Summary of Findings For Each Student by Test Type
Subject A-Reading Comprehension
Informal Oral Retelling Rubric-Narrative Text
The informal oral retelling rubrics for narrative texts revealed an overall 2-point increase in subject A’s ability to retell information taken from chapter books and trade books using the character, setting, problem, solution, and events format. The 2-point increase, from a 2 pre-intervention to a 4 post-intervention, revealed that this student was able to recall all key elements of the story independently by the end of this study. At the initiation of this study, subject A was able to recall some of the components of a narrative: character, setting, problem, solution, and events of the story with prompting. Upon completion of the study, improvements were noted in this student’s ability to accurately sequence all the elements of a story from fiction texts independently (Return to Summary of Finding).
Informal Oral Retelling Rubric-Expository Text
A 1-point gain was observed in subject A’s ability to retell information taken from expository texts. The change in score from a 1, pre-intervention, to a 2, post-intervention, revealed that subject A was able to retain information about the topic, main idea, and supporting details given verbal prompting. This was in contrast to the beginning of the study in which subject A recalled little to no information when given verbal prompts (Return to Summary of Finding).
Subject A-Listening Comprehension
Clinical Evaluation of Language Fundamentals-4th Edition (CELF): Understanding spoken paragraphs
Subject A showed gains in the ability to listen to short passages and answer closed-ended literal and inferential questions that assessed skills such as the main idea, details, sequencing, inferencing, and predicting. The student received a percentile rank of 9 prior to the intervention; in comparison to a 37 percentile rank following the intervention. Prior to the intervention, subject A recalled 3 predictions, 3 details, and 1 inference; whereas following the intervention, subject A recalled 8 predictions , 3 details , and 2 inferences. This yielded a 28-point gain in the student’s ability to answer comprehension questions about a fiction or nonfiction story that was presented in short paragraph form. It is important to note that the pretest score placed this student below average whereas the posttest score was within the average range for students who were the same age (Return to Summary of Finding).
Oral Retelling Rubric: Narrative Text
Subject A achieved a 2-point increase in listening comprehension skills when required to listen to a chapter taken from a fiction book. The change in score indicated that the student was able to recall and retell some of the information from a story given verbal prompts pre-intervention; however, after instruction, the student was able to recall and retell all required components of a narrative, character, setting, problem, solution, and events independently (Return to Summary of Finding).
Oral Retelling Rubric: Expository Text
After given instruction in metacognitive strategies before, during, and after reading, subject A made a gain of 1-point from pre-intervention to postintervention in the ability to retell the topic, main idea, and supporting details of an expository text. The improvement in score revealed that subject A was able to recall and state some of the information taken from nonfiction texts with verbal prompting, although, inaccuracies were present and details continued to be omitted. Initially, the student was able to recall or state little to no information taken from a nonfiction passage even when given verbal support indicating some growth in this area (Return to Summary of Finding).
Metacomprehension Strategy Index (MSI)
Awareness of metacomprehension strategies before, during, and after reading was measured using the MSI. Prior to the intervention, subject A received a score of 37% correct (30% correct before, 40% during, and 20% after). This revealed a low score in awareness of strategies before, during, and after reading. Following the intervention, subject A achieved a score of 84% (90% correct before, 70% during, and 100% after). This change in score demonstrated growth, a 47-point increase, in the student’s awareness of strategies before, during, and after reading (Return to Summary of Finding).
Subject B-Reading Comprehension
Oral Retelling Rubric-Narrative Text
Subject B’s ability to retell stories using the story grammar elements: character, setting, problem, solution, and events were found to improve by 1-point from pre-intervention to post-intervention. This gain indicated that subject B progressed from being able to recall some story elements with verbal prompting; however, details were limited and/or the sequence was inaccurate, to being able to recall and retell all the story elements accurately with verbal prompting (Return to Summary of Finding).
Oral Retelling Rubric-Expository Text
For nonfiction texts, subject B demonstrated a slow but steady gain in the ability to identify the topic, main idea, and supporting details of a story. The student received a score of 2, pre-intervention, which showed an ability to explain some of the main points of the story, although supporting details continued to be unclear with information being minimal even when given verbal support. Upon completion of the study, subject B received a score of 3, which indicated that the student’s retelling consisted of the topic, main idea, and supporting details with verbal support (Return to Summary of Finding).
Subject B-Listening Comprehension
Clinical Evaluation of Language Fundamentals-4th Edition: Understanding spoken paragraphs (CELF-4)
On the CELF-4: Understanding spoken paragraphs subtest, Subject B made improvements in the ability to listen to a short paragraph that was either fiction or nonfiction and answer a series of closed-ended questions that assessed literal and inferential understanding and comprehension skills such as the main idea, details, sequencing, inferencing, and predicting. Prior to instruction, the student answered 3 predictions, 8 details,and 1 inference correctly. Upon completion of the study, the student answered 3 predictions, 9 details, and 1 inference correctly. The student achieved a 12-point change in score from pre-intervention to post-intervention (Return to Summary of Finding).
Oral Retelling Rubric: Narrative Text
When required to listen to a chapter of fictional text, subject B performed 2 points higher following the intervention. Prior to intervention, subject B was able to correctly identify the character, setting, problem, solution, and events with prompting; however, in the retelling, the student omitted some information and/or the information contained some inaccuracies. When asked to listen to a chapter post-intervention, the student was able to retell all of the elements in the story and sequence the events of the story independently (Return to Summary of Finding).
Oral Retelling Rubric: Expository Text
The pretest and posttest scores for listening comprehension of expository text remained constant. This indicated no change in performance from pre-intervention to post-intervention for subject B. With prompting, subject B was able to recall most of the main points of the passage or section in a chapter of a text; however, retellings contained minimal information and some inaccuracies prior to and following intervention (Return to Summary of Finding).
Metacomprehension Strategy Index (MSI)
The MSI was administered to assess awareness of strategies before, during, and after reading. Subject B achieved 68% correct at the initiation of the study (60% correct before, 80% during, and 60% after), which demonstrated some knowledge of the strategies used before, during, and after reading. Upon completion of the study, subject B achieved 72% correct (70% before, 70% during, and 80% after). The change in score of 4-points indicated a small increase in awareness of strategies before, during, and after reading over the course of this study (Return to Summary of Finding).
