Pre/Mid/Post Test
A pretest, mid test, and post test were used as a quantitative form of data collection. The students were given a passage to read prior to the study to determine words correct per minute and percent accuracy. Data from the pretest was used to compare the growth that my students made at different points throughout the study. Halfway through the study, the students were given an assessment using 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 pretest/mid study passage again to determine if the explicit instruction strategies increased students overall reading fluency.
Monitoring Student Progress
Throughout my action research, I aimed to monitor student growth with consistency and accuracy, by utilizing specific data collection methods. Through pre/mid/post assessments, observations, reflections, and running records, I was able to gather data to monitor the student’s progress.
Observations
Qualitative data was collected each week, as I listened to the students independently read. Anecdotal notes were taken to observe and document common themes between the students. These notes allowed me to learn the student’s strengths and areas for growth when planning individualized goals with them. The notes were also used to analyze and guide daily instructional decisions. Progress of each component of fluency was tracked.
Reflections
At the end of each week, the students completed their own individual self-reflections following the passage that they read out loud. The reflection included rate, expression, accuracy, and punctuation. Individual conversations with students allowed us to reflect together on their progress and the use of their reading logs. This allowed me to see how my students felt about their reading abilities and where they felt confident in themselves. Based on our conversation, the students and I set attainable goals for them to work on for the following week.
Running Records
Running records were chosen in order to monitor and gather data regarding students reading fluency. Students completed a running record once a week to determine if there was an increase in words correct per minute and percent accuracy over time. A fluency scale was used to determine their appropriate reading level based on how many words were read in phrases. They were used as a way to impact my instructional decisions by allowing me to review data each week. This helped me see if I needed to make any changes based on students reading levels.
