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 21, 2023
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?
Action Research Case Study
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
writing, guided reading, and guided writing assignments in addition to a reading and writing
emphasis lesson. So, I decided to choose this topic because I wanted to know 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?
The results of the study would be measured by two separate components and that’s
reading and writing. 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 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.
From this study, I hope to gain a better understanding of 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.
Reference
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