Reading Comprehension
Interventions For UpperElementary and Middle School
Students
Presented by:
Kettely DeJesus
Educ 7202T
Dr. O’Connor-Petruso
Fall 2012
Table of Contents
Introduction
Statement of the Problem
Review of Related Literature
Statement of the Hypothesis
Methods
Participants
Instruments
Experimental Design
Procedure
Results
Discussion
Implications
Statement of the Problem
National studies have revealed that significant numbers of
adolescents and young adults do not adequately understand
complex texts, which impedes their secondary success, access to
postsecondary learning and opportunities within our increasingly
competitive work environment. Data from the National
Assessment of Educational Progress (NAEP) (Nov. 2011), states
students’ reading comprehension is unchanged from 2009 at
grade 4 but slightly improves at grade 8.
Problem…
• Among higher and lower income families, scores were higher in 2011
than in 2009 in grade 4, the average reading score in 2011 was
unchanged from 2009 but 4 points higher than in 1992
• At grade 8, the average reading score in 2011 was 1 point higher than
in 2009, and 5 points higher than in 1992
• Only 50% of students are ready to read and understand college-level
text (ACT, 2006)
• Nationally, 25% of all adults are functionally illiterate (Moats, 2011)
•
Review of Literature
•
Good readers tap their academic and nonacademic knowledge, monitor their
comprehension, and pursue their goals even when confronted with challenging texts
(Brown, 2008)
•
Active readers employ a set of highly complex and well-developed skills and
strategies used before, during and after reading (Vaughn & Klingner, 2011)
•
Positive outcomes for students who are taught to use comprehension strategies
(Vaughn et al., 2011)
•
Authentic, targeted questions invite students application of the text to their
experience (text-to-self connection) (Boyd & Rubin, 2006)
Review…
• CSR is based on several related and converging research literatures,
including a theoretical foundation in cognitive psychology and
sociocultural theory, research on good comprehenders, and research
regarding effective practices from reading comprehension studies.
• CSR is theoretically grounded in cognitive psychology (Flavell, 1992;
Palincsar & Brown, 1984) as well as sociocultural theory (Perez, 1998;
Vygotsky, 1978). Harris and Pressley (1991) emphasized that
comprehension strategy instruction can be improved when it utilizes
these theoretical perspectives as foundational
• CSR involves specific skills such as previewing, “click, clunk,” “get the
gist” and “wrap it up”
Review
•
When an individual's reading comprehension is more impaired than his or her
listening comprehension, inaccurate and slow word recognition is the most likely
cause (Shankweiler et al., 1999).
•
Collaborative Strategic Reading (CSR), intervention program of specific reading
comprehension strategies increase student engagement
•
Cunningham and Stanovich (1998) research 1st grade vocabulary knowledge
predicts 30% of 11th grade comprehension
•
Pressley’s (2001) finding that comprehension in grades 3 through 6 is often assessed
but seldom taught
Statement of the Hypothesis
H1: By integrating the Collaborative Strategic Reading,
approach into
the activities within the literacy block
(guided and independent reading), for
thirty minutes
a day for a period of over five (5) weeks, at public
school X, in Brooklyn, New York, class of ELL students, class XXX will
increase their reading
comprehension, stamina, and fluency in reading.
Students of class XXX will also increase writing ability.
H2: Transactional Strategies Instruction Approach to
comprehension
instruction can improve student
comprehension. By integrating TSI,
during social
studies and science instruction, for 45 minutes, two (2) days
a week, for a period of five (5) weeks, at public
school X, in Brooklyn, NY,
class of ELL students of class XXX will increase their reading comprehension, and
writing ability.
Participants
• 15 Sixth-Grade students attending P.S. X in Brooklyn
• 8 males
• 7 females
• 11-12 year olds
• Bilingual (Haitian Creole) Self-Contained
• 3 students who scored level 3 on ELA (2010/11)
• 4 students who scored level 2+ (2010/11)
• 8 students who scored level 1-2 (2010/11)
Instruments
• Consent forms: Principal, Teacher,
Parent/Guardian
• Surveys (Reading Comprehension,
Demographics)
• Tests: ELA Reading, Listening, and Writing
• Non-Fiction Texts: (Social Studies; Science)
Experimental Design
• Pre-experimental Design:
• One-Group Pretest-Posttest Design
Single group is pretested by reading traditional non-fiction trade
text
• Exposed to the treatment (Collobarative Strategic Reading)
Grouping; Assignments;
• Summarizing Text
• Post-tested after exposure to the treatment
• Symbolic Design OXO, (O’Connor-Petruso).
