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Action Research Case Study: Implementing a Language Arts Scheduled Center for Student
Achievement to Enhance Reading and Writing
Camerie Porter
School of Education, Liberty University
EDAS743: Executive Leadership in Curriculum and Instruction
Dr. Richard Beadle (Mark)
September 12, 2023
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Action Research Case Study: Integrating Reading and Writing Instruction During
Language Arts Periods with Learning Centers.
I. Action Research Question
How will revising and implementing a Language Arts schedule to include focus lessons
(reading and/or writing) and learning centers impact student achievement in 8th grade
Language Arts?
The research conducted is ethical and legal.
The school administration has given the study their blessing.
Researched best practices are used to guide the research.
No scholars will be exposed to risky situations throughout this action research
project.
II. Evidence-Centered Research and Goal
Action Research Case Study: Literature Review
There are five elements to the science of reading, according to several researchers:
phonemic awareness, phonics, fluency, vocabulary, and understanding. Different sorts of texts
that student’s study and imitate during the writing process are part of the science of writing.
According to research, combining reading and writing training improves academic performance.
Ms. Joyner, a reading, and language arts teacher for the eighth grade, is trying to find a better
way to divide the 90 minutes given for language arts instruction between teaching reading and
writing. As advised by the school division, Ms. Joyner employs the reading and writing
workshop method of instruction. She is at ease instructing them on different days. However, it
has been difficult to teach regularly and successfully both reading and writing. Students should
have ample time during the language arts block to complete independent reading, independent
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writing, guided reading, and guided writing assignments in addition to a reading and writing
emphasis lesson. How will students' performance in language arts classes in the eighth grade be
impacted by the implementation of a timetable that includes focus lessons and learning centers?
Components of Reading Instruction
Phonological awareness, phonics, fluency, vocabulary, and understanding are the five
elements, or "the big five" (Graham, 2020, S36), that make up the science of reading (Graham,
2020; International Literacy Association, 2019; Robinson et al., 2016). Graham (2020) observes
Not all scholars agree that the big five are essential; some concentrate on the three skills of
phonological awareness, phonics, and fluency; others include spelling; and still others include
writing training as elements of reading teaching. According to researchers (Graham, 2020;
Collins et al., 2017; International Literacy Association, 2019; Kuehner & Hurley, 2019; Sawchuk
& Schwarts, 2019; Lee & Schallert, 2016; Robinson et al., 2016), the elements of reading are
intertwined.
Components of Writing Instruction
Greater knowledge was necessary for the science of writing (Graham, 2020; Robinson et
al., 2016). According to Graham (2020, S36), writing education entails teaching students about
the "functions and elements of various types of text, studying and imitating model text, and
giving and receiving feedback to improve quality." The writing process teaches students the
skills needed to prepare, draft, revise, and govern their work. According to Graham & Robinson
et al., teaching grammar, writing vocabulary, spelling, and handwriting to students will help them
become better writers.
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Theory
Reading and writing are related, according to Jouhar et al. (2021), Graham (2020),
Kuehner & Hurley (2019), Collins et al. (2017), Lee & Schallert (2016), and Robinson et al.
(2016), and students do better when reading and writing are taught together. Four sources of
information were noted by Fitzgerald and Shanahan (2000) that students use for both reading and
writing. The four knowledge sources are general, meta, pragmatic, procedural, and thirdly,
pragmatic. Students employ background knowledge, or general knowledge, to comprehend what
they are reading and generate writing topic ideas. Students use metaknowledge to monitor and
analyze what they read and write. Metaknowledge is the aim and function of reading and writing.
Understanding text features, words, and grammar helps pupils decode and encode (spell) text.
This is known as pragmatic knowledge. Setting objectives, getting information, asking questions,
making predictions, summarizing, visualizing, and analyzing are all examples of procedural
knowledge that can assist students in comprehending what they are reading and participating in
the writing process.
Reading and writing were not seen as being mutually exclusive by cognitive and
developmental theorists (Collins et al., 2017). the 1970s-era cognitivist-constructivist movement
that gave rise to the constructivist framework (Collins et al., 2017). Reading and writing share
cognitive processes and knowledge representations as learners construct meaning, according to
the constructivist paradigm (Collins et al., 2017; Lee & Schallert, 2017).
