Teacher Action Research Paper on Reading Deficiencies in 2nd Grade Students

12146 Words Jul 27th, 2012 49 Pages
NOVA SOUTHEASTERN UNIVERSITY
MATL Action Research Project
VERIFICATION COVER SHEET

MATL Student Name and NSU ID

ARP School Site Where Project was Implemented: ___________________ Elementary School
Dates of Implementation: AUGUST 2008 – JANUARY 2009
School Site Address and Phone:

ARP One-sentence Problem Statement: By incorporating cooperative learning, guided reading and Reader’s Theatre, this research educator improved nineteen second grade at risk students reading comprehension levels by increasing their Oral Reading Fluency levels by 30% after ten weeks of implemented activity.
(to be completed by the verifier)

To the verifier: Please write a very brief overview statement (three to five sentences) acknowledging that this project
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Evidence was collected and documented through the use of a student survey, a parent survey, a teacher survey, and running records. The purpose of the student survey was to gain insight on the students’ perceptions of the importance of reading and how well they understood what they read. The purpose of the parent survey was to gain insight on the parents’ perceptions of their family’s reading habits at home The purpose of the teacher survey was to gain insight regarding other teachers’ perceptions of reading comprehension, problems they encountered, and solutions they implemented in their classrooms. The purpose of the running records was to find each student’s instructional reading level so that comprehension activities could be implemented for every student with a text that could be easily read by them. Over one fourth of the students were reading and comprehending below grade level.

The students were given the survey to complete. The results were analyzed. With the teacher assessment tools, students were placed in learning groups based on the results and interventions were assigned to the individual students. Once the interventions were completed the assessment tools were re-administered to track the effectiveness of the intervention strategies.

The teacher researcher chose three interventions to implement. Cooperative learning, guided reading, and reader’s theater are all ways that students can work together to better comprehend what they are reading. Cooperative
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