Action Research Proposal EDD581 ACTION RESEARCH PROPOSAL TOMMIE

Action Research Proposal EDD/581 ACTION RESEARCH PROPOSAL TOMMIE SALAS 1

Problem Statement 2 The problem is the 3 rd grade students at ABC Elementary School have difficulty understanding grade level texts. Action Research Proposal

Problem Description 3 Students in the third grade lack reading comprehension skills and do not meet state requirements for standardized tests. Some students are active listeners, but do not comprehend what they are reading. Difficulties encountered include providing additional time, instructional strategies, and opportunities to learn reading comprehension skills to those students needing help. The problem has not been addressed for the reason that the current class schedule does not allow for additional time and/or individual instruction in this area. Action research provides the researcher the necessary tools to isolate the problem and implement solutions the researcher can implement and change in her classroom in a short amount of time while continue to improve the problem. Action Research Proposal

Purpose of the Project 4 Purpose of the Project The purpose of this project is to research possible solutions to the problem of low reading comprehension skills by third grade students through the use of action research, discover possible solutions to low reading comprehension skills and implement effective solutions through the use of student focused instruction and interventions. Action Research Proposal

Writer’s Role 5 Writer’s Role The students in my third grade classroom have difficulty with reading comprehension skills. This topic was chosen to improve the reading comprehension skills of third graders at ABC Elementary School. As an educator at ABC Elementary, reading comprehension skills influence my teaching through the no kid left behind laws and current state testing requirements. Action Research Proposal

Problem Documentation 6 Problem Documentation £ £ £ In this section, you will obtain information to verify that a problem exists and to clarify the nature of the problem. Create a 10 -item survey that you propose for your action research study. Note the group(s) that will be surveyed, a brief rationale for surveying each group, the major elements of the problem that you want to explore and verify, and your 10 questions. Action Research Proposal

Problem Documentation 7 Ms. Salas 3 rd Grade Survey Name: __________ Date: __________ Directions: Please complete the answers to the questions in the lines provided below the question. When complete, please make sure you name is on the survey and return it to me. Action Research Proposal

Problem Documentation 8 1. How do you feel about reading books? 2. Do you understand what you read? 3. How often do you read at home? 4. How do you find books you love to read? 5. Do you have a library card? 6. My favorite book is? 7. I enjoy talking about books because 8. What is easy about reading? 9. What is hard about reading? 10. I think I need help to read because? Action Research Proposal

Literature Review 9 Literature Review £ A literature review should summarize all important research relevant to the problem, demonstrating a current understanding of the topic. £ You should have at least seven literature references. £ List your literature review in the following format: Authors of the study Title of the study Purpose of the study Action Research Proposal Pertinent findings that support your project

Literature Review- One 10 Author of Study; Christina E. Grant Title of Study; “I can read accurately but can’t understand the text read” The Effects of using a Reading Invention of Fifth Grade Student’s “Word Callers” Reading Comprehension Achievement. Purpose of the Study; The purpose of the study is to recognize interventions that will guide readers in comprehension (Grant, 2013). Grant researched fifth grade students with difficulty in reading comprehension, she called these student’s word callers (Grant, 2013). The interventions studied include: predicting, questioning, visualizing, clarifying, and summarizing (Grant, 2013). Pertinent finding that support your project; This study is not the only study that focused around an after school program to help students improve reading comprehension. Since the lack of reading comprehension skills are present in every student, it makes sense to provide additional instruction outside normal class hours. While the additional instruction played the biggest part in increasing reading comprehension for this study, other interventions were also used (Grant, 2013). For the growth of reading comprehension thought provoking communication with texts, students, and the teachers are important (Grant, 2013). In text content constructivist and metacognitive theories provide construct meaning from text, which provide the author with further research (Grant, 2013). Action Research Proposal

