Data Collection & Analysis

Data Collection & Analysis

I implemented a combination of quantitative and qualitative data for my action plan. The quantitative data measured the growth of scores on the Reading Street End of Selection test comprehension questions. I also used the Fountas and Pinnell reading levels as a data collection method. These texts are organized from A-Z in difficulty, with a proficient level in spring of second grade in the M-N range. I also incorporated teacher made Fluency Folders that targeted seven students. For qualitative data, I conducted pre and post student surveys to determine their feelings about reading and how they changed from the start of the action plan to the end. Finally, the students kept goal journals and filled out exit tickets to reflect on their experience of incorporating decoding strategies in reading instruction.

All students participated in cold reads. Cold reads are unfamiliar reading passages that students read aloud. The target fluency score for each student is 100 words per minute. Seven students were not close to meeting this goal at the beginning of January. These were the students selected for the intervention group and implementation of the Fluent by Friday folders.

The data below reflects the weekly measurement of the intervention group that used the Fluent by Friday folders. At the beginning of the action plan these students demonstrated the lowest fluency scores in the class. The target number for students to reach was 100 words per minute. These students took home Fluent by Friday folders for six weeks.

The Fluent by Friday folders consisted of a new reading passage the students were to practice each night at home. These folders were sent home on Monday and returned on Friday. On Friday students were tested on the practiced reading passage (warm reads).

Student three in the data collection showed the least amount of growth in their fluency scores. A factor for this was this student did not practice the reading passage at home. All other students consistently practiced the reading passage at home and showed improvement. To encourage and support this student in the area of fluency, I decided to reach out to a Kindergarten teacher and we planned to buddy this student up with a kindergarten student. Each morning student three would choose a book they were comfortable with reading, and read that book to their kindergarten buddy. This student now feels empowered and excited to practice reading each morning.

Once a student hits 100 or more words for three consecutive weeks they graduate from this program. Each student grew in their fluency by participating in Fluent by Friday folders. Each following Monday I found students becoming more comfortable with the new reading passages given to them.

When testing the students each Friday I made notes of any decoding strategies used while reading. All students used a decoding strategy that was initially taught to them in guided reading groups during these six weeks.

The data below is an average of all 22 students' End-of-Selection reading tests. End-of-selection reading tests focus on the story of the week highlighted from our district-wide Reading Street curriculm. The scores increased each week with the exception of week 3.

The students were tested over high frequency words that were studied throughout the week in whole group instruction. Students were also tested over comprehension questions related to the story of the week. The students read the story whole group twice a week and independently once a week. This data is a reflection of students' comprehension and high frequency word skills using the same materials for all students. At the end of six weeks the score represented is high. I was able to see the students utilize the decoding strategies and I believe that the implementation impacted their growing scores. Students were able to maintain a growth mindset when taking the tests, and had the tools of decoding strategies when reading words they did not know. In the data collection Week 3 shows a noticeable decline in the comprehension scores, there are several factors contributing to this decline including the inconsistency in school days caused by snow days, and illness of students.

The reading interest survey was given to students before the action plan was implemented and after six weeks of implementation. I saw a positive increase in students' attitudes during the six weeks. All 22 students were observed using their decoding strategy bookmark during independent reading. I observed fewer students give up or guess on an unfamiliar word. I observed several more students actively engaged during independent reading throughout the implementation of these strategies. Prior to this several students pretended to read books and chose several books during independent reading.

The pre and post reading interest surveys collected showed how the students felt about reading before the action plan and after the action plan. Goal journaling and Exit tickets allowed students to see what they wanted to do and plan how to accomplish that. At the end of the week students would refer back to that goal and reflect on whether they accomplished that goal or what steps they needed to take to accomplish their goal. Exit tickets showed the students how to reflect after reading instruction, this allowed me as their teacher to track their feelings and adjust my instruction accordingly. The data from the two surveys shows an increase in percentage of students who felt positively about reading as a result of implementing goal journaling and exit tickets.

From my anecdotal notes I was able to see students reading whole books, not pretending to read, and communicating favorite books they liked to read with one another. All 22 of my students actively use their decoding strategy bookmarks while reading independently. I have also observed a decline in avoidance behaviors.

"I like to use stretchy snake when reading by myself."

"I enjoy to read new books from the library."

"I was challenged when I came to a word I did not know, I feel confident."