Data Analysis

Pre- and Post-Test Data

I chose to analyze at the pre- and post- test data in terms of the groups that I worked with throughout the study. Every group showed a significant increase from their pre-test average to their post-test average.

Groups 1 and 2 consisted of below-grade-level students. Group 1's average score increased by 12.25 percent. Group 2's average score increased by 37.5 percent.

Group 3 consisted of on grade-level students. Group 3's average score increased by 18.5 percent.

Group 4 consisted of on and above grade-level students. Group 4's average score increased by 16.7 percent.

A paired-samples t-test was conducted to determine the effect of the use of targeted summarizing strategies on students’ ability to identify the main idea and supporting details within informational text. There was a significant difference in the scores prior to implementing summarizing strategies (M=57.08, SD=21.11) and after implementing (M=76.15, SD=18.56) the summarizing strategies; t(13)= 4.29, p = 0.0005239. The observed standardized effect size is large (1.19). That indicates that the magnitude of the difference between the average and μ0 is large. These results suggest that the use of targeted summarizing strategies had a positive effect on students’ ability to identify the main idea and supporting details in informational text. Specifically, the results suggest that the use of targeted summarizing strategies to identify the main idea and supporting details increased reading achievement.

Graphic Organizers

The graphic organizers that students completed each week in their small groups were a crucial piece of data that helped to inform my instruction and gauge students' summarizing skills throughout the study. As each week progressed, I used student performance data on these graphic organizers to make changes to my teaching when needed.

For example, I noticed that the average score for Week 2 was lower than the average score for Week 1. I decided to rotate the graphic organizers for each group, so they could still practice their summarizing, but in a slightly different format each week. This adaptation seemed to be effective for keeping students engaged and interested in the task.

Although there are some minor dips in the weekly scores, the overall trend in the data shows that students progressively improved their summarizing skills over the 8 weeks of the study.

Exit Tickets

Exit tickets were utilized with our weekly Reading story. After reading the story as a class, students would write the main idea of the story and list three supporting details.

I used this data as a whole class check-in to monitor long term progress with summarizing. This practice was helpful for the students because they had the opportunity to apply their skills to many different texts of various genres and topics.

The data for our weekly exit tickets indicates that there was a 25% increase over the 8 weeks in the class's average score. I noticed students were beginning to think about their summaries throughout the reading of the story as well, which greatly increased their engagement and comprehension.

Anecdotal Notes

The use of anecdotal notes as a form of data for this study was extremely helpful to inform my instruction. Each day when I met with my small group, I took detailed notes on many different observations that I saw with my students. Some of the observations that I took note of and used to make changes to my instruction included:

I noticed that some students were unsuccessful with one or two of the graphic organizers. I modified my plan by providing those students with the organizer that best fit their needs.

In my notes each day, I indicated individual student's effort and confidence level throughout the course of the study. I was able to to use this information to find texts that would motivate each student.

My anecdotal notes were a great way for me to keep track of the specific sub-skills within summarizing with which each student struggled. Some students were able to clearly identify a main idea, but could not locate supporting details. Others could find several strong details, but lacked the ability to synthesize the text in order to compose a main idea statement. As I took notes on these specific skills, I was able to provide students with targeted support in the areas they needed.

I was able to collect data within my notes that may not have a quantitative number attached to it, but still was an important piece of student understanding. One example of this was students' attitudes towards summarizing practice. As the study continued, I could see a change in the overall mindset that the students displayed towards this skill. In my observations, I indicated that at the beginning of the study, the students had an overall negative attitude towards summarizing. Near the middle/end of the study, the class seemed almost excited to practice the skill and showcase their learning. This was valuable data that I was able to keep track of in my anecdotal notes.

Triangulating the Data

I intentionally selected my data collection methods (pre/post-test, graphic organizers, exit tickets, and anecdotal notes) in order to paint a clear picture of student understanding. My goal was to achieve a balance between qualitative and quantitative data forms. Each data point provided different, but vital, information for my study.

The pre- and post- test data allowed me to specifically measure students' summarizing abilities with a quantitative value. The pre-test allowed me to pinpoint a good starting point for each student and each group.

Graphic organizers were an excellent method of data that allowed me to make changes in my instruction on a daily basis. Without this data, I may not have been able to meet students' individual needs as effectively.

Weekly exit tickets allowed me to see progress over time in my students' skills. They also gave me insight on students' ability to apply the skills with various texts and in different settings.

Finally, the anecdotal notes were a highly effective form of qualitative data. These daily notes enriched my understanding of the specific needs of my students, including their summarizing sub-skills, attitudes, and confidence levels.

Remaining Questions

Although I learned so much about my students and my teaching during this study, three questions still remain.

How can I continue to support students with their summarizing skills for the rest of the school year?

This study provided me with the specific, targeted time in the day to focus exclusively on summarizing practice. However, this time will not be available as often moving forward, and I still have a handful of students who could use additional support. I wonder how to find the time during our school days in the fourth quarter to continue building on the progress that my students have made.

What will the students' end-of-year standardized test scores indicate about their growth?

In May, my students will take their last MAP (Measure of Academic Progress) test. The goal is that there will be growth for all students in the area of Main Idea and Detail. However, there are many factors that could influence students' performance.

Will the students' growth in summarizing benefit them in other content areas and in middle school?

This is a question that would be difficult to measure, but it is still something I wonder about nonetheless. My hope is that my students will take what they learned during this study and apply it to every content area, and to their classes in middle school next year. I will continue to look for my students using their summarizing strategies in the final quarter of the school year.

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