Michael Lemke
The Effects of Reading Conferencing with
Low Achieving Fourth Grade Girls
Michael Lemke
RE 5040
Fall 2009
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Michael Lemke
Introduction
Throughout the course of the school year my students are given multiple opportunities to
demonstrate their mastery of grade level skills. This is done through the use of a variety of
informal and formal assessments. These assessments allow me a chance to view their knowledge
of the content taught. While the assessments may not be the best or well rounded, they do
provide me with a valuable set of information. Since the assessments are administered whole
group rather than small group or one on one, I fear many of my students lack perseverance to
complete the assessments accurately.
A skill required to complete any school task properly, I believe, is reflection. I do not
believe enough of my students are reflective. Playing a more active role in their education is an
area I recognize as a weakness as well. While I provide multiple opportunities for student
engagement, the students need to seize the chance and involve themselves more. Taking
ownership of their education and classroom tasks would result in exponential learning growth.
While I firmly believe an active, motivated student would succeed in any given learning
environment. Many factors distract the efforts some students are attempting to make. One factor
that causes disruptions to the daily planning and execution of a lesson is time. The supply of
time is limited while the demand for use of time is high. When planning for a week of
instruction, careful observation is used to ensure not too much, nor too little instruction planned.
Of course once the week arrives, the amount of instruction and class work completed rarely
matches up with the amount planned. Due to this lack of time, students are taking home more
and more class work to complete independently. While I believe this is a perfect opportunity for
practice of skills, it can cause students to lose motivation and engagement in school work. Not
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only is the amount of work we can complete as a class compromised but the quality of my
instruction can be negatively affected as well. During the course of a lesson I periodically glance
at the clock to check on my time. As the lesson progresses anxiety begins to surface as I realize
the time I have left is not sufficient for the amount of instructing I have left to do. This time
shortage causes me to instruct at a faster pace which impacts my student’s ability to grasp the
concepts of the lesson. The quick paced lesson also does not allow time for closure of a lesson,
which is vital for the summation of a lesson. Inevitable, I become behind on my lesson plans and
have to spend a portion of the next day repeating and review the previous day’s lesson, which
causes the shortage of time to continue. I do not believe there is a simple solution to the amount
of time in an instructional day and the material needed to be covered. Realizing the school year
is multiple days of instruction that build upon each other is my form of coping with the problem.
While time is of a concern for me the size of my classroom roster is as well. I currently
have twenty seven students. While I am pleased with the variety of personalities and abilities
and backgrounds of my students, the amount of them can be overwhelming. The amount of time
I can spend one on one with students is very limited if not nonexistent at times. When I am
afforded an opportunity to work with a child it usually is quick and limited in quality. It has
been a challenge to learn my students personally, as well as understand their needs as a learner in
my room.
As I have discussed earlier, I have a wide variety of academic abilities in my room. Two
of these students are significantly below grade level in all subject areas. They both are girls and
have struggled with being successful in education their entire school career. One of the girls has
been retained twice and has been tested for additional educational services but did not place.
The other girl is currently in the process of being tested for additional educational services. With
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such limited success at school these girls have no motivation or engagement in lessons while at
school. I find it disheartening these two students have had such negative experiences with school
at such a young age. With the limited time and large class sizes I have mentioned, I cannot help
but wonder if these have played a role in their lack of educational progress. Had they been able
to spend more time working closely with a teacher to identify their exact weaknesses and plan
instruction accordingly, would events have turned out differently? While there may be factors
undetectable by myself, I pose the question; what happens when under achieving fourth grade
girls participate in one on one conferences with their teacher after reading a book on their
independent level?
Theoretical Perspective
Lack of reading motivation has a negative effect on reading performance. Motivation
makes the difference between learning that is temporary and learning that is permanent
(Oldfather, 1993).
Klausmeier, Schwenn, and Sorenson (1970) discovered much theorizing about
motivation, (Encyclopedia of Educational Research and the Review of Educational Research)
however very little constructive development and testing of motivational procedures in school
settings has been undertaken.
Klausmeier and Goodwin researched motivational principals in laboratory research and
formulated parallel guides for implementing these principles in the school setting. This was later
expanded into a System of Individually Guided Motivation (Klausmeier, Schwenn and Lamal,
1970)
Literacy proficiency is reached when a reader can read a variety of materials, read for
varying purposes, comprehend material even if it is not easy to understand, acquire new
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knowledge of new concepts, apply text information, and are engaged in the reading process (Au
and Raphael 2005).
