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This is the overview and results from an action research which was done in my undergrad.
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Reason for the researched-based strategy
Design for research
Research question
Types of collected and analyzed data
Use of data
Addressing appropriate CSOs
Reason for the Researched-Based Strategy
Problems with reading comprehensionCreating a life long skillTeaching how to extract important information in
passagesPreparing the students for independent
comprehension Assisting students with retaining informationIncreasing study habitsEnhance student performance and achievement
Design for ResearchIdentify the strategy and outcome
Alignment with school mission statement
Content taught and why
Students’ backgrounds, abilities, and attitudes
Types of Collected and Analyzed Data
Pre- and post-survey
Reading Attitude Inventory
Graphic organizers observations
Reading test scores
Use of Data2 weeks of host teacher’s reading test scores
without implementing graphic organizers
2 to 3 weeks of student teacher’s reading test scores with implementation
Total of 4 to 5 week data collection
Addressing Appropriate CSOs
RLA.O.2.1.8 use meaning clues to aid comprehension and make predictions about content (e.g., pictures, picture captions, title, cover, heading).
RLA.O.2.1.10 respond to both literal and interpretive comprehension questions after reading a short story selection that is developmentally appropriate.
RLA.O.2.1.16 increase the amount of independent reading to build background knowledge, expand vocabulary, and comprehend literary and informational text.
Learning-Teaching Contexts
Community factors
School factors
Classroom environment factors
Student characteristics
Town of Whitehall in Marion County
605 residents
5% more females than males
Average household income in 2007 was $51,241
92.6% of the community is Caucasian
Community Factors for Whitehall
School Factors for WhitehallLocated off I-79 on Route 250
216 students enrolled (103 males, 113 females)
Grades K-4 (2 teachers for each grade)
58 students on free/reduced lunch
21 students with special needs
Classroom Environment Factors for Whitehall
Decent size room with all kinds of learning techniques
Smart Board and overhead projector used in the classroom
4 computers, T.V., DVD player
Parents are very involved
Student Characteristics for Whitehall
18 students (8 girls and 10 boys, ages 7-8)
Mostly middle class, with a few coming from low-socio economic families
1 hearing impaired student and 5 students that go to a speech therapist
Most students are on or above level with the exception of about 5 students who showed Novice according to DIBELS
Variety of learning styles
Community Factors for NorwoodLocated 1.5 miles off of I-79 in the city of Stonewood,
Harrison County1,838 residents76% have at least a high school diploma or GED11% of those have a Bachelor’s degree or higherMedian household income was $34,722 in 2007; national
average was $50,23313% of families were below poverty level98% are Caucasian
School Factors for NorwoodLocated at 208 Kidd Avenue, Stonewood, WV 26301Is a public elementary school which includes pre-k
through fifth grade340 students are enrolled37 staff membersIs a West Virginia School of Excellence, a National Blue
Ribbon School, a Distinguished Title 1 School, a ‘No Child Left Behind’ ‘AYP’ School, and fully accredited by the WVDE and the WVBOE
Jana’s Classroom Factors for Norwood
School website provides instructional online links as a classroom resource
4 computers availableIndividual student white boardsTV, DVD/VHS player, and CD playerTable arrangement is in six pods of four Reading centerBright and inviting learning atmosphereSuccessful parent involvement
Jana’s Student Characteristics for Norwood
24 students; 11 girls and 13 boys15 – 7 year olds, 6 – 8 year olds, and 3 – 9 year olds2 students have a LD and 1 student is MIAll are CaucasianInterests include friendship, sports, video games, and
TV charactersLearning styles include visual, auditory, tactile, and
kinesthetic
Shawna’s Classroom Factors for Norwood
Three computers are available for the students A classroom library with a variety of books on many
different levelsTable desk in pods of fourTV, VCR/DVD combo , CD playerChalkboard and whiteboard Many signs to aid in student learningOverhead projectorParental involvement is present during Spirit Day Fridays
Shawna’s Student Characteristics for Norwood
24 students; 12 girls and 12 boys1 student has a LDEnglish is the primary languageAll students are CaucasianThe learning styles are auditory, visual, and kinesthetic.The interests are sports, Ben 10, iCarly, and Jonas
Brothers
Literature ReviewLiterature ReviewFacilitates and improves learning outcomes for a wide range
of learners (Lujan n.d.)