Threats to Internal /External Validity
*History
*Ecological Validity
*Maturation
*Multiple Treatments
*Testing/Pre-Testing
*Experimental Effects
*Sensitization
*Specificity Variables
*Instrumentation
*Mortality
*Statistic Regression
*Differential Selection of Subjects
*Selection-Maturation Interaction
Procedure
• 2/6/12: Participants completed Student Surveys 1 and 2
• 2/15/12-2/17/12 Pretest administered
• 2/20/12 Participants introduced to Collaborative Strategic Reading
During Social Studies and Science
• 3/26/12 Posttest administered
Pre-Test/Post –Test Results
Student’s Data
Student Name
Pre-Test Score
Post-Test Score
Student A
73
85
Student B
37
72
Student C
76
90
Student D
83
95
Student E
88
100
Student F
46
75
Student G
37
75
Student H
32
60
Student I
68
82
Student J
51
75
Student K
78
90
Student L
59
75
Student M
29
60
Student N
39
65
Student O
83
95
Central Tendencies
Students
Pre-Test %
Post-Test %
% Change
Mean
59
80
21
Median
68
75
7
Mode
37, 83
75
Range
59
40
Results: Students PrePost Test Scores
120
Students' Pre and Post Test Score
100
80
60
Pre-Test Score
Post-Test Score
40
20
0
Students' Names
Survey Results & Analysis
4.5
4
# of Books Read
3.5
3
2.5
2
1.5
1
0.5
0
0
2
4
6
8
10
12
14
16
Pre Test Score
0.8687974
rxy =0.86 indicating a very high positive correlation between
independent reading and ELA test score.
18
Data Analysis…
4.5
4
3.5
Trips to Library
3
2.5
2
1.5
1
0.5
0
0
2
-0.55217
4
6
8
10
Pre Test Score
12
14
16
rxy=-0.55 which indicates a negative
correlation with hours spent at the
library has no effect on the high test
scores.
18
Results
Student PreTest
A
73
B
37
C
76
D
83
E
88
F
46
G
37
H
32
I
68
J
51
K
78
L
59
M
29
O
39
P
83
Mean
48
Post-Test
14
-22
-47
24
29
-13
-22
-27
9
-8
-19
0
-30
-20
24
196
484
2209
576
841
169
484
729
81
64
361
0
900
400
576
Variance:
538
85
72
90
95
100
75
75
60
82
75
90
75
60
65
95
Mean
49
Pre-Test Scores SD =23.17
Post-Test Scores SD = 13.38
-5
-8
10
15
20
-5
-5
-20
2
-5
10
-5
-20
-15
-15
25
64
100
225
400
25
25
400
4
25
100
25
400
225
225
Variance:
151.2
Discussions and Implications
• Reading programs for ELLS should include intensive language
development as well as instruction in literacy strategies and
skills (CSR)
• Extra practice in reading and peer collaboration should be
provided for ELL’s
• Rather than the traditional teacher-dominated approach, CSR
offers more opportunities for learners to participate more
actively in constructing meaning and self-monitor their
comprehension while reading
Implications….cont.
• Through collaboration with others, learners have more
opportunities to confirm their understanding, ideas and clarify
confusion and advance their thinking abilities
• Knowledge of the text should be consolidate through
summaries and other strategies such as “Get the Gist” or “Wrap
it Up” of CSR.
• Greater language proficiency is acquire through independent
reading
References
•
Berkeley, S., Marshak, L., Mastropieri, M.A. and Scruggs, T.E. (2011). Improving
Student Comprehension of Social Studies Text: A Self-Questioning Strategy for
Inclusive Middle Schools Classes. Remedial and Special Education, 32 (2), 105–113
•
Burns, M., Hodgson, J., Parker, D., Fremont, K., (2011). Comparison of the
Effectiveness and Efficiency of Text Previewing and Preteaching Keywords as SmallGroup Reading Comprehension Strategies with Middle-School Students, Literacy
Research and Instruction 50, 241-252.
•
Hirsch, E.D. (2011). Beyond Comprehension (30-36): American Educator
•
Hitchcock, J.H., Kurki, A., Wilkins, C., Dimino, J., Gersten, R., (2011). The Impact
of Collaborative Strategic Reading on the Reading Comprehension of Grade 5
Students in Linguistically Diverse Schools Practical Assessment, Research &
Evaluation 14 (2).
•
Klingner, J., Vaughn, S., Arguelles, M., Hughes, M, Leftwich, S, (2004).
Collaborative Strategic Reading: “Real-World” Lessons From Classroom Teachers,
Remedial and Special Education 25, (5) 291-302.
•
Luke, A., Dooley, K., Woods, A., (2011) Comprehension and content: Planning
literacy in low socioeconomic and culturally diverse schools. The Australian
Association for Research in Education
References cont…
•
O’Brien, D., Beach, R., Scharber, C., (2007). “Struggling” Middle Schoolers:
Engagement and Literate Competence in a Reading Writing Intervention Class,
Reading Psychology 28, 51-73
•
Palumbo, A., Loiacono, V., (2009) Understanding the Causes of Intermediate And
Middle School Comprehension Problems. International Journal Of Special
Education 24 (1), 75-81.
•
Vaughn, S., Bryant, D. (2002) Reading Comprehension Interventions That Enhance
Outcomes for English Language Learners with Learning Disabilities 1-8. Special
Education Programs
•
Vaughn, S., Klingner, J.K. and Bryant, D.P. (2001). Collaborative Strategic Reading
as a Means to Enhance Peer Mediated Instruction for Reading Comprehension and
Content-Area Learning. Remedial and Special Education, 22 (2), 66-74.
•
Zoghi, M., Mustapha, R., Rizan T.N., Maasum, M. (2010). Collaborative Strategic
Reading with University EFL Learners. Journal of College Reading and Learning, 41
(1).