The memo summarizes Jessica Hollon's ongoing research project analyzing how practice in grades 3-5 can affect learners' brains and knowledge retention. The research questions include how classroom practice affects the brain, how much time teachers currently allocate to ungraded practice of reading and math, available curriculums for guided practice, and how teachers could restructure their schedules. The memo describes three research articles analyzed as secondary sources and a teacher survey used as the primary research tool.

1. Research Analysis Memo
To: Instructor Van Baalen-Wood
From: Jessica Hollon
Subject: Research Analysis: How practice in the third through fifth grade classroom can
affect learners’ brains and their knowledge retention
Date: November 9, 2009
The following memo will give an overview of my ongoing research project concerning
brain based learning in the grade 3-5 classrooms. This memo presents my research questions and
objectives. This memo also describes and analyzes three secondary research sources and one
primary research tool. In addition to these descriptions and analyses, this memo also includes
bibliographic citations for my three secondary sources and a draft of my primary research
instrument.
Introduction
The study of brain based learning is essentially how different classroom and teaching
techniques can affect students’ brains. Much research on the effects of different techniques on
students’ brains has lead to a lot of discussion on implementing different types of guided practice
within classrooms. Research has already shown that, “Practice builds neurological connections
and thickens the insulating myelin sheath necessary for fluency, chunking of information, brain
efficiency, and deep learning” (Hill, 2006). However, teachers at Douglas Intermediate School,
as well as other schools, find it hard to justify giving time for students to practice skills when
there is pressure to cover so many topics in a short amount of time.
My research will explore how this practice affects learner’s brains and how teachers can utilize
what is already available to them to structure this practice into their daily schedules. My
objectives include the following:
•How can practice of concepts affect a person’s brain?
•How much time do teachers, on average, at Douglas Intermediate School currently
give for ungraded student practice of reading and math concepts?
•What available curriculums and/or programs are there for use in guided practice?
•How might teachers restructure their days to allow for guided practice within their
classrooms?

2. Jessica Hollon
Research Analysis Memo
2
Methods
This section presents and evaluates three secondary sources and one primary research
tool. My secondary sources include three journal articles:
Growth in Reading and How Children Spend Their Time Outside of School
Reading Research Quarterly
Brain Changes in the Development of Expertise
Cambridge University Press
Teacher Effectiveness and Computer Assessment of Reading and Math: Relating Value-Added
Learning Information Systems Data
School Effectiveness and School Improvement
Secondary Sources Analysis:
1. Anderson, R. C. “Growth in Reading and How Children Spend Their Time Outside of
School.” Reading Research Quarterly, 23.3 (1988): 285-303.
Although this source is just over 20 years old, it is an article I found to be very relevant
for today’s youth and their education. The article touches on brain based learning, although it
was written before the time when this topic was in the forefront of education. This article also
gives excellent information on a survey done concerning in class work habitats, and habitats of
students outside of the classroom. It shows that practicing concepts, even informally, may add in
students’ successful performance within the classroom.
2. Hill, N. M. Brain Changes in the Development of Expertise. New York: Cambridge
University Press, 2006.
I found this publication in circulation amongst teachers at Douglas Intermediate School.
This article was placed into their hands by administrators wanting to spread the information the
article shares. The author spends a lot of time discussing the brain, how it functions, and what
activities have been proven to heighten this functioning. By starting with an explanation of the
brain and it’s functioning on a more basic level, the rest of the article is easily understood when
it refers to this very specific vocabulary dealing with the human brain. This article is three years
old, but not out dated at all. Brain based learning is frequently a topic discussed in education,
and this publication is sited in other research I have read on this topic.
3. Topping, K. J. “Teacher Effectiveness and Computer Assessment of Reading and Math:
Relating Value-Added Learning Information Systems Data.” School
Effectiveness and School Improvement, 11.3 (2000): 305-337.
This article is cited in the curriculum guides and publications for programs that are

3. Jessica Hollon
Research Analysis Memo
3
computer based and promoting guided practice and brain based learning. Once looking at the
article it is clear that the information, even though nine years dated, is relevant to the field of
education. The curriculums that cite this article in their publications and research are in use in
many schools, and have shown to be successful in the ways this article suggests such programs
can be.
Primary Source Analysis
My primary research tool is an open-ended (qualitative) survey to be given to the teachers
in grades 3-5 at Douglas Intermediate School in Douglas, WY. This primary research tool is
important to this research project because it gives insight into how teachers are currently using
practice that is ungraded in their classrooms in the areas of reading and math. By examining the
presence of or the lack of guided practice within reading and math, I can determine the answers
to three of the objectives this research sets out to reach. These objectives are:
• How much time do teachers, on average, at Douglas Intermediate School currently give for
ungraded student practice of reading and math concepts?
•What available curriculums and/or programs are there for use in guided practice?
•How might teachers restructure their days to allow for guided practice within their
classrooms?
(Please see appendix A for a copy of this survey.)

4. Jessica Hollon
Research Analysis Memo
4
Appendix A
Survey of How Guided Practice is Currently Used
In the Areas of Reading and Math
Prepared by Jessica Hollon, ENGL 4010
This survey’s purpose is to gather data that will help determine how
teachers at Douglas Intermediate School are currently using
practice time that is ungraded for reading and math. It is also
gathering data on which curriculums and programs are currently
being utilized.
Grade level you are currently teaching at DIS______________
Number of years teaching at this grade level_________________
Number of years teaching at this grade level at DIS___________________
What reading curriculum(s) are you currently using in your
classroom?
What is the average block of time you teach reading each day?
What amount of this time (on average) is used for students to
explore and practice their reading skills?
Is this reading practice independent or guided?
Describe how this reading practice time is structured in your

5. Jessica Hollon
Research Analysis Memo
5
classroom.
Is this reading practice graded?
What Math curriculum(s) are you currently using within your
classroom?
How much time on average do you spend teaching math each day?
What amount of this time (on average) is used for students to
explore and practice their math skills?
Is this math practice independent or guided?
Describe how this math practice time is structured in your
classroom.
Is this practice graded?
If you could use other types of programs or curriculums for reading
and math what would you use and why?

6. Jessica Hollon
Research Analysis Memo
6
Thank you for participating in this survey. Please contact the
creator with any questions at jhollon@ccsd1.k12.wy.us
When completed, please place this survey in the lounge mailbox of
Jessica Hollon.
Works Cited
Anderson, R. C. “Growth in Reading and How Children Spend Their Time Outside of School.”
Reading Research Quarterly, 23.3 (1988): 285-303.
Hill, N. M. Brain Changes in the Development of Expertise. New York: Cambridge University
Press, 2006.
Topping, K. J. “Teacher Effectiveness and Computer Assessment of Reading and Math: Relating
Value-Added Learning Information Systems Data.” School Effectiveness and School
Improvement, 11.3 (2000): 305-337.