What was Implemented
The study began with the students reading a passage at their instructional level as the pretest. This documented words per minute and accuracy. I also used a fluency scale rubric during the assessment. At the beginning of each week students received a book to add to their book bag. They used a reading log to document when they read at home. The students received small group instruction in order to learn each component of fluency. Individual reflections and goal setting was done each week. Half way through the study, they were given an assessment on the same passage from the pretest to document the growth made. The same components were assessed, and any adjustments that were needed were considered. At the end of the study, they read the same passage from the pretest and mid point check to determine the effectiveness.
Why it was Implemented
Research on fluency provided information on the positive outcomes and benefits for students’ overall reading. The strategy of repeated readings was chosen to provide students with opportunities to practice in multiple settings. Through research, it is shown when students struggle with reading fluency, it contributes to their overall struggles in reading. It also explains that fluency is a skill that needs multiple opportunities to practice, which supports the effective tool of reading logs for documenting practice. By providing parents with texts each week they are given the opportunity to support their child at home. Finally, the use of reading logs can assist in building home and school partnerships which encourages students to practice fluency skills and supports growth. By providing students with research based strategies that can be differentiated to support student growth, it met their individual academic needs.
When it was Implemented
The study was done over the course of seven weeks. It started on January 27th, 2021 and end on March 12th, 2021. There were days throughout the seven weeks that students were not in building due to conferences and snow days. On those days, they were given the opportunity to read at home through the use of their book bags and reading logs. I met with the two groups of students for 30 minutes each day of the week. This aligned with the minutes listed in their Individualized Education Plan. Each week we focused on a different component of fluency. The calendar linked below outlines the complete study.
* Blue is Group A
* Purple is Group B
Fostering Diverse Learning Needs and Creating an Equitable Learning Environment
An equitable and accessible learning environment was fostered by differentiating the support for students based on their individual needs. Diverse learning needs were supported in many ways throughout the study. Each group was created based on the individual student's reading level and academic needs. They were learning at a pace that was most appropriate for them to be successful. Each student was provided differentiated texts based on their independent level. Texts were chosen by each student to provide them the opportunity to connect with the text. Both the students and myself set their individual goals based on their reflections each week. The lessons taught were modified to accommodate the needs of each student. Posters were created with pictures in order to provide the students with a visual representation of fluency and its components. When they had opportunities to read, they were given specific feedback that was individualized for each student.
Culturally Responsive Teaching
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Culturally responsive practices were implemented into the learning environment to promote student growth. This was done by providing a diverse selection of texts for the students to read each week. This was to ensure that they were exposed to a wide range of themes within the classroom. The two groups learned the same information each week, but the instruction was modified to their reading levels. After reading the leveled stories, the students were able to share their perspectives through conversations. The group members were provided the opportunity to engage in discussion which led to acceptance of others opinions. Outside of the classroom, the students were offered books to take home for families to read and discuss.
Collaboration
Throughout the study, I collaborated with internal and external stakeholders that provided guidance and support as I worked to enhance student achievement.
Internal Stakeholders
Inside the school building, the reading interventionist provided research to support fluency strategies that fit the needs of my students. She also directed me towards materials that helped support the student’s individual needs. Conversations and collaboration with classroom teachers supported student growth. The administration provided new ideas as I organized my data.
External Stakeholders
My associate prompted discussions about different methods and data collections for this study. She also provided in depth questions to think about during the planning stages. My cohort of educators shared resources such as fluency texts and assessments that were implemented. They provided suggestions, advice, and effective feedback that assisted the planning of this study. My capstone course instructor provided feedback throughout the process.