Instructional Research Project : Teaching Reading Comprehension Skills to Third Grade Students

The baseline data was established using the Fountas & Pinnell Benchmark Assessment System (BAS). This test assesses reading comprehension through the process of students reading a text at the appropriate instructional reading level and answering comprehension questions. This assessment tool measures students' ability for accuracy, self correction, fluency, comprehension, and writing. An overall level score is given through a letter identification, A-Z. For the baseline data purpose the letters A-Z were numbered off 1-26 to give the students' scores an adequate numerical score. The assessment determines whether students exceed expectations, meet expectations, approaches expectations, or does not meet expectation. A third-grade student at the

The educator will choose a passage from the book for the students to read aloud in objective 3. The students will read the passage aloud and the teacher will makes notes on the words read incorrectly or correctly. The educator is able to measure and the student’s individual reading level by listening and recording reading behaviors. The information gathered through the oral reading accuracy assessment can be used to determine error accuracy and self correction rates. To demonstrate 90% accuracy in Objective 3, students must be able to read text that is challenging and manageable.

The essential literacy strategy goes along with the standards and learning objectives by using context clues to help the student figure out unknown or unfamiliar words. Students will build reading comprehension skills by using context clues for figuring out unknown or unfamiliar words while they are reading. Then the students will perform the strategies individually. The related skills address the use of prior knowledge of synonyms and antonyms during the hook and transition portion of the lesson. The reading and writing connections go along with the learning objectives, because the students will read their assigned book and picking out words they do not understand. The students will have to write the sentence with the unknown word in it, and use context clues to figure out the definition of the unknown word. The central focus for this unit of study is for the students to use context clues to better their comprehension of what they have read in their assigned books. The students will be able to use context clues within sentences to determine the meaning of unknown or unfamiliar words. These lessons deal with comprehending text by using context clues to help figure out unknown words. The lessons build off each other by adding more detail to learning about context clues. As the lessons progress the students will be more independent when using context clues. The first lesson is learning about what context clues are. The second lesson will focus on using context clues to figure

Comprehension strategies help children understand, remember and communicate what they read. Comprehension helps children have the ability to connect what they are reading to what they already know. With practice, students are able to make predictions, create ideas,

The purpose of this study is to evaluate the effectiveness of the Comprehensive Instructional Sequence when decoding complex text on students’ reading comprehension. Two groups of students were selected: one group used Comprehensive Instructional Sequence to decode and scaffold text; the other group used the previous classroom methods in which there was no continuity. Students were measured using State of Florida progress monitoring tests in which reading comprehension and Lexile were measured. Students in the experimental group were taught using the Comprehensive Instructional Sequence for four weeks. Analysis has yet to be determined. Therefore, the findings are unable to be reported. The abstract will be updated when the study period

Since the intervention I was researching didn’t have any studies completed to determine their success, I investigated approaches to teaching comprehension to see if they at least align with best practices. As an instructional leader, I will need to have a current understanding of best practices. In the future, I will make sure I continue to read scholarly articles and professional books.

Jeanne Chall,suggested, grades Kindergarten through second are learning to read. However, students in third grade and higher are reading to learn. Therefore, reading becomes an ever increasing important tool to help a student to expand their knowledge after third grade, because learning to read does come to an unexpected standstill at the end of the second or third grade. Therefore, Torgesen, Houston, Rissman, and Kosanovich (2007) found similar reading techniques to yield effective teaching for second and third grade students; Phonics/word analysis, fluency, vocabulary study and reading comprehension. Comparably, Torgensen, Rissman, and Kosnovich revealed similar effective reading techniques released by the National Reading Panel. The researchers, also suggested effective teachers must build upon reading skills, and third grade teachers must apply targets (Grade level appropriate reading techniques) and methods of instruction to include word analysis, fluency vocabulary and reading comprehension. However, in order for these reading techniques take place in the classroom, the effect of high quality teachers must deliver high quality reading instruction. Therefore, principals must ensure teachers receive effective training to support the growth of critical reading skills, along with the practice to ensure core reading programs affect classroom

