Increasing Comprehension Through the Use of Leveled Readers

1. Increasing Comprehension Through the Use of Leveled Readers My Action Research Journey

2. Where I have been Regular Education Teacher Special Education Teacher • Started out teaching regular 4th grade • 3 ability reading groups per class using 3 different basals • District began to implement an integrated language arts program incorporating reading, spelling and language arts with one integrated series • Moved to Southern and began teaching special education • Use of Reading Mastery Series which later moved into Corrective Reading Series • Worked with a good friend and mentor who helped to further spark my interest in reading

3. A New Job • Returned to the regular education classroom and began to ponder how I could really reach my struggling readers • District investigates and implements Harcourt StoryTown which includes “guided reading using leveled readers” • Reassigned to a title one reading position

4. Spring Farms Elementary Student Population: 167 students 51 % Economically Disadvantaged 19% Special Education

5. How to Increase Comprehension Repeated theme throughout literature review was that students should be taught with texts at their instructional reading level This coincided with my belief and special education background that kids need to be matched with text that is “just right” for them. Independent – 95 – 100% Instructional – 80 – 94% Frustrational – 79% and below

6. Guided reading is an instructional approach that uses multiple copies of graded leveled books that are carefully selected and used by the teacher based on the children’s instructional needs and interests “Leveled text refers to reading materials that represent a progression from more simple to more complex and challenging texts” (Brabham & Villaume, 2002, p. 438).

7. Many leveled reading systems available today: Fountas & Pinnell Reading Recovery Reading A - Z

8. Data Matrix

9. 1) What effect does using leveled readers have on student comprehension? A to Z Reading Comprehension Quizzes

11. Student Response Journals

12. Teacher Observation • “I think I have the first one wrong.” Student goes back to reread and look for correct answer. • Student consistently scans to find answer. • Student asks to read aloud because sometimes this helps them to understand better. • Student goes back to story to find correct answer. • Student made personal connections to what they were reading about. • When faced with four answer choices, student verbalized why two were incorrect and went back to story to look for clues to choose the correct answer. • “I don’t understand what I read.” Student went back and reread for better understanding.

13. 2) Will improvements in comprehension generalize to improvements in standardized testing?

14. Awaiting to see if gains made on GRADE and PSSA testing!!!

15. 3) What effect does using leveled readers have on students’ perceptions of reading?

16. Upper Elementary Reading Survey Do you think of yourself as a good reader? Tell me one good experience that you have had with reading. • Exit Interviews What do you think about using leveled readers? What did you learn from using leveled readers? What would you like to see us work on for the remainder of reading class?

17. Where do I go from here? Expand program to include first through fourth grade. Expand fourth grade program to include leveled chapter books.