Standards based reform which has a goal of creating rigorous standards, and high quality
education. Through reform oriented policies classroom instruction has often been compromised
and the intent of the policy is being undermined. (Buly and Valencia, 2002) Teacher’s practical
knowledge is comprised of the following aspects; it is personal, it is contextual, it is based on
experience, it is mainly tacit, and it is content related. Viewing teachers as professionals, there
must be a body of knowledge that teachers share. (Beijaard, Meijer, and Verloop 2001)
Review of Literature
The following were suggestions for the classroom teacher; allow for students to selfselect their books, provide a wide variety of genres for students to choose from, provide
comprehension bookmarks to the students for self-monitoring, allow students access to books in
your classroom, take students personal interest into account when selecting text to place in your
room and introduce to your students, and read to students and talk to them about what they are
reading (Edmunds and Bauserman 2006)
Achievement of students of diverse backgrounds indicates a gap in literacy achievement.
Studies have shown these students have fallen four years behind the mainstream peers in reading
by 12th grade. These students tend to receive a large amount of instruction in lower level skills
and little instruction in reading comprehension and higher order thinking skills. This instruction
is not preparing them for the state assessments and can have a negative impact on their life and
future outside the classroom (Au and Raphael 2005).
Research indicated one-on-one conferencing, either by classroom teacher or by
instructional aide, helped students make gains in reading performance. Difficulty of text selected
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by students was not affected by those students in conferences, but the amount of books read and
vocabulary development was raised (Klausmeier, Schween, and Sorenson 1970).
The administration of a state reading test will give educators a good general look at the
student’s reading. However, the state administration will not give an in-depth look at the
student’s weaknesses and strengths. It does not give us a clear picture of all aspects that make up
being a reader. Beneath each failing score is a pattern if performance that holds the key to
improved reading instruction and improved reading ability (Buly and Valencia 2002)
When it comes to reading comprehension instruction, teachers need direct instruction
themselves. Reading comprehension scored 10% as shared knowledge, meaning there are not
many commonalities amongst professionals. If schools want to see an increase in reading
comprehension programs, and common language need to be in place (Beijaard, Meijer and
Verloop 2001).
Methods
Subjects
The participants of this investigation were a two forth grade girls a Shuford Elementary
in Conover, North Carolina. Shuford is comprised of working and middle class families. The
school is currently a Title I school and receives state funding for reading and math interventions
and resources. The students chosen are below grade level as indicated on various formal and
informal reading assessments. Neither subject passed the End-of Grade test in third grade. One
subject has been retained twice in her schooling. The second subject is currently under going
further testing to see if any learning disabilities are present.
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Procedures
The subjects were given a reading questionnaire to record their responses to five reading
behaviors. They ranked themselves on a scale of 1-3 with 3 indicating a reading behavior that
most described themselves. Next, they demonstrated through pictures how they felt when
someone talked to them about a book they have read. Both the questionnaires and feelings
picture were placed in a reading conferencing folder used during the private conferences.
Students were allowed unlimited access to the classroom and school library to locate and
check out books to read on their independent level. This level was determined from the STAR
reading test. Subjects were allowed to pick any genre or book length they desired. They were
also given free choice of reading a chapter book or a picture book. Both classroom and school
library housed many books that fit the needs of these subjects.
The subjects then read their chosen book. No time line was given to them as to when the
book needed to be finished. This was done to ensure proper reading and comprehension was
taking place and so the subjects did not feel pressure from the demands of a determined stopping
date. While the students read, they were given a small note card to record any questions or
thoughts they had about the text. Not many parameters were set up for the use of these cards.
The students were allowed to use them in any way they felt best help them while reading.
Once the students completed their reading, they would inform me (the teacher) in the
morning and a one-on-one conference was set up for late morning. During this time
predetermined comprehension questions were asked covering story elements, main idea, theme
and mood. Random questions were asked based upon the time given and the type of text read.
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A checklist was use to record student responses as either positive (+) or negative (-).
Positive markings indicated a complete and well thought out answer verses negative markings
indicating lack of detail, confusion or lack of knowledge. Antidotal notes were also taken to
record any additional student comments or teacher observations.
After the completion of conferencing the subjects took a computer based test to check
their comprehension. These tests were taken individually and independently. Scores of eighty
percent or higher indicated a passing score, while those below were failing. If a failing score
was achieved, the score was deleted and the subjects were given another opportunity to take the
test. After the second attempt if a failing score was achieved, no opportunity for correction was
allowed.
Data
Date was recorded on checklist forms indicating a positive (+) or negative (-) on the
following reading behaviors; book level, reading fluency, comprehension and student interest.
Antidotal notes were also taken when needed to record teacher observation, student observations
and goals for the next conference.
Subjects also recorded all books read in a reading log. These logs documented the date
the reading was completed, the title of the book, the book level and the score received on the
comprehension test. Teacher initials were also used after each test to keep teacher and student
communication frequent.
While the subjects read index cards were used to record concerns, thoughts or questions
they may have had. These cards were brought with them to each conference and reviewed.
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Questions they may have had were answered as well as new questions posed to think about as
independent reading continued.
Computer based comprehension tests were also utilized to quantify the results of the
reading conferencing. These scores were used just to check for student understanding and to
hold subjects accountable to text being read. Comprehension questions asked on the tests
mirrored those of the teacher/student conference.