Baseline measures of reading comprehension was conducted when intervention begin. According to the Mean scores on Comprehension quiz in each phase, the baseline results of two participants were 2.5(31%) and 2.1(26%). During the self-questioning training phase, both students increased to 7.2(90%) and 6.8(85%). Maintenance and generalization phases were administered to the students 3 to 6 weeks after the self-questioning phase. At generalization phase of intervention test, both students scored 8.0(100%) and

In effect, the circle-tales, rhyming text, and repetitious stories produce a scaffolding in which teachers can begin to teach comprehension skills. From this scaffolding, a relationship begins to be built between the text, the author, and the reader (Grote-Garcia, 2013). This claim is supported by Rosenblatt’s book The reader, the text, the poem: The transactional theory of the literary work (Rosenblatt, 1978/1994). Both discuss the importance to help students develop this relationship in order to develop reading comprehension

The artifact was created for future educators who are researching the topic of reading comprehension and ways to improve the literacy area. The artifact focuses on two students in 11th grade from ages of 16 to 17 who need improvement in reading comprehension. The main subject of the artifact is reading and its components are graphic organizers and comprehension. The setting was in the library where one worked one on one with the student in a quiet environment where the students could concentrate on the interventions. Both students are diagnosed with learning disabilities.

Findings from this study revealed the following: all three participants were aware of the needs of their students relative to reading comprehension skills, the QAR strategy addresses the reading comprehension needs of third graders, and the QAR strategy is simple to learn and implement. They also agreed that the QAR strategy is effective for teaching students how to determine the questioning type and the location for the required answers and has positively impacted their student’s ability in answering questions beyond the knowledge level.

Comprehension and responding to literature are used to help learners grasp the concept of the information or text to make meaning. Allowing them to draw from their prior knowledge eventually building on what they already know. As learners read they should make meaning of the text, while the teachers encourage learners to use various strategies along the way. “ With the educator observing and noting how the learner is processing text, occasionally providing guidance in use of reading strategies.” According to Bainbridge & Heydon( 2013, p. 277). However this paper consist of choosing an appropriate book to conduct a read aloud, choosing two comprehension strategies, reflecting on my teaching, saying why I chose the strategies, describing the read aloud experience, saying how the responding to literature went and explaining how the activity strengthen comprehension.

In the late 1960s and 1970s, reading comprehension was taught by asking students various questions after reading a passage and noting their skills as to what they understood, how they followed directions and noted details. In 1978, Dolores Durkin observed a variety of teachers teaching reading instruction in both reading and social studies classrooms. She found that these teachers spent less than 1% of their time actually teaching children how to understand texts. Unfortunately over the years this has not improved much.

During this class I learned a vast amount of useful strategies, skills, and resources that have enhanced my literacy knowledge and to that were helpful for to become better a reading teacher. One of the major components of the class that I have learned and fully understand are the five major components of reading which include phonemic awareness, phonics, vocabulary, comprehension, and fluency. I was able to see the importance of each one of those and how they consecutively build off one another. Another major take away from this class is the importance of taking the time to learn a student’s interest and also sharing yours with them. Not only is this an important form of an assessment that I learned in this class, but I also learned how to administer the QRI-5 assessment. This assessment provided me with results of a student’s knowledge of a certain topic and his or her comprehension skills. This class also enhanced my knowledge of the importance of creating lessons based off their interest to get them motivated and engaged. As a future teacher I am keeping in mind how we learned about all students are different therefore their learning and assessments can always all be the same. We also covered multiple research-based theorist, Vygotsky, Piaget, and Dewey. All three of these theorists were constructivist. This class provided me with many new resources, strategies to use to enhance literacy skills, strategies to implement two subjects into one lesson, and so much more.

In today 's education, students are expected to read and understand complex texts, read higher level informational texts, expand their academic vocabulary and communicate their reading and learning abilities through writing, in order to meet the Common Core Standards (Buehl, 2014). Researchers indicate that comprehension occurs when a reader engages with the text by creating meaning from what he or she is reading (Buehl, 2014). Four conditions that determine what meaning a reader will construct are, the readers, the text, the task, and the context. These four conditions play a significant role in helping students create meaning from a text, while also helping students meet the Common Core literacy standards (Buehl, 2014).