Analysis
Analysis
Analysis
The DRA scores for all participants increased or
remained stable. The QRI-3 scores also showed increases in reading
levels and levels of comprehension. While some tested areas on the
Benchmark test decreased, the participants' overall scores showed
significant increases. The Benchmark test was designed specifically to
identify students' areas of weakness, remediate those areas as quickly as
possible, and to retest to check for growth. Teachers were instructed to
teach specifically to those areas of weakness.
After the twelve week intervention, the results of
the Reader Self-Perception Scale showed students' self-efficacy
increased or remained stable. While one student decreased in the area of
social feedback, her decrease was minimal (from high to average range).
The concept of self-efficacy is complex. Measurement of self-efficacy is
abstract and does not consist of solid guidelines for determining
self-efficacy.
Comments made by students and written reflections helped in identifying
increased self-efficacy (see
Appendix C). For example, Chloe commented, “I finish (sic)
the whole chapter. Even faster than Dan.” This comment indicated
Chloe was comparing her reading progress with another student. This
comment would indicate growth in the self-efficacy area of observational
comparison. Chloe also commented, “My spelling is better. This year I
get mostly 90s or 100s.” This comment was reflective of her reading
performance compared to past performances. On the RSPS, this was
reflective of the area of self-efficacy called progress. Chloe explained,
“We have to practice first. Some of these words are hard and if we get
up there and can’t say them, we gonna (sic) look stupid. So if we
practice first, then the teacher knows we was (sic) responsible and read
the chapter first.” This comment reflected the area of social feedback
on the RSPS. Chloe was expressing her perception of direct or indirect
input from teachers, classmates or people in her family.
Joe commented, “When Dan read this page, he say (sic) this word wrong. But when it was my turn, I told him how to say it right. It’s ‘dictionopolis’ I told him.” This comment reflected observational comparison-how Joe perceived his reading performance compared with the reading performance of classmates. Joe also commented, “When I was reading this to my father yesterday, he say (sic) he like me to read books like this one-chapter books. He say (sic) I’m too good at reading to read other books.” This comment indicated Joe’s increase in social feedback-direct or indirect input about reading from teachers, classmates or people in the child’s family.
One comment made by Dan was reflective of the area of self-efficacy called physiological states. “I like to read all the stuff in the classroom. Mrs. Harris always hang (sic) those posters, you know, with the opposites, the definitions, and the one with all the math words and I go around and read them all.” Dan was sharing internal feelings while reading. Dan also commented, “When we do the partner reading, I read with Pedro because he still don’t have (sic) good English. So I can help him with the words, like I’m the teacher and he’s the student.” Dan’s comment reflected his reading performance as compared to another student in the class.
Neeki wrote in her reflection, “When you visualize, you can see the story in your head, like a movie. That makes you more interested in reading the book because it makes the book fun.” This comment was reflective of the area of self-efficacy called physiological states. Neeki referenced internal feelings experienced during reading. The following comment was also reflective of the area of physiological states. “I can summarize easy. You just tell what happens in the story or chapter but you have to use your own words, not just copy from the book.”
In
one reflection, Dari wrote, “The easiest for me is previewing. You just
look at the cover and the pictures before you read the book. You know,
so you could know what the book is about.” This comment was
reflective of the area of physiological states. Dari was referencing
internal feelings experienced during reading. Dari also commented, “My
father, everyday, he tell me to read the newspaper. Everyday, everyday
(sic). He say that I could read English better than him.” The
comment is reflective of social feedback-direct or indirect input about
reading from teachers, classmates or people in his family.
