Embedded Files
Collection Methods
Collection Methods
Pre/Post Test
Pre/Post Test
For a pre and post test, I administered a fluency read paired with comprehension questions. Out of the six focus students, I gave five of them a third grade passage with four comprehension questions. One student was not able to access third grade text yet, so they were given a Kindergarten leveled passage with three comprehension questions.
I chose to use a fluency read paired with comprehension questions as a pre/post test because it supplied me with summative data on students' overall reading success, not necessarily desire to read. I was able to tell if students showed growth in fluency, stamina, and comprehension from the start of my study to the end.
Observational Notes
Observational Notes
Throughout the study, observational data was collected on the six focus students while independent reading. To collect data for time on task and on task behavior, students were observed every 15-30 seconds. If they were engaged in reading, a plus sign would be added to the time on task section. If, when observing them every 15-30 seconds, a student was off task, they would get a tally in the off task section. The talking and behavior sections follow suit.
Observational notes were a must have for my data collection methods. I knew I wanted to look at engagement in IDR. I chose observational notes because they provided me with information on students' time on task, or engagement in reading. I was able to see how long they could stay on task for, what they did if they became off task, and any other clarifying notes. Observational notes informed my decision making by telling me when I needed to confer with a student. If I noticed a student was exceptionally off task, I would ask them to confer with me so I could have a discussion with them. Did they have a book that was just right for them, at their reading level and within their interests?
Template used for observational notes.
Anecdotal Notes
Anecdotal Notes
While conferring with students, I also took anecdotal notes based on what I was seeing from them when they were with me. I would take notes on the following:
how the student appears to be feeling about reading/coming to me that day
where they were at with their current goal and any comments made by the student about the goal
after listening to them read - fluency, sounding out words, can/cannot answer comprehension questions
discussion points on how I could support them with their current goal
I chose to take anecdotal notes as a form of data collection because it allowed me to record intentional notes on what I was seeing and hearing each day from the student during our conference. I was able to see the change in students' reading lives from the notes taken throughout data collection. Similar to observational notes, anecdotal notes informed my decision making by identifying student trends and using that data to guide my conference. Some trends I noticed, specifically at the start of my action research, was inappropriate book choice. I had several students choose books that were not right for them. They were either too hard, too easy, or not within their interests. When a student doesn't have a book that is right for them, their engagement decreases. I was able to see this trend through anecdotal data because I recorded their book choice for each conference. As we went deeper into the study, I was able to offer support to students in picking out "just right" books. To do this, I would ask them about their interests during conferences. After discovering new interests or genres they like, I was able to browse through my library and the school’s library to find books that they may have liked and were at their level. From there, I showed them a few books and allowed them to choose from those specific books. I was sure to have them read a few pages with me to ensure the book was right for them. If it wasn’t, we would try the others that were picked out. As students started reading books that were “just right” for them, the engagement in independent reading increased.
↓↓↓ Well loved books ↓↓↓
↓↓↓ Well loved books ↓↓↓
I chose to give an attitude survey as part of my data collection because a main focus of mine during this research project was to improve student's desire to read. I wanted to be able to see their feelings before the implementation of conferring and goal setting and after.
Attitude Survey
Attitude Survey
Accountability Tasks
Accountability Tasks
Each student had their own IDR notebook. In this notebook, they glued in an accountability task every day and completed the task during the last 10 minutes of IDR. I was able to hold students accountable for their reading by reviewing their completed task(s) for the day or week. I chose to collect data on the accountability tasks because I wanted to see if holding students accountable to reading during IDR increased overall engagement. If I noticed there was a clear lack of understanding, I discussed expectations with the student during our next conferring meeting.
Goals Met
Goals Met
When students reached their goal, they put a sticker on the back of their bookmark and then chose a reward. The amount of times students met their goal was a piece of data I did not intentionally collect, but I believe it is important to note. To observe this data, please visit the Data Analysis page.
When students met their goal, they could choose to have a lunch with the teacher or flip through a coupon book. 95% of the time, students chose to have a celebratory lunch with me. Not only were students reaching their reading goals, but, as a result, I was able to build closer relationships with them during our lunch celebration together.
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