Improving reading levels with struggling readers: an at risk population
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Authors
Lasack, Yvonne
Issue Date
2001
Type
Thesis
Language
en
Keywords
Teaching
Alternative Title
Abstract
This study was conducted in a third grade classroom with a diverse population of students. The setting was that of a Title 1 designated elementary school located in the Bay Area. The research objective was to restructure reading instruction so that individual student needs would be addressed with the intention of substantially raising the reading levels of those one or two students that falter every year. Participant's test results were compared with scores of the previous years students. Diagnostic Reading Assessments (DRA) were conducted monthly, which include a Running Records assessment and a reading comprehension component. Assessments were analyzed. Children were grouped based on reading levels with consideration given to skills and strategies needed. Guided reading instruction was conducted and focused on facilitating the acquisition of needed reading strategies. Seat work and mini lessons were designed to address individual needs.
Evidence indicated that struggling readers progressed substantially and left the classroom in a better position than that of students in the past. Evidence of progress presented itself in increased DRA scores, increased writing ability, increased spelling ability and increased phonetic awareness.
Data analysis helped to illuminate the phenomenon of why some students falter in reading. Each individual's situation is complex with multiple variables that influence whether or not a child will gain literacy and to what degree they will progress in a given year. Social factors, such as home environment and home and community support, influenced growth. Socioeconomics influenced testing for learning disabilities and teacher needed classroom support.