Teacher Action Research Paper on Reading Deficiencies in 2nd 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

he most fundamental responsibility of schools is teaching students to read. Indeed, the future success of all students hinges upon their ability to become proficient readers. Recent scientific studies have allowed us to understand more than ever before how literacy develops, why some children have difficulty, and what constitutes best instructional practice. Scientists now estimate that fully 95 percent of all children can be taught to read. Yet, in spite of all our knowledge, statistics reveal an alarming prevalence of struggling and poor readers that is not limited to any one segment of society:

Shared book reading focuses on developing comprehension, alphabetics, and general reading achievement to enhance student literacy achievement. The teacher selects a text and reads it aloud to a student and/or group of students. The shared book reading program allows the teacher to model reading strategies, increase alphabetic skills, and activate and increase comprehension skills through targeted questions, prompts, and strategies. During the reading the teacher prompts students with strategic prompts and/or questions to engage the students in the text. Moreover, the teacher directs the students to key elements within the pictures, words, and/or text features. The teacher tailors the shared reading experience to meet the needs of the participants (International Reading Association Common Core State Standards (CCSS) Committee, 2012). Hence, educators are able to alter prompts, questions, and strategies to enhance the learning needs of

In every school across America, effective practices of reading instruction are being discussed. Calkins (2012) suggests that over 85% of students being tested on grade level literacy standards are non-proficient. Research suggests that students, who are unable to read proficiently by third grade, are not predicted to ever learn to read or have successful lives when they reach adulthood (Martinez, 2008). For these reasons, it is important that districts implement literacy models and instructional reforms that have been well researched and shown to be successful. The instructional reform method of Balanced Literacy is being used throughout the country to meet the challenging standards of the Common Core. Teachers will need

Many students who struggle with reading ask why should we read, what is the point? The point is that being able to read opens you up a whole new world of knowledge and imagination. But to have that new world opened up you need to be able to comprehend what you are reading. The primary goal of reading is to determine the meaning of

My literacy intervention plan is to teach reading comprehension skills through an afterschool drama program. The drama program would take place twice a week at an elementary school in Washington, DC. The target students would be 2nd graders that have been identified by their teachers as students who struggle with reading comprehension. However, all students are welcomed to participate.

An intervention program that is less time-consuming than a 1:1 approach are small group programs. Small group programs are effective because of the social interaction between the teacher and students (Ross & Begeny, 2011). Fien et al. (2011) quantitative study observed the “effect of small group instruction on the vocabulary and comprehension of first-grade students” (p. 307). Researchers divided 102 first graders into two groups: small group or whole-class reading curriculum. Results suggested that students in the small group outperformed the students in the control group on expository retells (.89 points) and vocabulary knowledge (5.89 points) (Fien et al, 2011). Another small group program that enhances students reading fluency and

Most of the other students in her 2nd grade classroom are able to read classroom text and complete work independently. They also read books for enjoyment on their own. The reading time in her classroom consists of a block during which the teacher works with small groups and the children are expected to work quite independently when they are not working directly with the teacher. The class uses a trade book format and this is utilized across the curriculum. Students are provided with short skills building lessons in large and small groups. Most of the time spent during explicit reading instruction is targeted to helping students develop reading fluency.

Combining activities for example, reciprocal teaching and retellings can help diverse students remember important details in a story. Other studies have emphasized reading improvement through contextual instruction, reciprocal interacts, ReQuest, ReQar, interactive and dynamic assessment, characteristics of competent readers and co-listing reading classes (Brozo, 1990; Coley & Hoffman, 1990: Davis, 1990; Peresich, Meadows, & Sinatra, 1990). Other techniques discussed in this article to overcome challenges are vocabulary instruction (using small words and the definition), word recognition instruction (sight words which can help build sentences), Key word/word bank (word of the day accompanied by drawings of what the word means, using the word in a sentence), reading programs (Basal Reading Programs), and Choral

The purpose of this paper is to review the research and theories that support how students learn to read while reflecting on the best practices in reading instruction and how these theories have influenced my teaching as an elementary educator. The focus of this paper will be on the theories, theorists and models from the book, Lenses on Reading: An Introduction to Theories and Models, before formulating my own opinion on best practices in reading instruction. Theories and models within this paper will be connected to one or more of the thirteen core understandings about reading and learning to read. Finally, the influences these theories and theorists have in had in my own thinking and my personal beliefs about reading will be summarized at the conclusion of this paper.

Shared reading is an interactive reading experience where teachers read aloud and focus students’ attention on how print works, story structures and word recognition (Seely Flint, Kitson, Lowe & Shaw, 2013, p. 249). It is an activity that allows the teacher to interact with the whole class and ensure their comprehension of the text. The books used for shared reading are simple

Analyzes student performance data to identify key objectives and skills to prioritize for individual and/or small group intervention and re-teaching.

Determining reading groups in our classroom is imperative. After assessing our students and identifying their areas of needing improvement teacher should proceed to create different reading groups in the classroom. Teacher need to take into account that grouping practices are highly effective for teaching practices. These practices help enhance reading acquisition competences. The techniques can assist students with cooperative learning and peer tutoring. The strategies of whole class, one on one, small groups and pairs can be plan to meet our student’s individual needs. The whole class instruction is concentrated more on the general population of the students. It is a strategy that most teachers use in the traditional classroom. The whole group can benefit students because they are mixed and can help each other with the lessons. During whole class instruction we can engage students to ask questions and discuss answer. Also, the topic can be summarize and review to make sure our students comprehend the topic of the lesson. An example of whole groups’ strategy is when students finish reading a story the teacher can circulate worksheets with questions to complete. Another method of grouping is small group instruction. This strategy offer the students with the opportunity to get feedback from other classmates. It is a more relaxed approach for teachers to make sure the students are understanding and also can monitor for behavior. Small groups can do much good to students with

The failure of students being able to read and comprehend what they are reading is a great concern for most schools. When students enter the fifth grade and are not on grade level, they are already behind their classmates. Teachers are then responsible for remediating the students to get them on grade level. Unfortunately, these same students are unable to keep up with on grade level standards teachers are required to teach, because they lack the skills needed. These students will continue to struggle throughout their education because they will not be able to catch up to their grade level. Many educators have realized there is a gap between fluency and comprehension. Because of this realization, special instruction such as guided reading and remedial teaching has been implemented.

In this information–driven age, preparing students to read a variety of texts with complete understanding should likely be one of our educational system’s highest priorities. Understanding is more than just the ability to produce information on demand (knowledge) or the ability to perform learned routines (skills). “Understanding is the ability to think and act flexibly with what one knows.” (Active Learning Practice for Schools, n. d.) A review of the literature in the area of reading comprehension of elementary-age students shows two principle areas of focus. There is a body of literature that examines the development of proficient vs. struggling comprehenders and another body of literature that compares methodologies for teaching