Reading-Writing Instruction Connection
According to studies (Collins et al., 2017; Kuehner & Hurley, 2019; Sawchuk &
Schwarts, 2019; Lee & Schallert, 2016), students' reading and writing abilities rise when reading
and writing are merged. According to Graham's (2020) findings, reading instruction enhanced
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students' writing, supporting theories that claim reading and writing are related. Systematic
reading teaching improved students' writing abilities, according to Jouhar & Rupley (2021). In
contrast to the control group, which showed no significant improvements in writing, the group
receiving specific instruction improved significantly, according to Lee & Schallert's (2016)
study. Reading comprehension did not significantly improve in the group that received explicit
writing instruction.
Independent Reading and Writing
Independent reading and writing have been the subject of one recent systematic review,
which was finished by Jouhar & Rupley (2021). When a pupil chooses their own literature and
reads alone without guidance, independent reading is impure. The term "independent writing"
refers to a student's decision to write a lengthy essay on a subject of their choice without
guidance. The experimental autonomous writing group and the control group did not
significantly differ from one another. It was demonstrated that the experimental independent
reading group improved descriptive and narrative writing as well as general word knowledge. To
reap the full benefits, students must possess the fundamental reading and writing abilities.
Conclusion
Reading and writing are related, according to research, through cognitive processes and a
shared knowledge base. Writing skills among kids are enhanced by reading education. Reading
skills are not demonstrated to be improved by writing education. The absence of recent research
on the combination of reading and writing is one of the drawbacks. There was only one
publication from 2020, according to Graham (2020). Research from the 1970s and 1980s
predominates. There is a dearth of research on how to combine autonomous workstations with
reading and writing education at the basic level.
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Strategic SMART Goal
SMART GOAL
(MSDE)
Maryland State Department of Education
https://www.marylandpublicschools.org/programs/Documents/ELA/Standards/Grades_6_7_8_MCCR_ELA
%20Standards.pdf
To influence student
accomplishment as determined by
weekly progress tracking, Ms.
Joyner will incorporate brief mini
lessons on reading and writing
into the language arts block
during the next three weeks.
Reading
RL1 Cite the textual evidence that most strongly supports an
analysis of what the text says explicitly as well as inferences
drawn from the text.
1. Essential Skills and Knowledge
• Select and apply appropriate before reading
strategies interacting with a text e.g., previewing the
text, setting a purpose for reading, making predictions
about the text, and drawing connections between prior
knowledge or experience and the text.
Select and apply during reading strategies to monitor
comprehension e.g., rereading, paraphrasing,
summarizing, connecting related ideas within a text,
verifying, or modifying predictions, visualizing, and
connecting text ideas with prior knowledge or
experience.
2. Demonstrate comprehension of a text with after
reading strategies by
explaining the main ideas
identifying what is directly stated in the text.
drawing inferences o drawing conclusions
verifying or adjusting predictions
making new predictions
paraphrasing and summarizing
making connections between the text and oneself.
Writing
W1 Write arguments to support claims with clear reasons and
relevant evidence.
W1.a Introduce claim(s), acknowledge, and distinguish the
claim(s) from alternate or opposing claims, and organize the
reasons and evidence logically.
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Essential Skills and Knowledge
Adapt the prewriting stage of the writing process to an
argument, including developing alternate claims. (See
CCSS W.8.5.)
Gather information to support claims.
Compare and contrast one’s own claim or claims to all
other claims (See CCSS RL.8.5.)
It won't take more than 35 minutes to finish both the reading and writing concentration classes. A
read-aloud and a character qualities graphic organizer are both included in the reading focus
lesson. Students will utilize note-taking techniques to construct the graphic organizer for their
language arts notebook as the instructor completes it. Persuasive writing will be clearly taught by
the instructor throughout the writing-focused classes. The Four-Square graphic organizer will be
used by the classroom teacher as a model for the writing process. Writing mini lessons will cover
a variety of writing processes, including idea generation, subject selection, detail generation,
concept connections, use of vivid language, idea elaboration, introduction, and conclusion
paragraphs, editing and revision, and publication. Students will still have choice and time at
stations to put the skills they have acquired throughout the mini classes to work. The instructor
will employ document cameras, slide shows, and video clips to incorporate technology. During
stations, students will have access to technology. They will use their own Chromebooks every
day to access the eBook of “A Mango Shaped Space.” The students who would need more
accommodations will have access to a form that was created for them through Google. These
Google form will help with keeping track of the students’ progress. Each student will complete
their work in their Google classroom and submit it once they are done. Google is great platform
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that is used because it has accommodations for students who needs it like, Google Voice and with
these accommodations students can use Google's speech-to-text feature.
