Double Journal Entry Action Research Part 2

1.      What is the problem?

Students are having difficulty recognizing rhyme and word families in text.

2.      What is the rationale for the project?

Basic literacy skills have been identified as a goal in the school’s Strategic Plan.  According to the principal and host teacher at the school, students struggle with recognizing rhyme and word families.  According to research (Allen, 1996) rhyming games can help students improve their recognition of rhyme and word families in text.

3.      What strategy will be used to address this problem?

Simulations and Games; rhyming games will be used with the students.

4.      What is the question?

How can I use a variety of rhyming games to help my students recognize rhyme and word families in text?

5.      What evidence is presented that the strategy will work?

According to the research (Wylie and Durrell, 1970) children learn words more easily by the use of “rhyming phonograms” as opposed to decoding rules.  In the research report Integrated Strategies Approach:  Making Word Identification Instruction Work for Beginning Readers, rhyming games and activities were identified as aiding rhyme development and recognition.

6.      How will data be collected?

A pre/post test will be given at the beginning and end of the study, as well as an attitude survey.  Throughout the study work samples will be collected and analyzed, and the teacher will observe the children playing the games with a checklist.

Double Journal Entry Action Research Part 1

1.      What is the title of the project?

 Using Readers Theater to Show Off Good Reading

 

2.      What is the question?

 

How can I effectively utilize Readers Theater to improve the fluency and reading comprehension skills of my students?

 

3.      What strategy is being used to address?

 

Simulations and Games- the students are modeling theater by reading the text out loud.

 

4.      What evidence is being presented that the strategy will work?

 

The National Reading Panel in 2000 identified fluency as a major component to students’ success in reading efficiency and comprehension.  Readers Theater can have a positive effect on fluency.

 

5.      How will data be collected to determine if the strategy will work?

 

Data will be collected through surveys, fluency assessments, and observation.

 

6.      How was the data analyzed?

 

A survey was given at the beginning and end of the study to gauge students’ reading habits and interest in reading.  A fluency assessment was given four times over the study to assess improvement in word recognition, reading rate, expression, and comprehension.  Student performances of scripts were taped and assessed for improvement in fluency.

 

7.      What were the results?

 

There were improved levels of fluency and comprehension, as well as word recognition and reading rate.  All students improved in some way, but gains were not equal for all students.  The surveys showed that attitudes toward reading also were more positive.

 

8.      How do the results inform teacher practice?

 

Teachers should make an effort to include Readers Theater in their reading programs to improve students’ performance and attitude toward reading.  Readers Theater can also be an engaging way to help struggling students with their fluency.