Organizers offer an entry point into complex material for visual learners, increase comprehension and retention, and can be used with all students, ranging from gifted and talented to those with mild cognitive disabilities.
Students acquire processing skills, patterns for organizing information, crucial thinking skills, and communications skills from the use of graphic organizers.
Summary of InstructionWere implemented 2 to 3 times (Monday,
Wednesday, and Thursday) within a 5 day week
Set a purpose for the graphic organizer
Allowed for students to brainstorm ideas
Completed as a whole group
Illustrated by the teacher on the chalkboard while students copied on the graphic organizer worksheet
Data CollectedWord websCharacter graphic organizer Characters, setting, problem, events, and
solution graphic organizerT-chartVenn diagramStory map
Word Web
Describe a Character Graphic Organizer
Characters, Problem, Solution
T-chart
Venn Diagram
Story Map
Collection of Data2 weeks of normal instruction
2 to 3 weeks of instruction with graphic organizers
Data AnalysisPre- and post- test survey graph
Reading Attitude Inventory chart
Reading test scores graph
Reading Attitude Inventory for Tara’s Class
Pre-Survey
22%
78%
Yes I know what a GraphicOrganizer is (4)
No I don't know what a GraphicOrganizer is (14)
Tara’s
Tara’s Post Survey Results
02468
101214161820
Do you knowwhat a graphic
organizer is?
Have youused/made a
graphicorganizer?
Did you likeusing graphicorganizers?
Did you useyour graphicorganizer to
study?
Did you likethe graphicorganizer
better than aworksheet to
use and study?
Yes
No
Tara’s Four Weeks of Reading Test Scores
Reading Attitude Inventory
0
2
4
6
8
10
12
14
16
18
How do you feel whenyour teacher reads a
story out loud?
How do you feel whenyou are asked to read out
loud to a group?
How do you feel whenyou are asked to read out
loud to the teacher?
How do you feel when itis time to do your
worksheet?
How do you feel abouthow well you can read?
Likes
Dislikes
Undecided
Jana's Class
Jana’s Pre-Survey Results
Yes I know what agraphic organizeris. (22)No I do not knowwhat a graphicorganizer is. (0)
Jana’s Post Survey Results
0
5
10
15
20
25
Do you know what agraphic organizer
is?
Have youused/made a
graphic organizer?
Did you like usinggraphic organizers?
Did you use yourgraphic organizer to
study?
Did you like thegraphic organizer
better than aworksheet to use
and study?
Yes
No
Reading Attitude Inventory
0
2
4
6
8
10
12
14
16
18
How do you feel whenyour teacher reads a
story out loud?
How do you feel whenyou are asked to read out
loud to a group?
How do you feel whenyou are asked to read out
loud to the teacher?
How do you feel when itis time to do your
worksheet?
How do you feel abouthow well you can read?
Likes
Dislikes
Undecided
Shawna's Class
Shawna’s Pre-Survey Results
Yes I know what agraphic organizeris. (24)No I do not knowwhat a graphicorganizer is. (0)
Shawna’s post-survey results
0
5
10
15
20
25
30
Do you know what agraphic organizer
is?
Have you used/madea graphic organizer?
Did you like usinggraphic organizers?
Did you use yourgraphic organizer to
study?
Did you like thegraphic organizer
better than aworksheet to use
and study?
Yes
No
Reflection and ConclusionBased on the graphs, graphic organizers
enhanced students’ learning and performance.The students’ behavior was extremely
positive and welcoming.Since the students had never completed a
graphic organizer, the graphic organizers were extremely time consuming because a purpose had to be set and classroom brainstorming was required.
ReflectionImplement graphic organizers during instruction
Directions given by the teacher, independent practice by the students, and provide immediate feedback
Utilize graphic organizers through all subject areasBegin implementation during the first year of school Incorporate more descriptive graphic organizers throughout the school
yearAllow students to use creativity in creating graphic organizers
Provides for responsibilityEncourages student individuality Enhances life long comprehension skills
References http://www.eduplace.com/graphicorganizer/ http://www.edhelperclipart.com/clipart/teachers/org-character-describe.pdf http://www.edhelperclipart.com/clipart/teachers/org-char-problem-solution.pdf http://www.sanchezclass.com/docs/t-chart.pdf http://www.sanchezclass.com/docs/venn-diagram.pdf http://www.sanchezclass.com/docs/story-map.pdf