Date & Time of Observations
Observation 1: Tuesday, August 29, 2023 @ 10:20-10:50 am
Observation 2: Tuesday, September 5, 2023 @ 10:20-10:50 am
Observation 3: Wednesday, September 13, 2023 @ 10:20-10:50 am
III. Strategy Implementation
Observations Observation Notes
Observation 1
Tuesday, August 29
@ 10:20-10:50am
10:20 am students came into the class and sat at their
assigned seats and got ready for their ice braker.
Once the students were done with their ice breaker
with the teacher, they were handed a graphic organizer
to pass around by the teacher.
The teacher then, asked the students what does
comparison means when reading a book?
The students stated that if means, when you point out
the similarities of something in a book or someone.
Comparing two characters in the book “A Mango
Shaped Space”
The pin pong conversation started among the students
of describing the type of person Mia, Jenna and 5-
year-old Billy were.
The teacher challenged the students even more, with
asking them to give her more details of the characters.
Some of the students were writing their thoughts and
some of the students shared out loud.
The teacher expressed to the students that only facts
matter.
The students were instructed to turn their paper over
once they have their thoughts wrote down.
The teacher then went to the draw board and made a
big graphic organizer for the students and as a whole
group they came up with different facts about the
characters.
Once whole group was done, the teacher allowed the
students to work together before going into their
centers.
The next traits that the students had to share were the
traits of the characters they chose to compare.
Some of the students compared different characters
and others may have had some of the same.
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The teacher allowed the students to finish up their
information and then gave the students heads up of
what tomorrow’s lesson would bring.
The teacher told the students to place their notes and
everything they took from Chapters 1-6 in their
folders and place it under their class section.
At the 10:37 am mark, the teacher went over some
writing technics with the students and had them
participate in the writing.
During the practice writing the students helped with
putting their introduction together and started on their
body paragraph.
A graphic organizer called Four Square was used.
The organizer created a clear path for the students to
write and understand how to write an essay.
The teacher reminded the students that as they are
writing to remember that when they get to their
conclusion, all they are doing is restating the main
details.
10:44 am, teacher reminded students of placement for
what they have written.
10:50 am Students went to straight into independent
read (transition stations).
Observation 2
Tuesday, September 5
@ 10:20-10:50am
10:20 am, the teacher started the class off with whole
group reading. That gave the students time to review
the Chapters 1-6.
The whole group reading of “A Mango Shaped
Space.”
The teacher reminded the students that as they are
reading their chapters, continue to gather more
information on the characters that they chose.
The students had the ability to add to their notes as
they read.
Some of the students shared their facts during whole
group reading, while others continued to read ahead.
The teacher reminded the students that they will have
the opportunity to write more during their stations.
The teacher wrote on the board a list of things for the
students to remember and keep in mind as they are
reading and adjusting their notes.
Making sure the students have enough facts about the
characters they chose.
Going over their introduction and using the notes from
the whole group example last class.
To help the students remember more facts about their
characters they chose. The teacher introduced a game
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of “A Mango Shaped Space.”
After having whole group and playing a character
game, she students got ready to start moving towards
their stations.
Right before moving to their stations, the teacher
checked each student’s fact sheet and some of their
Introductions to ensure they are on the right path.
As the teacher made the corrections for some of the
students, they were able to move to stations to
collaborate with some of the other students.
Each station had at least 4 students to each station.
As the teacher walked around, some students were
still on facts checking, some students were finishing
up their Introductions and some students were
working on their body paragraph.
The teacher expressed how happy and excited she
were that the students all have some many amazing
facts and the different ways in how they wrote their
facts out.
The students asked how many stations they will be
doing today, and the teacher stated just 3 stations
today.
Teacher allowed the students to work a little longer for
15 min.
Directions for the next class were given and the
teacher reminded students to place their work back in
their class period station.
Observation 3
Wednesday,
September 13
@ 10:20-10:50am
10: 20 am, the teacher started the class off with fact
checks.
Once the teacher received 3 facts from each student,
the teacher then moved on to talk about the characters
the students chose.
Each student shared their characters.
The teacher gave examples of different characters.
As the teacher was giving different examples that the
students could use, the students followed along.
The teacher recommended to the students that they
could use some of the examples or keep what they
have.
The teacher also went over the Introduction blueprint
for the students.
After the Introduction blueprint, the teacher started
working towards the body with the students in whole
group.
The teacher ensured that each student had something
to use and bounce ideas from.
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Once whole group was complete, some students went
straight into their stations, some worked alone and
other students that weren’t as far along, worked close
with the teacher.
The student who worked with the teacher received a
crash course of writing and putting their facts into
essay form.
The teacher created sentence starters for some
students that they could use individually and then she
created some for the entirety of the class.
The teacher reminded the students of the
“HAMBURGER” when it comes to writing.
