LAKE COUNTY SCHOOLS
ACTION RESEARCH PROJECT
OFFICE USE ONLY
Component 4-401-002
Point Value: 10-30
Posted ______________
By _________________
TO BE COMPLETED BEFORE ACTION RESEARCH IS INITIATED
Teacher
Researcher
Name
Nancy Humes
School or
Department
The Villages Elementary of Lady Lake – 3rd grade/co-teach ESE
Issue or Topic
Research
Hypothesis
Emp.
ID
Reading comprehension scores are low according to the testing data from the Scholastic Reading
Inventory (SRI) and the Florida Assessment of Instruction in Reading (FAIR ). Students need to
improve comprehension strategies to assist them in mastering the required third grade comprehension
skills.
Will incorporating specific strategies, through differentiated instruction assist the general education
and E.S.E. students in mastering third grade comprehension skills?
Principal‘s
Signature
Date
TO BE COMPLETED AT CONCLUSION OF ACTION RESEARCH
RESEARCH PROCESS
1. What student data formed the baseline? Beginning of the year SRI and FAIR test results:

On the Florida Assessment for Instruction In Reading (FAIR) test, 2 /13 non ESE students and 3 /3 ESE
students, scored below target of 25% FCAT Success Probability in reading comprehension.

On the Scholastic Reading Inventory (SRI) assessment for reading comprehension 5/13 non ESE students
and 2/3 ESE students scored below 500 lexile which is the lowest score for a third grade student.
2. What research resources, i.e., books, documents, were studied? Differentiation in Action by Judith Moore , The Daily
Five by Gail Boushey and Joan Moser, and Cooperative Learning by Dr. Spencer Kagan
3. What student demographic groups were used and how were they selected? Third grade students in the co-taught,
E.S.E. classroom were used for this Action Research. This includes 11 general ed. students , 3 ESE students and 2
Title I students. There are 3 ESE students that receive reading instruction in a resource room that were not included.
4. What strategies were implemented during the study? The use of learning centers in the co-taught classroom provided
differentiated materials to address the needs of all students. Manipulatives, leveled readers, cooperative learning
strategies, as well as individual and small group projects, provided appropriate practice and remediation of skills.
5. What was the timeline for the study? September 2009 – May 2010
Approved
Disapproved
Comments
Principal
assigns
10-30 points
Principal’s
Signature
Director of Staff
Development Signature
MIS 64 035 05-01-07 RVS
Submitted by Staff Development
Date
Date
Acknowledged
Page 1 of 3
LAKE COUNTY SCHOOLS
ACTION RESEARCH PROJECT - SHARING THE RESULTS
[Complete online and email to Haskinsbj@lake.k12.fl.us]
Title of Action
Research Project
Improving Reading Comprehension through Differentiation
Name of Teacher
Researcher
Nancy Humes
Name of School
The Villages Elementary of Lady Lake
Grade Level
3rd/ESE
ABSTRACT:
I co-teach in a third grade class during the reading/language arts block and provide
accommodations to the E.S.E. (Exceptional Student Education) students within this class. The
Florida Assessment for Instruction in Reading (FAIR) and the Scholastic Reading Inventory (SRI)
were administered at the beginning of the school year to these students. The results of these two
tests indicated that 44% of the students were having difficulty with reading comprehension skills.
There are a total of 19 students in the class, 16 of the students were included in the research.
Three of the students receive reading instruction in an E.S.E. classroom, therefore they were not
included. As indicated on the FAIR, 2 out of 13 non E.S.E. students and 3 out of 3 E.S.E.
students scored below the target of 25% FCAT Success Probability in reading. As indicated on
the SRI, 5 out of 13 non E.S.E. students and 2 out of 3 E.S.E. students scored below 500 Lexile
which is the lowest score for a third grade student who is reading on grade level. My colleague
and I decided to develop an action research project that would help us determine if incorporating
specific strategies, utilizing differentiated instruction would assist the students in mastering
comprehension skills.
My colleague and I started our action research by developing a Professional Learning
Community (PLC). Our PLC consisted of other teachers at our school: seven third grade
teachers, one second grade teacher, and two E.S.E. teachers. At our meetings we shared
differentiation strategies currently being used within our classrooms, new ideas, and specific
lesson plans to implement in our classrooms. My colleague and I presented an hour-long Power
Point presentation called, “Enhancing Your Instructional Skills Through Differentiation” During our
monthly PLC meetings, we also studied the following books: Differentiation in Action by Judith
Moore and The Daily Five by Gail Boushey and Joan Moser. The use of learning centers in the
MIS 64 035 05-01-07 RVS
Submitted by Staff Development
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co-taught classroom provided differentiated materials to address the needs of all levels of
students. Manipulatives, leveled readers, cooperative learning strategies, as well as individual
and small group projects, provided appropriate practice and remediation of skills. Other strategies
included quick writes, study buddys/learning partners, vocabulary charades , think/pair/share,
fluency check by a volunteer, and alternate forms of book reports.
Assessment of growth was based on pre and post FAIR and SRI scores. Progress was
monitored throughout the year using weekly Harcourt reading assessments, fluency tests, and
teacher observations. Collected and analyzed data indicated a strong growth in reading
comprehension skills for most of the students. Based on the pre and post FAIR test, students
achieved a growth of 26%. The E.S.E. students had a mean increase of 55%. One non E.S.E.
and one E.S.E. continued to score below the 25% target. The pre and post SRI showed a growth
of 104 Lexile points for non E.S.E.. The E.S.E. students showed a mean growth of 156 Lexile
points. Three out of 13 non E.S.E. and two out of three E.S.E. students continued to score below
the 500 Lexile although growth was indicated.
Based on the success of this action research project, I plan to continue to implement and
assist the general education teacher with differentiated instruction. My colleague and I hope to
continue our PLC during the 2010-2011 school year. Through this action research project I have
increased my knowledge of differentiated instruction strategies and their value in allowing all
levels of students greater access to the curriculum thus mastering not only reading
comprehension skills but all subject area skills.
Source: A Guide to Becoming an Action Research – Department of Education
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