4.+Comprehension+for+Students+with+Reading+Difficulties

LAube,JStock,Leschke,MElton,RBissen

Please answer the following questions by posting to your group's topic page. You can either post by editing your group's topic page or typing your answers in a word document and downloading the file into your group's topic page.

1. What CSIP goal is your action research targeting? Justify how your action research will support this CSIP goal.

Goal 1: All K-12 students will achieve at high levels in reading comprehension, prepared for success beyond high school. Goal 4: All K-12 students will use technology in developing proficiency in reading, mathematics, and science.

Building comprehension for students with reading difficulties involves understanding that repeated reading and rereads build fluency and comprehension; an improved reading rate will have a positive effect on comprehension. The design and delivery of instruction can build fluency in reading and comprehension when a variety of texts and venues are used when reading.

2. What does your data say to justify needing to pursue this action research? List the specific sources of data.

School-wide reading proficiencies (grades 3-11) on the ITBS/ITED have risen considerably from five years ago from 68% of all students in grades 3-11 performing above proficiency to 77.4% above the proficiency level.

Low SES students scores have fluctuated due to low numbers but have ranged from 47% to 60% in math reading, and science.

Students enrolled in Second Chance Reading courses have increased over the last few years.

3. Explain how your action research will meet the criteria of the Five Characteristics of Effective Instruction from the Iowa Core. Provide information that supports all of the characteristics that apply to your action research topic.

– Teaching for Understanding --Teachers will engage students by using topics and activities that help apply and represent information in new ways. Students will use prior knowledge and new knowledge to further their understanding. – Teaching for Learner Differences -- Teachers will determine the effectiveness of instruction by using data to guide instruction. Students will have access to all information in order to have the best learning possible. – Rigorous and Relevant Curriculum --Teachers will challenge all students and they will use real world topics that are open ended. Teachers will not provide the answers and instead ask the students to find the answer. Students will apply essential concepts and skills while learning. – Student Centered Classroom --Teachers will use all technology available to engage students in learning. The new learning will connect with prior learning. Students will use prior knowledge to build new learning. Students will become reflective learners. – Assessment for Learning -- Teachers will provide feedback so that they can change their teaching and improve learning for their students. Students will have examples of good work and self-assess, track their learning, and set goals. Evaluation for our action research:  Criterion 1: Our mission is to work in a collaborative group to research fluency and comprehension strategies. Our vision is to work collaboratively in studying, planning and implementing research based reading practices that will support students in their fluency and comprehension. We value each individual learner and their diverse needs. We value the prior knowledge the students bring to the classroom. We value that we are aware of the multiple sources of information available to use as educators of fluency and comprehension strategies. We value the effective manner in which we administer grades and reading probes. We value the collaboration we participate in as we interpret and make instructional decisions for our students. Our goal is to monitor progress and adjust instruction based on each student's zone of proximal development. We will design and instruct so that each student's fluency and comprehension in reading will improve. The design and instruct will model the criteria of the Iowa Core Characteristics of Effective Instruction. Criterion 2: See Results sections of our Action Research. Criterion 3: Reflection: How "increased fluency positively affects comprehension." When we consider a student's zone of proximal development we are looking at the difference between their actual level of reading and his or her potential level of reading with assistance. During our action research we found that when fluency and comprehension strategies are explicitly taught with meaning and purpose, the students are more likely to feel success and be motivated to improve their reading. Modeling of what a good reader does and thinks is an excellent way to develop both fluency and comprehension. Then the practicing of what a good reader does and thinks will eventually create a confident independent reader. Criterion 4: See Methodology and Discussion sections of our Action Research. Criterion 5: Active participation in all activities by all members is complete. Website: []



























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