Learning how to read has historically been the focal point of a young child’s education. Long before we had the guiding principles of 21st century learning or the 4 C’s (communication, collaboration, critical thinking and creativity), there were the “3 R’s”- Readin’, wRitin’ and aRithmetic’. Without a solid foundational literacy base, no student can be expected to achieve any measure of academic success. The increased text complexity, critical thinking and deeper understanding that is expected of today’s students with Common Core State Standards means that they must learn how to read at an earlier age, or they will already be behind.
Although being a proficient reader is critical, national statistics of America’s 4th ,8th and 12th grade reading scores paint a bleak picture. In 2015 only 36% of fourth graders, 34% of eighth graders, and 37% of twelfth graders scored At or Above Proficient (www.nces.ed.gov). To make matters worse, there was no measurable change in average scaled reading scores between 2013-2015. In simple terms, American students are falling behind in their reading abilities. This trend is supported by state reading achievement data. Although the California Assessment of Student Performance and Progress (CAASPP) is a relatively new test and the scores are baseline, the data points to the lack of reading achievement. In 2015, 40% of fourth graders, 45% of eighth graders and 44% overall of 3rd-11th graders met or exceeded the English Language Arts standards (caaspp.cde.ca.go) . The district, from which this study population was drawn, scored slightly below the state averages with only 38% of fourth graders, 44% of eighth graders, and 41 % overall meeting or exceeding the standard. The district is aware of this downward trend in reading scores over many years and is at the forefront of a nationwide reading intervention program for third-twelfth graders called Read 180. The district was even included as a Study Profile for Scholastic in 2011-2012 (Compendium of Read 180 Research, 2016). This research based program blends technology and small group reading instruction and allows teachers to truly differentiate their instruction based on an individual’s decoding and comprehension needs. A study “determined that the extent of evidence for the impact of READ 180 on student achievement is medium to large for the outcome domains of general literacy achievement and comprehension” (What Works Clearinghouse, 2009) |
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Statement of the Problem:
Research has shown that self-perceptions or mindset can be changed with explicit instructional focus. Fostering a growth mindset (Dweck, 2010) has been shown to improve student success both in the short and long term. Students are not reaching grade level proficiency quickly enough to meet the challenges of an increasingly rigorous curriculum. Students who have been in intensive intervention for more than one year can develop a fixed mind set because becoming a proficient reader seems beyond their reach. As the Singapore educational reformist Lee Peng Yee said, “If you think you can catch the bus, you will run for it.” Simply stated, students in longer term interventions do not believe they can catch the bus.
Research Findings Call to Action:
Teachers should include self reflection as a regular part of their assessment cycles as students need regular opportunities to see how close they are to reaching their academic goals. Students in intensive intervention need even more frequent feedback and individual conferences with their teacher. Students should have a realistic vision of their reading abilities so their own perceptions can be in alignment.
Click here to read the full paper
Research has shown that self-perceptions or mindset can be changed with explicit instructional focus. Fostering a growth mindset (Dweck, 2010) has been shown to improve student success both in the short and long term. Students are not reaching grade level proficiency quickly enough to meet the challenges of an increasingly rigorous curriculum. Students who have been in intensive intervention for more than one year can develop a fixed mind set because becoming a proficient reader seems beyond their reach. As the Singapore educational reformist Lee Peng Yee said, “If you think you can catch the bus, you will run for it.” Simply stated, students in longer term interventions do not believe they can catch the bus.
Research Findings Call to Action:
Teachers should include self reflection as a regular part of their assessment cycles as students need regular opportunities to see how close they are to reaching their academic goals. Students in intensive intervention need even more frequent feedback and individual conferences with their teacher. Students should have a realistic vision of their reading abilities so their own perceptions can be in alignment.
Click here to read the full paper
Literature Review
I created this literature review chart in my first semester. I was just beginning to formulate my ideas surrounding my action research project. In looking back at it now, I am surprised to find that even in the early stages, my research was pointing me toward Carol Dweck's Growth Mindset concept and John Hattie's meta-analysis of scientific research which clearly shows which factors have the greatest impact on student achievement. I do not remember diving into Hattie's work at that time, but clearly a seed must have been planted because I chose his groundbreaking book Visible Learning for Teachers: Maximizing Impact on Learning. for my book review project in the second semester. That book was the turning point for me in my project since I was able to clearly determine that the average effect size of feedback on achievement is twice the average effect of all other schooling effects. Feedback is among the top ten influences on achievement, but it is often implemented ineffectively. Teachers AND students must have a very clear idea of where students are and where they are meant to be. The goal of the feedback is to reduce this gap.