Data Analysis
Guided Reading Level Target
Before Research
After Research
The data before the research was conducted demonstrated that four students were below grade level and nine student were reading above grade level. The students reading below grade level target were a concern. After the research, five students were on grade level and nine students were reading above grade level. One student moved in during the initial implementation of the research and was reading on grade level. The data after research indicated that the four students reading below grade level prior to research made growth to reading on grade level. Although the data indicated that the nine students reading above grade level continued reading above grade level after research, it was not clear if they had made growth. Therefore, I looked deeper at each student's data to distinguish individual growth.
Guided Reading Level Growth
The data shown in the bar graph exhibits individual growth in guided reading levels made throughout the action research. Every student made at least one level of growth; nine out of fourteen students having made more than one level of growth. This data demonstrates that in addition to students reading below grade level, the students reading above grade level continued to make growth as well. Monitoring the students was critical in determining when students were adequately prepared to advance levels. It is still uncertain whether the cause of student growth was solely purposeful planning and my specific instruction or the natural development and progression of reading.
Reading Comprehension Test
Test 1
Test 2
On the first reading comprehension test given prior to research, one student scored beginning, six students scored progressing, and six students score proficient or better. On the second reading comprehension test given during research, zero students scored beginning, four students scored progressing, and ten students scored proficient or better. The data indicates significant growth was made by the group as a whole from performance on test one to performance on test two. Comparatively, as students progressed to higher guided reading levels, they were able to enhance, retain, and apply reading comprehension strategies to new texts. Analyzing the data as a whole indicated significant growth, but led to several questions about individual students. These questions considered whether all students made growth and how much growth was made. To determine growth on an individual basis, I analyzed individual student data shown below.
The data represented on the left displays each student's achievement on both reading comprehension tests. Students were considered proficient if they scored 11 or higher out of 16 possible points. Data shown above the line are proficient scores or higher and data shown below the line are progressing or beginning scores. Student number two only has one score, as he moved after the first test had been given. Student three has one score shown as he scored the same amount of points on both tests. When compared to the whole group data, only two students that scored progressing on test one also scored progressing on test two. 12 out of 14 students either made progress or remained proficient from test one to test two. Three students did regress from test one to test two. One of the students is an EL student. Background knowledge of the story and question wording may have been a factor in her performance. Additionally, one student that regressed had a behavior intervention plan. His behavior impacted his academics regularly and may have influenced his performance that particular day. Overall, the data demonstrated significant growth made by the group, as well as growth made by most individuals.
Student Reading Interest Survey
Students completed a reading interest survey at the beginning and end of the research period. The data indicates that student interest increased in both recreational and academic reading. While administering the pre-test survey, I noticed that students were excited about the novel item and were filling it out quickly. However, when students were filling out the post-test survey, they were thoughtful and considered their reading behaviors and experiences. Due to the lack of student reflection in the pre-test, scores appeared to be inflated. Despite the inflated pre-test scores, student reading interest increased on the post-test. In comparison to the other data, as students were challenged by harder text levels and had increased comprehension of texts, their enjoyment of reading was also enhanced. The ultimate goal of guided reading is independent reading, so increasing student interest in both recreational and academic reading was vital.