Literature Review- Two 11 Author of Study: Jennifer N. Wallace Title of Study: The Effectiveness and Efficiency of Reading Error Correction Procedures on the Reading Accuracy, Reading Fluency, and Reading Comprehension of Fourth Grade Students. Purpose of the Study: The study provides statistical evidence of reading error correction procedures on fourth grade students (Wallace, 2014). Reading error correction procedures were implemented to increase three skills for fourth grade students due to State requirements not being met for third graders (Wallace, 2014). Accuracy, reading fluency, and reading comprehension skills are a problem when meeting state requirements for third grade students (Wallace, 2014). In order to meet state requirements, schools must provide alternative reading material and opportunities (Wallace, 2014). Pertinent findings that support your project: Fourth grade students in this study are not meeting state requirements for third graders. The author proves there is a problem and then implements interventions required by the state and some not required to help students meet the requirements. The intervention used to help students meet state requirements provides additional instruction opportunities and the second intervention used is error correction procedures (Wallace, 2014). The statistics provided are a great source for authors research project for the reason the data is categorized specifically to include reading comprehension. Action Research Proposal

Literature Review- Three 12 Author of Study: Sunhoo Shawn Kim Title of Study: The Impact of Transactional Strategies Instruction on the Reading Comprehension of a Diverse Group of Second Graders. Purpose of the Study: The study’s purpose is to find ways to improve reading comprehension through effective strategies (Kim, 2013). The study focused on transactional strategies instruction to improve reading comprehension in second graders (Kim, 2013). The author’s main focus is to improve literature circles used in the classroom to improve reading comprehension (Kim, 2013). Pertinent findings that support your project: Findings that support the author’s project include using action research for his project. Not only did the author use action research for his project, he also included his students in his research project to provide information to improve literature circles used for reading comprehension. The study provides research, data, and strategies to improve student reading comprehension. Action Research Proposal

Literature Review- Four 13 Author of Study: Erica Fede Title of Study: Influences of Self-Selection, Interest, and Motivation on Second Graders’ Reading Comprehension. Purpose of the Study: The purpose of the study is to see if self-selection, interest, and motivation make a difference in reading comprehension in second graders (Fede, 2012). The study included quantitative and qualitative data, weekly comprehension questions, surveys, and interviews (Fede, 2012). The author’s purpose is to conduct a research project that would discover if students reading comprehension scored would improve if the students were given the opportunity to choose what her or she reads, if the student has an interest in what he or she reads, and if the student is motivated to read (Fede, 2012). Pertinent findings that support your project: The paper is interesting to read and shares the author’s topic of reading comprehension. Unfortunately, the paper failed to reach a determination through research and data collection. It is unknown if self-selection, interest, and motivation make a difference in reading comprehension (Fede, 2012). There are no findings to support the authors project. Action Research Proposal

Literature Review- Five 14 Author of Study: Lonnie Yancsurak Title of Study: Effectiveness of a Computer-Based After School Intervention to Increase Reading Comprehension. Purpose of the Study: The purpose of the study is to make teachers’, administrators, and policymakers aware of the gap that greatly exists between student reading comprehension levels and state requirements (Yancsurak, 2013). The issue of students not meeting state requirements is again confirmed through this article, where author provides innovative way to help students meet reading comprehension levels through after school program (Yancsurak, 2013). This particular study does not identify a specific grade for reading comprehension intervention; however, implements a computer-based program to help all elementary students who need additional assistance toward reading comprehension (Yancsurak, 2013). Pertinent findings that support your project: Again the findings support the fact that reading comprehension is a problem. Students in elementary grades to include third grade are failing to meet state requirements for reading comprehension. The project provides additional support with research and data. Finally, the project supports author’s project by providing additional teaching interventions outside of the classroom. Action Research Proposal

Literature Review-Six 15 Author of Study: Nayda E. Torres Soto Title of Study: An Exploration of Factors Related to Reading Comprehension: A Study of Third Grade English Language Learners (ELLs) Purpose of the Study: The purpose of the study examines the importance of vocabulary in reading comprehension (Torres Soto, 2013). The study focuses on the difference in reading comprehension in third grade students who speak the English language and those students learning the English language (Torres Soto, 2013). Pertinent findings that support your project: The study further proves reading comprehension in third grade students is a problem that needs research. The study provides research and data regarding diverse population of students which will enhance and support author’s project. Action Research Proposal

