Data Collection & Analysis
Pre/Post Reading interest Surveys
The pre and post Reading Interest Surveys were given to students at the beginning and end of the action research. Students were instructed to color a happy, straight, or sad face depending on how they felt. The questions asked if students liked to read, and if they thought they were good readers. I chose to give this survey to students to measure how they perceived themselves as readers at the beginning of the research, compared to the end. This data provided me with a clear picture as to how my students felt about reading and how they perceived their reading abilities. I used this data to guide my instructional decisions while planning for my guided reading groups. I was constantly examining the skills each group needed practice with in order to increase their reading abilities. It also gave me a chance to be more intentional about praising students who had negative self-perceptions of their reading abilities. I believed that if students had the skill set to successfully read books at their levels, they would feel more confident in their reading abilities.
The data showed that students' self-perceptions of their reading abilities increased. The Pre-Reading Interest Survey showed that only approximately 22% of my students liked to read, and only about 30% thought they were good readers. The Post Reading Interest Survey showed that approximately 61% of students liked to read, and 87% thought of themselves as good readers. The results from the Pre to the Post surveys more than doubled for each question. I believe the data showed this because students were getting practice with exactly the skills they needed in order to grow in their reading abilities, and I was intentional about student praise. This allowed students to gain confidence in themselves as readers which helped them enjoy reading more.
The increase in self-perceptions was apparent in my students' engagement during small group, as well as independent reading time. During small group my students were excited to start new books every week. Prior to my action research, I would often hear complaints about students not wanting to read the books, and that they were too hard. In addition, during student independent reading time I noticed a shift in engagement. Prior to my action research, independent reading time was often a time that non-desirable behavior occurred due to students not liking to read independently. Throughout my action research, my students started to become more excited with the books that they chose to read during this time because they had the skills and desire to read them. This increased engagement and decreased non-desirable behaviors.
Running Records
The graphs below show four students' running record data from week 1 - week 5. One student from four reading groups (excluding my non-reading group) were selected as a sample. Level A is below grade level, level B and C are on grade level, and level D is above grade level. I used running records to assess reading fluency by measuring the correct words read in one minute by a student, and comparing that number week to week to determine if there was an increase in the correct words read. I conducted running records using the leveled books students read during their small group. Students graphed their results and were able to compare for themselves how many correct words they read in one minute week to week.
I used running records as a way to impact my instructional decisions by examining my data weekly to check student progress, make sure the books students were reading were at the right level, and as a way to check that students were in the correct reading group. For example, I observed that a student in my C level group was having trouble decoding words from our story, and was struggling to keep up with her peers during her small group. When I conducted a running record with her she read the story at a rate of 7 correct words per minute. Along with my observations and anecdotal notes, this data told me that the book was too hard for this student. The next week I moved her to a lower reading group and it was a much better fit. She is now getting exactly the skills she needs in order to grow in her reading abilities.
The overall trend in the running record data showed that over the course of the action research, students' reading fluency increased. I believe the reason for these results are because students were reading books that were at their level. By effectively planning to target the skills students needed to further develop within their instructional level texts, they were able to build on their fluency week to week.
Text Levels
One student from each of my five reading groups was selected for text leveling. The Fountas and Pinnell text levels range from levels A-Z, level A being the easiest, and increase in difficulty as readers move up the levels. The Fountas and Pinnell text levels measure accuracy, self-corrections, fluency, and comprehension. The data below compares the text levels of the five selected students from December to April. The numbers along the Y-Axis coordinate with the text levels. For example, 0 is equivalent to a non-reader, 1 is equivalent to a level A, 2 is equivalent to a level B, etc. I chose to collect a sample of text levels because by the end of kindergarten students need to be reading at at a level D in order to be considered on grade level. I wanted to track student progress to determine if my students were on track to meet this goal. In addition, I wanted to determine if student comprehension and fluency had increased over the course of the action research.
The data shows that each student grew at least one text level. Students 1, 2, and 3 each grew one text level. Student 4 grew two text levels, and student 5 grew five text levels. I believe this is acceptable growth for the six week period. According to the Fountas and Pinnell progress monitoring chart, students need to grow at a rate of about half a text level each month in order to be reading at a level D by the end of May.
I believe the reason for this growth was because during planning, I focused on the skills that each group needed to practice in order to grow in their reading ability. This included picking out appropriate leveled books, along with appropriate word work activities. By focusing on the skills each group was ready to develop, it allowed students to grow in their text levels.
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Student 5 is one of my highest readers. This student catches on quickly to new skills and strategies taught. I believe his results are so extreme partly because of his natural ability, along with purposefully planning with targeted skills that helped him to grow higher in his text level.
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If the students from this data continue to grow at this rate, all but Student 1 will be considered on grade level by the end of the year. Students 3 and 4 will be above level, and Student 5 will be reading at an end of the year first grade level.
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Remaining Questions
The question that remains is if the increase in reading achievement is due to my instructional practices in how I planned for and instructed my guided reading groups, or if students naturally became better readers over time. However, comparing my growth from first semester to the results of my action research, I do believe that my purposeful planning led to an increase in reading achievement.
