Running Record Reflection
At the start of my data collection, I had all of my students begin on a level H story. I quickly realized that they were able to move up a level the very next week. I moved every student up to a level I book and completed running records with them. Many of the students scored very well in accuracy and fluency, but still struggled with comprehension questions. The following week I had the students stay at a level I and made sure that we focused more on the comprehension aspect of the story. At this point I was noticing that two groups were forming in my research study. Part of the group was ready to move on to the next leveled book, while the other was at their instructional level. I decided to split the groups to better meet their needs. I continued to test each student and move them according to their levels. Each student was able to move up at least one reading level in the duration of my study. Some students even jumped two or three levels. Although some students did have to be moved down they still made progress during the research period. For students that ended up moving down a level there were some factors involved. One student missed eight instructional days throughout the research period. Four of the students involved were pulled for speech services during our intervention time and did not receive the full lesson like the rest of the group. One student had behavioral issues and was often sent out of the intervention time and had to complete their work independently. The students who moved up reading levels were students who were hard-working and truly cared about their reading progress. They did their best on each story and went above and beyond my expectations as their reading teacher. |
Comprehension Quiz Reflection
After each story, students had to complete an eight question quiz. The quiz asked them questions from the story, author's purpose, predicting skills, and character's feelings. The students had about two weeks between quizzes to read the story with the teacher and also listen to it online. From the results of my data, it is hard to find an exact correlation from the quiz data. Many of the students improved their scores from test to test. However, some scores also went down. There was a lot of variation between quizzes. There are a few different factors involved that explain the data. One reason is that the stories vary from genre to genre. Some genres are harder for students to understand and comprehend. Another factor was that there was a week off in between the story for quiz number twelve. Students read the story before break and then reviewed and took the quiz after, so some students did not score as well as they would have. Another factor for two of the students is their behavior and absences. One student missed eight days of instruction time which hindered his quiz scores. Another student was sent out numerous times during instruction, missing key parts of the story they were reading. Some students were also getting pulled out for special education services and speech services during the reading of the stories. Comprehension Survey Reflection
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