Design
Purpose
The purpose of
this study was to discover how specific comprehension strategy
instruction increased self-efficacy and comprehension skills. The target
population consisted of five grade 6 English language learners. The
assessments used for the study were the Developmental Reading Assessment
(DRA), the Qualitative Reading Inventory-3 (QRI-3), the Benchmark, the
Reader Self-Perception Scale (RSPS), student written reflections,
observations and anecdotal notes. The students utilized reading materials
normally used in the reading group. The group reading and selections
were taken from
The Phantom Tollbooth
by Norton Juster (1961). The comprehension strategies presented to the
students were implemented in conjunction with the readings from The
Phantom Tollbooth.
Description of the Population
The urban city in which this study took place was in the southeast
region of Massachusetts. The community demographics indicate the city
had a population of approximately 94,000 residents as reflected by the
2005 census. The ethnic groups found in this community were Caucasian
(46.5%), African-American (32.1%), Asian (3.3%), Hispanic (7.8 %), and
other (10.3%). The average yearly income was $22,730.00 with 20.2% of
the total population living below the poverty level. Approximately 30%
of the residents held positions in sales, 24% of the population held
managerial positions, 20% held transportation positions, 18% held
service occupations, and 8% held positions in construction.
The Gilson
School was a small, middle school servicing students in grades 6, 7 and
8. The total student population consisted of 375 students, 150 of whom
were targeted as talented and gifted, 205 designated as the general
education population, and 20 identified as second language learners. The
student population consisted of 46% Caucasian, 41% African American, 8%
Hispanic, 2% Asian American, 2% Native American, and less than 1%
identified of mixed races. Twenty-two percent of the population were
identified as students whose first language was not English; 10% of the
students were identified as limited English proficient. The percentage
of students identified as low-income was 60%. The school had almost 7%
of its total population identified as special needs. The Gilson School
housed eight 6th grade classrooms, six 7th grade classrooms, and three 8th grade classrooms. There was one
special education teacher and one special education paraprofessional, a
half time speech and language pathologist, a half time moderate special
needs bilingual teacher, a Portuguese bilingual teacher, and a bilingual
paraprofessional. The school had one principal, one vice-principal, an
instructional resource specialist, and a reading resource specialist.
Description of the Sample
The
students who participated in the research study were in a grade 6 sheltered
English immersion class. The target group consisted of 3 boys and 2 girls,
all originally from Cape Verde. All the participants had completed at least
18 months of instruction in a sheltered English immersion program. The
students ranged in age from 11 to 12.
Description of the Sample
Selection
Of the 20 students identified
as English language learners, 5 students were selected. The sample
population was chosen according to the number of months the students had
been participating in a sheltered English immersion program. Students in
residence for 18 to 36 months were selected to participate in the study.
Overall Research Project
and Timeline
Forty-five minutes,
three days per week were
devoted to working with the students on the comprehension strategies. The
research project ran approximately 12 weeks with two additional weeks at the
beginning and end of the time frame to complete testing.
Description of Specific
Intervention
Every two weeks a
comprehension strategy was introduced in the following order: previewing,
visualizing, questioning, and summarizing. On the first day of the 2 week
cycle, the reading comprehension strategy was modeled and students were
provided feedback. Each strategy was defined on large chart paper and
displayed in the classroom for student reference. The students were given
the opportunity to practice the strategy in small group as I guided the
lesson. Then the students took over practicing the strategy and received
support as needed. The reflections completed by the participants were done
independently.
Description of Materials Used
The Developmental Reading Assessment (DRA) and the Qualitative Reading
Inventory-3 (QRI-3),and the Benchmark test were used as pre and posttest assessments. The Benchmark Test was developed by Riverside
Publishing Company as a citywide assessment used to direct student
instruction. It is modeled after the multiple choice questions found on
the Massachusetts Comprehensive Assessment System (MCAS). The Reader
Self-Perception Scale (RSPS) developed by Henk and Melnick (1995) was
also utilized
(see Appendix A). Written
reflections were also given to the participants at the end of each 2-week strategy presentation session (see
Appendix B). The reading
material used in applying the strategies was selected in conjunction
with the classroom teacher and reflected materials from the required
reading list.
Additional Resources
The
classroom teacher and I met biweekly to discuss student progress and to
offer additional observations of students during the 45-minute reading
block. Through collaboration with the classroom teacher, a more
comprehensive picture was obtained of the students. The classroom teacher
also served as a translator to clarify information that was unclear to the
students due to limited English language skills.
Description of
Assessment of Student Progress
Students were assessed prior to the
presentation of the first strategy using the DRA, the QRI-3, and the
Benchmark Test. Overall scores were collected and analyzed for individual
students. After the 12-week intervention, the students were again tested
using the same assessments and a comparison between scores was made. With the
help of four English language arts teachers, the reflections were coded to
determine inter-rater reliability. Anecdotal notes were also incorporated as
well as any pertinent observations made by the classroom teacher.
Description of
Research Project Reflection
Weekly reflections were completed during
the study on the progress of the students. Students also engaged in
discussions regarding the use of the strategies.
Description
of Outcomes for Students and Researcher
The belief was held that
if students were taught specific strategies with modeling and support,
their comprehension and self-efficacy would increase. A review of
related literature and theoretical underpinnings strongly support this
assumption. In planning outcomes for this research project, I knew that
I would be able to draw conclusions regarding the validity of the study
and determine whether the results warranted changes in my own teaching
practices.
Description of Analysis of Data
In order to accurately interpret the data collected from the DRA, QRI-3, and
the Benchmark Test, individual student scores were graphed and displayed
through charts. The students were given the Reader Self-Perception Scale
before the beginning of the 12-week intervention and again at the end of the
intervention to determine any changes in self-perception as readers. The
scores were graphed to facilitate interpretation. Anecdotal observations of
the students were also included where appropriate.
Design