Data Analysis
Analysis of the conference log was used to determine if the comprehension of the text
was acceptable. An acceptable outcome was determined based on the idea of more positive (+)
markings indicated rather than negative (-) markings.
Scores from the computer testing were also reviewed to see if a correlation existed
between the scores received on books that were conferenced with and those books the student
did not discuss with the teacher. Scores of eighty percent or higher indicated strong
comprehension of the text; while scores below eighty indicated a lack of text understanding.
At the conclusion of the research period a post reading questionnaire was given to each
student. They were again asked to rank themselves on a scale of one to three with three being
most like them on five different reading behaviors. They also expressed their feelings of
conversing about books through the use of a picture.
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Findings
Analysis of the date indicates a growth in student reading comprehension and motivation
with the aid of one on one discussion with the teacher. For both subjects, reading comprehension
increased on books that were being read on an independent level. Both conference notes and
computer test scores indicated acceptable rates for texts used in conferencing. Scores ranged
between seventy and eighty. While seventy was not considered passing as defined in the
methods, it was a higher score than prior to the research project. Weekly comprehension
averages from the computer tests are indicated below in the chart. Scores with a zero for weeks
two and five are due to chapter books that took longer to read.
90
80
70
60
50
Subject 1
40
Subject 2
30
20
10
0
Week 1
Week 2
Week 3
Week 4
Week 5
Week 6
Reports from computer testing and individual student logs also indicated a lack of
increase in difficulty of texts being chosen. While students continued to check out books from
their predetermined reading range, the books read remained from the lower portion of the range.
More picture books were also checked out than chapter books. The subjects would checkout a
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chapter book if they were guided toward one, but more often than not, picture books remained
popular.
Scores from computer testing and teacher notes indicated a lack of understanding on
chapter books as those scores tended to be lower than those of the picture books. Conference
logs indicated a difficulty remembering all the story details from chapter books as well. While
the subjects may have been able to answer chapter questions one day, they failed to see the
connections to the new chapter the following day. The table below demonstrates average scores
for picture books as compared to chapter books.
90
80
70
60
50
Picture Books
40
Chapter Books
30
20
10
0
Subject 1
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Subject 2
Michael Lemke
Discussion
This study was conducted to see if a correlation existed between individual female
student and teacher conferencing and reading motivation and achievement. These students
selected and read books at their independent level and then engaged in one on one conferencing
with the classroom teacher. These students also then took computer test on these same books to
check for comprehension. The participants recorded their books and test scores in reading logs.
A checklist was used during the conferencing to record student’s responses to comprehension
questions and makes any further antidotal notes.
The results of this research reflect passing scores were achieved during the conferencing
period. The participants were more motivated to select books and read independently during the
research period. This motivation is evident in the passing scores and the daily behavior in the
classroom. Prior to reading conferencing one participant indicated their feelings about reading
by scoring themselves very low on an interest survey. After the conferencing research took place
this same student scored themselves with the highest number possible, to indicate a stronger love
for reading.
While motivation was increased, the participants desire to discuss books they are reading
increased as well. Prior to conferencing being in place one participant drew a picture of
themselves expressing their feelings about talking about books they read. This picture indicated
a confused look. After the conferencing period, this same student expressed a confident feeling.
While there was an increase in motivation and reading attitudes, I did not see an
increasing in reading abilities or text difficulty. The participants continued to select books that
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were picture books and did not contain multiple chapters. When chapter books were selected,
comprehension suffered and reading motivation declined.
Perhaps using a different set of comprehension questions or different conference format
would aid the students in being more successful with chapter books. Providing a longer
conference time or more frequent conference may enable the participants to be more motivated
to select and read chapter books.
Conducting this study demonstrated a rise in reading motivation and reading
comprehension. The conferences provided a scaffold to support the students in their text
selection and comprehension. Providing similar individualized conferences to other students
would prove to be beneficial as well. Implementing such conferencing earlier in a child’s
educational career, may have a positive effect on their reading abilities.
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Works Cited
Au, Kathryn H., & Raphael, Taffy E. (2005). QAR: Enhancing comprehension and test taking
across grades and content areas. The Reading Teacher, 59(3), 206-221.
Beijaard, D., Meijer, P., & Verloop, N. (2001). Similarities and differences in teacher's practical
knowledge about teaching reading comprehension. The Journal of Educational Research, 94(3),
171-184.
Buly, M., & Valencia, S. (2002). Below the bar: profiles of students who fail state reading assessments.
Educational Evaluation and Policy Analysis, 24(3), 219-239.
Edmunds, Kathryn M., and Kathryn L. Bauserman. "What teachers can learn about reading
motivation through conversations with children." Reading Teacher. 59 .5 (2006): 414-424. Print.
Klausmeier, H., Schween, E., & Sorenson, J. (1970). Motivational procedures in school settings:
the effect of individual adult-child conferences in reading. Proceedings of the American
Educational Research Association Annual Meeting,
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