborate and reflect which instructional method is the most effective to teach reading comprehension skills for informational text.
During week three, the first day the English/Language Arts teacher and Title One Intervention teacher review the assessments of the students in the control group as well as the rest of the class. After reviewing the test results, the teachers document how the students progressed in their comprehension skills for informational text using the reading strategy taught to them in week two. The last three days of the week, both teachers begin teaching a different reading comprehension strategy.
During week five, both teachers teach a third comprehension strategy to all students. While the teachers are teaching this new strategy, they are documenting students’ reactions to the instructional method being used.
During week seven, the teachers teach the last reading comprehension strategy for informational text for the first four days. The last day the students are assessed on that strategy.
During week six, both teachers will assess students on the third reading comprehension strategy on day one. The next three days the teachers will collaborate and reflect about the test results and student observations from week five. The last day of the week the teachers document the progress of the students on their comprehension skills for informational text.
During week eight, the teachers review the assessment from week seven and document students progress and results from the test on day one. On day two and three, the teachers assess the students on all four comprehension strategies. On day four the teachers review the results. The last day, the teachers compare and contrast the results from the pre-test to the post test. The teachers reflect on the results and determine which group of students had the most increase of mastering skills for understanding informational text. After reflecting, the teachers present their results to the administration to provide them with which instructional method works best for teaching reading comprehension skills for informational text.
The first measurement of expected outcomes is that students are able to comprehend informational text. This goal can be measured by students receiving at least an eighty percent or higher on the post test from Study Island and the Dibels post test. In addition, the teachers’ documentations of students’ progress throughout the study based on individual work and pre-assessments will assist the teacher in determining if the students have mastered the above skills. The students will also be interviewed about how they feel about the comprehension strategies taught throughout the study. A copy of the Study Island and Dibels assessments are in appendix A.
The second expected outcome is that there is at least twenty-five percent increase in students’ reading comprehension skills of informational text. This outcome will be determined by comparing the pre-tests and post tests of students of the Study Island assessment and Dibels assessment. In addition, the teacher will compare students’ individual assignments to determine if there is improvement in reading comprehension questions.
There are four expected outcomes to completing the following action research study. These outcomes include: 1. Students being able to comprehend informational text; 2. At least 25% increase in reading comprehension skills; 3. Control group will have the largest increase in reading comprehension skills; and 4. Comprehensions skills improve understanding of Science and Social Studies concepts. The first outcome is that there is progress of students being able to comprehend informational text. The second expected outcome is that there is at least twenty-five percent increase in reading comprehension skills of students. The third outcome is that the control group will have the largest increase in the above skills. The control group consists of no more than six students being taught the same reading comprehension skills as the other students, but the teaching method is the use of small group instruction. The last expected outcome is that the comprehension skills of informational text will improve students’ understanding of Science and Social Studies concepts.
The third expected outcome is that the controlled group has the largest increase in reading comprehension skills of informational text. The teacher will compare the pre-tests and post tests from Study Island and Dibels assessment for the control group and the remainder of the class. In addition, the teacher will compare the group’s and individual’s assignments of both the controlled group and remainder of the class. These comparisons will allow the teacher to reflect and determine if small group instruction or whole group instruction is more effective when teaching comprehension strategies for reading informational text.
The last expected outcome is that comprehension skills of informational text will improve students’ understanding of Science and Social Studies concepts. The teacher will compare a pre-test and post test of a particular Social Studies concept to see if students have increased their scores after learning comprehension strategies.
There are a few questions that need to be answered to determine if the action research study was effective. These questions include: “1. How will I know if the implemented plan has impacted the problem? and 2. How will I present results to the reader?” (Sapp, 1994, p.23) The first question will be answered by comparing the pre-tests and post tests’ scores of the controlled group as well as the remainder of the class. In addition, the teacher will review observations of students after each reading comprehension strategy has been introduced and reflect on these results. The second question will be answered by presenting the information to the reader through an Excel spreadsheet and bar graphs. In addition, the researcher will provide a narrative of the results to the readers of the action research study.
For a copy of the Dibels assessments go to www.dibels.org. The assessments for Study Island, the teacher may go into the teacher page and click on which common core standards of informational text to assess students on, and print out the tests. In addition, the students have individual logins into Study Island and may take the test online.
