Data and Analysis

Data Collection

Five types of data were collected in order to inform this research. Observations, diagnostic assessments, and summative assessments were crucial to this process. Explore the types of data below and its implications.

Spring 2022 Running Records

Prior to meeting my students I was provided a spreadsheet with my students EOY 2021-2022 Running Record benchmarks. This spreadsheet contained valuable information as it informed me that my students were high readers (Levels Q-R).

The spreadsheet also allowed me to look at the summary forms and recording sheets to get an idea of my student's strengths and areas of needed growth. It was clear that my students' strengths revolved around fluency, yet there was clearly room for growth on the comprehension aspect of reading. Students running records showed that although they could decode words and could read at a quick pace, they did not walk away from the text able to formulate a main idea or discern what the text was about.

Reading Disposition

I gave my students a disposition assessment to better understand them as individuals and give them an opportunity to feel involved in their learning. Students were asked a variety of questions such as:

Do you like reading? Why or Why not?
What is your favorite book/author?
What genres do you like to read?

This assessment showed that the majority of my students liked reading and found it fun. Some students even found reading to be competitive and try to speed read. The biggest piece of data collected from this assessment is that all of my students indicated difficulty either recalling or understanding what they read.

This assessment influenced my instruction because it helped me to pick out books that would engage students in their interests. I also made sure that instruction was specific to their needs and aligned with their personal goals as a reader.

Informal Running Records

I administered informal running records using Fountas and Pinnell LLI books to identify students' current reading level at the start of the 2022-2023 school year. This piece of data was crucial because it gave me the opportunity to listen to my students read a text and then discuss it.

This data led me to the following conclusions:

Majority of my students were speed readers
Students emphasized completing a text versus truly understanding it
Students are giving surface level answers and not producing high quality ideas

Observations

Observations were crucial to my research as they helped me to informally monitor my students' progress. Notes were taken on pen and paper as well as on my iPad. These notes were reviewed on a weekly basis to assess instruction and aid in planning for the next week.

Observational notes allowed for me to record student use of the strategies taught, glows and grows of each student, and centered on what was discussed during instruction.

The notes taken for the duration of seven weeks showed that there was improvement in the students' reading comprehension. At the end of the research, students were able to do the following:

Formulate high quality ideas about a text
Identify the main idea of components within a text and their significance
Show a greater appreciation of literature

Formal Running Records

Running Records started the week of December 5th. It is a reading assessment that measures a students' reading accuracy, fluency, and comprehension of the text. Tests are done one-on-one and students are tested until they fail a reading level. My students were tested starting at level Q. Comprehension conversations were recorded and made into a transcript and revealed the following:

Students referenced the text during conversations
Students produced high quality ideas
Students received higher scores for comprehension than during the informal assessment

Chart of Scores

This chart records the comprehension scores of students from their informal running record and formal running record.
Students at their informal assessment received a comprehension score between 2 and 4 which indicates an instructional level.
- During the test students did the following:
  - Not reference the text
  - Speed read
  - Retell the story
Students at their first benchmark (formal) assessment received comprehension scores between 5-6 indicating an independent level.
- During the test students did the following:
  - Read at a slower pace
  - Referenced the text and found evidence to support ideas
  - Showed an appreciation of literature by considering author moves

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