Literature Review- Seven 16 Author of Study: Erin Elizabeth Miller Title of Study: Effective Reading Comprehension Instruction for Struggling Male Students Purpose of the Study: Author’s purpose of the study is to show some male students struggle in courses such a literature due to low reading comprehension skills (Miller, 2013). The study focuses on the male population in elementary school to prove additional reading comprehension interventions must be identified for these students to meet the goals and objectives of the course (Miller, 2013). Author used constructivist-based learning theories (Miller, 2013). Pertinent findings that support your project: Relevant findings that support author’s project include students struggling with reading comprehension skills. Although the research focused on male students, the data contains statistics for both male and female learners. The project proves reading comprehension skills deficits are a problem in elementary school students. Action Research Proposal

Literature Review- Eight 17 Author of Study: University of Phoenix Title of Study: Student Handbook Purpose of the study: The student handbook outlines the action research project Pertinent findings that support your project: Outline and templates for action research project Action Research Proposal

Literature Review- Nine 18 Author of Study: No Author Title of Study: Home Page Purpose of Study: Site provides statistics and background for research project. Pertinent findings that support your project: Statistics and background. Action Research Proposal

Literature Review- Ten 19 Author of Study: Donna Blinkhorn Title of Study: Reading comprehension difficulties among students with disabilities and students at-risk. Purpose of Study: Purpose of the study is the find the quantitative effects of the multimodal-multisensory strategies (MMIS) on vocabulary acquisition and reading comprehension. Pertinent findings that support your project: The study did not find a significant improvement; however, the data collection section of the research is very descriptive. Action Research Proposal

Literature Review- 11 20 Author of Study: Marilyn Gerlon Littles Williams Title of Study: Parental intervention: Effects on reading comprehension skills in Black children in kindergarten through fourth grade Purpose of Study: The purpose of the study was to find change in children when a home-based reading intervention was implemented. Pertinent findings that support your project: Reading comprehension is a problem that needs to be researched. The article focuses on elementary age children and implemented an at-home reading intervention. While the study failed to show significant results in improved reading skills, the study did show significant improvement in reading scores. Action Research Proposal

Literature Review- 12 21 Author of Study: Kimberly Dixon Title of Study: Response to Intervention: Evaluating the Effectiveness of Fluency Interventions on Reading Comprehension. Purpose of Study: The purpose of the study is to determine if a fluency intervention improved reading comprehension. Pertinent findings that support your project: The article discussed how pretests provided help with identifying areas the children need help. Again, reading comprehension is a problem that needs to be researched. With so many different reading comprehension interventions available to educators, this study proved fluency intervention is not the way to go as students did not show improvement. Action Research Proposal

Literature Review- 13 22 Author of Study: Angela Martin Title of Study: The effects of engaging interactive strategies on the reading achievement of second-grade students. Purpose of Study: The purpose of the study focused on reading achievement when students actively engage in their work using an interactive work design. Pertinent findings that support your project: The use of pre-tests and post-tests determined significant differences in some areas. The intervention used improved reading comprehension in some areas. Action Research Proposal

Literature Review- 14 23 Author of Study: La. Quanta Jones Title of Study: Effective strategies used to increase early reading skills for students in third grade. Purpose of Study: The purpose of the study introduced reading instruction paired with parent component to students in third grade to determine if the intervention increased reading comprehension. Pertinent findings that support your project: The research proved to increase reading comprehension to those parents who used the intervention. The research uses an at home intervention similar; however, the intervention is similar to the intervention the researcher wants to use. Action Research Proposal

Literature Review- 15 24 Author of Study: Darcey Gray Title of Study: FCAT Comparisons of students enrolled or not enrolled in read 180 Purpose of Study: To determine if reading intervention read 180 increased reading comprehension in students. Pertinent findings that support your project: Reading 180 is a great name for a reading comprehension intervention program. The program did find significant results that were beneficial to student reading comprehension. Action Research Proposal

Literature Review- 16 25 Author of Study: Miriam Halberstam Title of Study: Reciprocal teaching: The effects on reading comprehension of third grade students Purpose of Study: The purpose of the study is to investigate the effects of reciprocal teaching on third grade students. Pertinent findings that support your project: Significant progress found reciprocal teaching is a highly effective approach to increasing comprehension skills. Action Research Proposal

Literature Review- 17 26 Author of Study: C. Hendricks Title of Study: Improving schools through action research Purpose: Required text Pertinent findings that support your project: Describes all phases of the action research project. Action Research Proposal

