Intervention for Struggling Readers
Intervention Methods for Struggling Readers: An Action Research Proposal
November 5, 2012 through March 5, 2013
TABLE OF CONTENTS
Page
ABSTRACT ………………………………………………………………………….. .3
INTRODUCTION………………………….…………………………………………. 4
LITERATURE REVIEW………………………………………………………………6
FINDINGS ON RESEARCH ………………………………………………………….9
METHODOLOGY…..……..………………….………………………………………12
REFERENCES………………………………………………………………………..16
Abstract
The National Center for Education Statistics has reported that low-performing students have reading scores in the United States that have been on a general decline in the past ten years. Typically, there is a small group of students that enter the classroom as struggling readers. These students also have a tendency to leave the classroom at the end of the year without having improved and still being categorized as having issues with reading skills. The action research presented here will include the use of guided-reading groups to facilitate significant gains in reading ability for this group of struggling readers. Differentiated instruction will be carried out within the context of guided-reading groups. This will be facilitated by a highly-qualified instructor using techniques that have been identified through research methods to improve fluency, accuracy and comprehension in the identified students having difficulty in reading. Formative assessments will be used to inform the instruction. All instruction for these assessments will be conducted within the context of guided-reading groups. As the lessons are planned and completed, records will be kept and evaluated to identify the gains that students make in reading ability. This will help the instructor determine which activities were most significant in increasing the reading ability of the struggling students within a particular classroom.
INTRODUCTION
In the fall of 2012, a teacher with four years of teaching experience
November 5, 2012 through March 5, 2013
TABLE OF CONTENTS
Page
ABSTRACT ………………………………………………………………………….. .3
INTRODUCTION………………………….…………………………………………. 4
LITERATURE REVIEW………………………………………………………………6
FINDINGS ON RESEARCH ………………………………………………………….9
METHODOLOGY…..……..………………….………………………………………12
REFERENCES………………………………………………………………………..16
Abstract
The National Center for Education Statistics has reported that low-performing students have reading scores in the United States that have been on a general decline in the past ten years. Typically, there is a small group of students that enter the classroom as struggling readers. These students also have a tendency to leave the classroom at the end of the year without having improved and still being categorized as having issues with reading skills. The action research presented here will include the use of guided-reading groups to facilitate significant gains in reading ability for this group of struggling readers. Differentiated instruction will be carried out within the context of guided-reading groups. This will be facilitated by a highly-qualified instructor using techniques that have been identified through research methods to improve fluency, accuracy and comprehension in the identified students having difficulty in reading. Formative assessments will be used to inform the instruction. All instruction for these assessments will be conducted within the context of guided-reading groups. As the lessons are planned and completed, records will be kept and evaluated to identify the gains that students make in reading ability. This will help the instructor determine which activities were most significant in increasing the reading ability of the struggling students within a particular classroom.
INTRODUCTION
In the fall of 2012, a teacher with four years of teaching experience
References: Avalos, M.A., Plasencia, A., Chavez, C., & Rascón, J. (2007). Modified guided reading: Gateway to English as a second language and literacy learning Heinmenn. (2012). Benchmark system 2, 2nd edition. Retrieved from http://www.heinemann.com/products/E02796.aspx Helf, S., Cooke, N. L., & Flowers, C. P. (2009). Effects of two grouping conditions on students who are at risk for reading failure Schwartz, R. M. (2005). Decisions, decisions: Responding to primary students during guided reading Tobin, R., & McInnes, A. (2008). Accommodating differences: variations in differentiated literacy instruction in Grade 2/3 classrooms (2003). Reading instruction grouping for students with reading difficulties. Remedial & Special Education, 24(5), 301-315. Wolsey, T., Lapp, D., & Dow, B. (2010). Reading practices in elementary schools: Format of tasks teachers assign November 13, 2012.