Data collection
REPEATED READING INTERVENTION PART 3 2
Data Visualization
This data seeks to show the results of a Repeated Reading Intervention among elementary school students at risk for reading difficulties or disability. Early intervention is imperative to help students achieve higher outcomes in reading. This is particularly important among the target population, first graders, as first grade students' test scores in English Language Arts and reading are predictive of eleventh grade standardized test scores. The more a student falls behind in reading, the more difficult it becomes to catch up, so to speak. As a result, it is imperative to ensure that educators choose evidence-based strategies and interventions to ensure the highest possible student outcomes. This mixed-methods intervention will employ pre and post tests for reading fluency, correct words per minute, and reading comprehension using preselected grade level texts. The DIBELS, TOEFL, Correct Words Per minute, and ten open-ended comprehension questions will be used to document the results of the intervention.
The students were chosen based on cut points for risk by the DIBELS test, which indicate a level of skill below the student is unlikely to achieve reading goals without additional explicit targeted instructional support. Students with scores below the cut point for risk are identified to need intensive support, which will be given through the Repeated Reading Intervention.
Figure 1. Pretest Results of TOEFL and CWM
Pre-test; before intervention was implemented, using TOEFL and Correct Words Read Per minute
Words Per Minute (WPM) were taken after each reading of the same passage, for five different times.
|
Measure |
Student 1 |
Student 2 |
Student 3 |
Student 4 |
Student 5 |
Student 6 |
Student 7 |
Student 8 |
|
TOEFL Total |
354.23 |
344.00 |
423.02 |
381.39 |
322.02 |
310.3 |
410.02 |
312.39 |
|
TOEFL Reading |
44.53 |
39.40 |
36.90 |
33.23 |
41.01 |
43.40 |
31.49 |
34.00 |
|
WPM 1 |
88.51 |
31.45 |
19.01 |
73.0 |
86.31 |
22.00 |
48.00 |
91.03 |
|
WPM 2 |
80.23 |
42.23 |
29.00 |
99.33 |
112.30 |
21.90 |
53.00 |
109.34 |
|
WPM 3 |
112.34 |
51.00 |
47.08 |
119.02 |
135.00 |
45.32 |
89.00 |
143.00 |
|
WPM 4 |
139.0 |
73.01 |
49.08 |
123.01 |
134.50 |
59.00 |
101.48 |
160.50 |
|
WPM 5 |
141.00 |
89.34 |
68.01 |
132.30 |
151.30 |
89.00 |
121.01 |
164.00 |
Post-Test Results; 1 week after the intervention
|
Measure |
Student 1 |
Student 2 |
Student 3 |
Student 4 |
Student 5 |
Student 6 |
Student 7 |
Student 8 |
|
TOEFL Total |
410.00 |
351.09 |
422.01 |
391.01 |
342.67 |
320.03 |
415.03 |
348.00 |
|
TOEFL Reading |
47.01 |
42.30 |
44.90 |
38.09 |
48.00 |
44.50 |
39.80 |
44.01 |
|
WPM 1 |
89.00 |
42.02 |
29.89 |
80.01 |
93.00 |
49.00 |
47.00 |
101.03 |
|
WPM 2 |
93.08 |
49.01 |
40.01 |
104.80 |
150.00 |
29.01 |
59.00 |
107.00 |
|
WPM 3 |
115.01 |
60.00 |
78.40 |
119.01 |
150.10 |
49.01 |
98.40 |
178.00 |
|
WPM 4 |
144.00 |
94.08 |
68.02 |
190.02 |
159.30 |
94.02 |
103.49 |
178.00 |
|
WPM 5 |
173.00 |
98.00 |
84.34 |
151.01 |
183.00 |
101.00 |
153.00 |
171.00 |
Rubric for Assessing Open-ended reading comprehension questions
|
1 |
2 |
3 |
4 |
5 |
|
Student does not answer the question accurately |
Student answers the question accurately with very few details |
Student shows understanding of the question and the answer, providing some supporting details |
Student answers the question providing supporting details and text evidence |
Student answers the question accurately, providing textual support for the response, showing high level of comprehension |
All of the measures will then be plotted into a line graph to show pre and post test scores, and ideally, throughout the course of the year as intervention is given. The graph below shows what the data might look like after plotting. An average can be taken, as well as individual lines representing each student.
Rationale of Data Collection
The independent variable of this study is the Repeated Reading intervention. The independent variables are reading comprehension and reading fluency. The population of the study is a small group of 8 first grade students. It is imperative to understand reading fluency.
Good reading ability is essentially impossible to obtain without reading fluency and fast and accurate word recognition skills. As such, it is necessary to examine how this intervention will improve reading fluency. Skillful readers will be able to execute word recognition effortlessly and automatically. This in turn, will allow students to focus on more advanced tasks such as reading comprehension.
To effectively determine how the intervention affected the dependent variables, a pre-test, post-test method will be employed. The DIBELS will be effective as they are individually administered measures of student skills in each of the key basic early literacy tests. The Dynamic Indicators of Basic Early Literacy Skills are a set of measures and procedures for accessing early literacy skill from kindergarten through sixth grade, making it appropriate for the participants. The total TOEFL will be used since there is a high degree of students who are speaking English as a Second language, so this will be used to control between ELL students and non-ELL students. The DIEBLS
Description of Data Collection
The participants will be drawn from a first-grade class at a public school in Tennessee. Inclusion of the students in the study will be students who exhibit a need for tier two intervention. The participants will be chosen based on the DIBELS, being below the cut score. Students who are below the cut score are going to be included in the study, as well as two students between the benchmark goal and the cut point for risk, as student's future performance is harder to predict. To ensure that there is later reading success, it is considered best practice for students with scores in that range to receive additional targeted support in the skill areas where they are having difficulty.
For the two participants in this study, the assessment indicated problems in reading fluency and reading comprehension. The statistics will be taken after five silent readings of the pretest reading passage to determine the correct words for minutes. The pretest consists of 250 words and the posttest consists of 308 words. The testing passages were used as part of the Repeated Reading intervention. The testing passages also included ten comprehension questions that included eight questions specifically designed to test reading comprehension. Questions that test the vocabulary knowledge were excluded because of controlling for possible difference in vocabulary repertoire between English and ELL students.
Participants must answer the comprehension questions without referring to the passages. The questions on both the pre and posttest are open ended and designed to determine the reading comprehension of the main ideas, inferences, and specific details that could be drawn from the text. The answers will be scored by the current researcher, as well as a colleague, and the results will be analyzed with interdefinability validity in order to ensure accuracy, fairness, and validity in terms of determining the results of such open-ended questions. In addition, a predetermined rubric will be used in order to ensure that grading is correct as well as reliable and valid.