Literature Review- 18 27 Author : E Stringer Title: Action research in education Purpose: Required text Pertinent findings that support your project: Detailed information regarding all phases of the action research project. Action Research Proposal

Literature Review- 19 28 Author of Study: Sarah Scott Title of Study: Knowledge for teaching reading comprehension: Mapping the terrain Purpose of Study: The purpose of the study is to investigate reasons why teachers are not prepared to teach reading comprehension skills. Pertinent findings that support your project: The article focuses on the teacher instead of the student. The article proves reading comprehension is a widespread problem and this article brings to light a new way of looking at research to solve the problem of reading comprehension. Action Research Proposal

Literature Review- 20 29 Author of Study: Julie Coiro Title of Study: Exploring changes to reading comprehension on the Internet: Paradoxes and possibilities for diverse adolescent readers. Purpose of Study: The researcher investigated online reading proficiencies to comprehend information on the Internet. Pertinent findings that support your project: The article provided a new way of looking at reading comprehension focused around on-line reading for learners. Action Research Proposal

Literature Review- Summary 30 Collectively the literature review provided great insight and knowledge about author’s research project. Together the literature reviews provide data and research that prove reading comprehension is a current problem today, not only in third grade students, but in elementary as a whole. The reason this fact is important is for the reason that further instruction strategies implemented in each grade will have an effect on the next grade of students. Student’s failing to meet state exam criteria in on the minds of many educators as this forces teachers to investigate the problem, implement a solution. The common consensus to the problem is additional instruction in and outside of the classroom to often include some type of afterschool tutoring program. Except for one paper, the research conducted by the author proves the intervention work and are necessary to improve reading comprehension skills in some students with and without diverse backgrounds. Action Research Proposal

Action Goal 31 Action Goal £ Third grade students who participate in the after school tutoring program will show progress in reading comprehension and ease in reading grade level texts Action Research Proposal

Expected Outcomes 32 No more than 4 of the 28 students (14% or less) who are high risk readers and participate in the after school reading interventions program and receive direct instruction XYZ reading comprehension strategy will fail the reading comprehension portion of the Oregon Statewide OAKS test. No more than 2 of the 28 students (7% or less) who are high risk readers and participate in the after school reading interventions program and receive XYZ reading comprehension strategy will not show progress on in-class reading comprehension tests in the last grading period. No more than 3 of the 28 students (11% or less) who are high risk readers and participate in the after school reading intervention program with XYZ reading comprehension strategy direct instruction will show no improvement on the last report card in reading comprehension. No more than 2 of the 28 students (7%) who are high risk readers and participate in the XYZ intervention program will show no improvement on their current reading level. Action Research Proposal

Problem Statement 33 Third grade students who participate in the after school tutoring program will show progress in reading comprehension and ease in reading grade level texts. Action Research Proposal

Selected Solutions 34 High risk readers will receive direct instruction to use the XYZ reading comprehension strategy provided in the after school program for three days each of the 12 weeks. Students will arrive at the after school program ten minutes after the bell for the last class rings and the teacher and two assistants will provide direct instruction of XYZ reading comprehension strategy to students for one hour and twenty minutes three days a week. The XYZ reading strategy will be taught to students through a variety of reading activities, discussions, and direct instruction. The teacher and her two assistants will take notes regarding individual student observations using the observation check list provided as an appendix. Action Research Proposal

Calendar Plan 35 Calendar Plan Week One Monday- 20 minutes-Introduce teacher, students, and teacher assistants 30 minutes-Explain XYZ reading comprehension strategy 30 minutes-Complete the pre test for reading comprehension Wednesday 60 minutes-Complete the pre-self assessment for reading comprehension 30 minutes-Discussion Friday 60 minutes-Complete the Survey 20 minutes-Begin XYZ reading comprehension strategy Action Research Proposal

Calendar Plan 36 Week Two through Week 11 Monday 40 minutes-Teach students the XYZ reading comprehension strategy 20 minutes-Reading Comprehension Discussion 20 minutes-XYZ reading comprehension strategy activity Wednesday 40 minutes-Teach students the XYZ reading comprehension strategy 20 minutes-Reading Comprehension Discussion 20 minutes-XYZ reading comprehension strategy activity Friday 40 minutes-Teach students the XYZ reading comprehension strategy 20 minutes-Reading Comprehension Discussion 20 minutes-XYZ reading comprehension strategy activity Action Research Proposal