How: to create an introduction, there are three parts –
hook, background information, thesis
As the students continued to work, the teacher
grabbed the student’s attention for 5 minutes for a
video on essay writing.
The teacher went through creating hooks with the
students. How a hook draws the audience in.
The teacher also went over background information.
The video gave the students a visual of everything, but
the teacher just ensured the students were clear in the
expectations.
Today you are creating the hook and background
information.
The teacher went over the different symbols used in
writing like quotation, periods, commas, and
exclamations.
Some of the students were concerned about time and
asked the teacher “Will they have time to finish?”
The teacher stated that each student will have plenty
of time to finish their essay.
Instructions were given for the next class and what to
expect.
Data Analysis
Reading and writing were the two separate components used to evaluate students. Weekly
reading assessments were given to kids. After reading a brief piece, the students filled out a
graphic organizer that compared two characters. Students made a list during the first week, as
was demonstrated during the reading concentration class. Students used a Venn diagram in week
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two. To compare two characters from the text they read, students in week three either chose an
organizer that was provided during the focus classes or made one on their own. Weekly writing
evaluations were also done depending on how well the persuasive essay's checkpoints were
completed. Students were to finish brainstorming, selecting a theme, and linking ideas by the
conclusion of the first week. Students were asked to use more descriptive language and expand
on their thoughts at the conclusion of the second week. Students were required to finish their
introduction and conclusion paragraphs by the end of the third week.
For each character they choose every student in the first week may mention at least two-
character attributes. Using the list visual organizer, 30% of students were able to identify
commonalities. All the students were able to generate ideas, select a topic, and link concepts
while writing. For 18% of students, connecting ideas required one-on-one conferencing. For 25%
of students, a brief check-in was necessary to help them link their thoughts. In week two, there
was more success comparing two characters using a Venn diagram. 80% of students
demonstrated their ability to utilize the Venn diagram on their own by listing two unique
character qualities and one similarity for each character. One student finished their writing
check-ins for week two. 92% of students didn't use colorful language or go into further detail
with their linking concepts. Students were retaught by the classroom teacher how to use colorful
language and expand their linking thoughts. All students complied with the week two criteria
after reteaching. Students selected or made their own graphic organizers to compare two
characters during the third week. 80% of students demonstrated independence while using the
chosen graphic organizer. Four students choose to utilize the list organizer that was modeled the
first week, one student elected to make their own graphic organizer, and the remaining students
used the Venn diagram. Students completed their introduction and conclusion throughout the
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third week of writing. After class, the teacher met with the students in small groups to check on
their comprehension and offer additional direction. With the additional small group training,
every student completed the requirements for the week three check-in.
One efficient strategy to teach reading and writing while maintaining independent
stations is to incorporate both within the same language arts block. Writing shown the highest
improvement. At least three complete paragraphs were written by each student. Complete
paragraphs should have a conclusion sentence, at least two facts, and a meaning-filled beginning
sentence. The detailed instruction and scaffolding offered for the persuasive writing task seems
to be appreciated by most students. The students were able to list their thoughts for the prior
writing task. However, they found it difficult to employ their thoughts to compose even one full
paragraph, let mind three! It has not yet been shown if using graphic organizers improved
students reading skills. Students were able to demonstrate their comprehension of character
attributes and how to compare two characters with the use of graphic organizers.
Conclusion
Self-reported data, the measurement method, timing, and sample size are the study's
limitations. Self-reported data is challenging to verify since it depends on the instructor
collecting the information themselves. Since it was based on instructor self-reporting and student
independent work, the collection of reading data was restricted. During stations, the reading
assignment wasn't always finished individually. The investigation took two weeks to complete.
The success of including reading and writing into the language arts block cannot be determined
in just two weeks. Given that this case study was carried out with just one class, sample size is
another drawback.
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Most students had the option of selecting a visual organizer to utilize during solo reading.
Those who had trouble deciding were given an organizer to fill out on their own. The writing
department showed the highest improvement. using the Four-Square organizer, modeling, and
scaffolding. A convincing essay with four to five paragraphs might be written by all the students.
Before, students used to write one- to three-paragraph essays without an introduction or a
conclusion.
Best strategies for merging reading and writing require more study. The study on
combining reading and writing in a single language arts block is outdated and constrained.
Future studies may examine the combination of individual stations, small group teaching, writing
focus lessons, and reading focus lessons. Most of the recent research has concentrated on either
reading or writing stations alone. Further study about reading and writing integration might
significantly improve how primary school students are taught language skills.
References
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http://doi.org/10.1002.rrq.175
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