Small changes were made to reading instruction in class, including using a big book, word log, and reciprocal reading process. Four students who were below or well below their reading level received more frequent individual reading time. This focused instruction helped two students improve to the reading level expected for their age, while the other two students showed progress but had not caught up to their prior reading level yet. The students reported enjoying reading time and being able to name strategies that helped them become better readers.

2. Focus
2014 initial results poor in reading: PROBE, PAT
Comprehension and Vocabulary test
Identified four students who were ‘below’ or ‘well below’
their chronological age in reading
Aim: that the targeted students will:
1. Become motivated and engaged readers
2. To develop the children’s skills toward becoming more
fluent and confident decoders

3. Action
• Sources of Knowledge for Action Change
1. ‘Teaching Reading Comprehension’ by Alison Davis
2. ‘Building Comprehension Strategies’ by Alison Davis
3. ALL PD: Helping Struggling Readers – Julie Beattie
4. ‘The Café Book’ by Gail Boushey and Joan Moser
5. From these sources action ideas included:
• Small changes to how reading is done in class: Big Book, Word
Log, Seeing struggling readers more frequently, Re-reading
texts, Reciprocal Reading process, Going over strategies daily,
using the language of strategies

4. Impact
Student Voice: The students are all engaged readers seeing themselves as
‘good’ or ‘very good’ readers.
Student Voice: They all enjoy instructional reading time with me and their
respective groups. The students all voiced strategies that I have helped them
with this year to become better readers.
Mid-Year reports (2014): 2 ‘well below’ (CJ & Keegan); 2 ‘below’ (Dylan & Ava)
CJ: 5.5 to 6.5-7yrs; Keegan: 6.5 to 8.0-8.5yrs (these boys are now back at their
reported end of year reading age from 2013)
Ava: 7.0 to 7.0-7.5yrs; Dylan: 7.0-7.5-8.0yrs (these two are not yet back reading
at their reported reading age from the end of 2013)
Consolidate my teaching of reading especially during instructional reading time.