Calendar Plan 37 Week Twelve Monday 60 minutes-Complete post test for reading comprehension 20 minutes- Discussion Wednesday 60 minutes- Complete post self assessment for reading comprehension 20 minutes- Discussion Friday inutes-Discuss learning opportunity/reflection activity Action Research Proposal

Expected Outcomes 38 No more than 4 of the 28 students (14% or less) who are high risk readers and participate in the after school reading interventions program will fail the reading comprehension portion on the Oregon Statewide OAKS test. Action Research Proposal

Expected Outcomes 39 No more than 2 of the 28 students (7% or less) who are high risk readers and participate in the after school reading interventions program will not show progress on in-class reading comprehension tests in the last grading period. Action Research Proposal

Expected Outcomes 40 No more than 3 of the 28 students (11% or less) who are high risk readers and participate in the after school reading intervention program will show no improvement on their last report card in reading comprehension. Action Research Proposal

Expected Outcomes 41 No more than 2 of the 28 students (7% or less) who are high risk readers and participate in the after school reading intervention program will show no improvement on their current reading level. Action Research Proposal

Measurement of Outcomes 42 28 students (12 males; 16 females) completed the pre - and post-classroom reading comprehension test and self-evaluation. 4 student’s received A’s, 4 student’s received B’s, 6 student’s received C’s, 6 students received D’s, and 6 student’s received F’s on the pre-reading comprehension test. On the post-reading comprehension test 4 student’s received A’s, 7 student’s received B’s, 6 student’s received C’s, and 9 student’s received D’s. No student’s received F’s at the post test collection time. Action Research Proposal

Measurement of Outcomes 43 On the Pre- Reading Comprehension Self. Assessment 13 students scored in the “average” rage (score of between 20 -25 points); 4 student’s scored in the “above average” range (25 points or higher) and 11 students scored in the “need’s improvement” range (between 15 -20 points). On the Post- Reading Comprehension Self-Assessment 18 students scored in the “average” rage (score of between 20 -25 points); 6 students scored in the “above average” range (25 points or higher) and 4 students scored in the “need’s improvement” range (between 15 -20 points). Action Research Proposal

Measurement of Outcomes 44 On the student survey 20 students said they like to read the textbook and 8 student’s do not like to read the textbook; 18 students understand when they read the textbook and 10 do not understand when they read the textbook; 4 students read the textbook at home, 24 student’s never read the textbook at home; 8 students like to read the textbook out loud, 20 student’s do not like to read the textbook out loud; 26 students have library cards, 2 students do not have library cards; 3 students said their favorite text book is Science, 4 students said their favorite textbook is Math; 11 students said their favorite text book is Literature; 10 students said their favorite textbook is History. 28 students said the textbook contains pictures. 5 students’s said “yes” the textbook is easy to read and 23 students said “no” my textbook is not easy to read. 18 students said they understand the vocabulary in the text and 10 students said not they do not understand the vocabulary in the text. 15 students said “yes” they need help to understand the textbook and 13 said “no” they do not need help to understand the text book. Action Research Proposal

Analysis of Results 45 Analysis of Results £ Scores from tests, surveys, observations Charts and graphs Z-tests Action Research Proposal

References 46 Blinkhorn, D. L. (2009). Reading comprehension difficulties among students with disabilities and students at-risk (Order No. 3420898). Available from Dissertations & Theses @ University of Phoenix. (749779906). Retrieved from http: //search. proquest. com/docview/749779906? accountid=35812 Coiro, J. (2007). Exploring changes to reading comprehension on the internet: Paradoxes and possibilities for diverse adolescent readers (Order No. 3270969). Available from Pro. Quest Dissertations & Theses Full Text. (304864761). Retrieved from http: //search. proquest. com/docview/304864761? accountid=35812 Dixon, K. T. (2013). Response to intervention: Evaluating the effectiveness of fluency interventions on reading comprehension (Order No. 3572580). Available from Dissertations & Theses @ University of Phoenix. (1441726392). Retrieved from http: //search. proquest. com/docview/1441726392? accountid=35812 Action Research Proposal

References 47 Fede, E. (2012). Influences of self-selection, interest and motivation on second graders' reading comprehension (Order No. 1510413). Available from Pro. Quest Dissertations & Theses Full Text. (1016169510). Retrieved from http: //search. proquest. com/docview/1016169510? accountid=35812 Grant, C. E. (2013). "I can read accurately but can't understand the text read": The effects of using a reading intervention on fifth-grade students' "word callers" reading comprehension achievement (Order No. 3590413). Available from Pro. Quest Dissertations & Theses Full Text. (1432222548). Retrieved from http: //search. proquest. com/docview/1432222548? accountid=35812 Gray, D. (2013). FCAT comparisons of students enrolled or not enrolled in read 180 (Order No. 3578019). Available from Dissertations & Theses @ University of Phoenix. (1493901126). Retrieved from http: //search. proquest. com/docview/1493901126? accountid=35812 Action Research Proposal

References 48 Hendricks, C. (2009). Improving schools through action research: A comprehensive guide for educators (2 nd ed. ). Upper Saddle River, NJ: Pearson. Jones, L. (2013). Effective strategies used to increase early reading skills for students in third grade (Order No. 3584747). Available from Dissertations & Theses @ University of Phoenix. (1536989746). Retrieved from http: //search. proquest. com/docview/1536989746? accountid=35812 Halberstam, M. (2008). Reciprocal teaching: The effects on reading comprehension of third grade students (Order No. 3334047). Available from Pro. Quest Dissertations & Theses Full Text. (304836276). Retrieved from http: //search. proquest. com/docview/304836276? accountid=35812 Kim, S. S. (2013). The impact of transactional strategies instruction on the reading comprehension of a diverse group of second graders (Order No. 3610226)Available from Pro. Quest Dissertations & Theses Full Text. (1500561938). Retrieved from http: //search. proquest. com/docview/1500561938? accountid=35812 Action Research Proposal

References 49 Martin, A. H. (2007). The effects of engaging interactive strategies on the reading achievement of second-grade students (Order No. 3324080). Available from Dissertations & Theses @ University of Phoenix. (304731596). Retrieved from http: //search. proquest. com/docview/304731596? accountid=35812 Miller, E. E. (2013). Effective reading comprehension instruction for struggling male students (Order No. 3602489). Available from Pro. Quest Dissertations & Theses Full Text. (1468680710). Retrieved from http: //search. proquest. com/docview/1468680710? accountid=35812 Salem-Keizer School District. (n. d. ). Retrieved from http: //www. salkeiz. k 12. or. us Scott, S. E. (2009). Knowledge for teaching reading comprehension: Mapping the terrain (Order No. 3354104). Available from Pro. Quest Dissertations & Theses Full Text. (304928604). Retrieved from http: //search. proquest. com/docview/304928604? accountid=35812 Stringer, E. (2008). Action research in education (2 nd ed. ). Upper Saddle River, NJ: Pearson. Action Research Proposal

References 50 Torres Soto, N. E. (2013). An exploration of factors related to reading comprehension: AStudy of third grade english language learners (ELLs) (Order No. 3593002). Availablefrom Pro. Quest Dissertations & Theses Full Text. (1437661203). Retrieved from http: //search. proquest. com/docview/1437661203? accountid=35812 University of Phoenix. (n. d. ). Student Handbook. Retrieved from University of Phoenix, EDD 581 website. Wallace, J. N. (2013). Effectiveness and efficiency of reading error correction procedures on the reading accuracy, reading fluency, and reading comprehension of fourth grade students(Order No. 3609730). Available from Pro. Quest Dissertations & Theses Full Text. (1502876639). Retrieved from http: //search. proquest. com/docview/1502876639? accountid=35812 Williams, M. G. L. (2008). Parental intervention: Effects on reading comprehension skills in black children in kindergarten through fourth grade (Order No. 3442752). Available from Dissertations & Theses @ University of Phoenix. (853641951). Retrieved from http: //search. proquest. com/docview/853641951? accountid=35812 Action Research Proposal

References 51 Yancsurak, L. S. (2013). Effectiveness of a computer-based afterschool intervention to increase reading comprehension (Order No. 3558253). Available from Pro. Quest Dissertations &Theses Full Text. (1348909267). Retrieved from http: //search. proquest. com/docview/1348909267? accountid=35812 Action Research Proposal