Running head: WRITTEN DRAFT PROPOSAL



Running head: READING PROGRAM INITIATIVE

My Reading Coach: Summer School Program Initiative

Program Planning and Evaluation

The University of Texas at El Paso

Introduction

The issue of reading achievement for children at economic and educational risk continues to be an important topic in education (Luftig, 2003). Data continues to show that children, especially economically disadvantaged children, continue to experience difficulties in reading. According to a study conducted by Clay (1990), the idea that early intervention in elementary school is crucial in lessening the effects of poverty on reading achievement (Luftig, 2003). In accordance with the current mandates in the federal government’s No Child Left Behind Act initiative, reading achievement is a vital part of a child’s educational program. (No Child Left Behind, 2001). Implementation of a summer reading program which focuses on teaching elementary students, who have demonstrated difficulty in reading, can help improve not only test scores, but help to boost the self-esteem of the young frustrated reader. By utilizing the revolutionary computer software, My Reading Coach, as a method of intervention instruction, students can begin to remedy their reading problems where many are demonstrating a basic need – phonological awareness.

Because no two people have the exact same learning style, the proposed reading program is designed to present information on why using computers to teach students to read is important and enhances their reading skills. According to the findings of Karchmer (2001), “historically there has always been a close relationship between literacy, technology and literacy instruction” (pg. 442). In addition, Anne Meyer and David H. Rose (1998) state that using technology to teach reading helps revitalize the instruction and makes reading more relevant to the children now living in the electronic age. By implementing a technology-driven reading program the campus will not only increase academic achievement, but spark an interest in reading, which at times is lacking when speaking of children who are identified as at-risk. The use of computers as a method of instruction can be appealing to students of all grade levels.

Statement of the Problem

According to the findings of the National Reading Panel (2000), phonological awareness and phonics are two of the five key components to an effective reading instruction program. As per Troia (1999), in a study conducted by Adams (1990), a good foundation in phonological awareness has shown to be a predictor of success in reading and writing. Troia also points out another study by Calfee, et al. (1980) in which it is stated that “children at risk for reading failure and those identified with dyslexia often perform poorly on measures of phonological awareness” (pg. 28). Students in the process of learning to read also require phonic awareness if they are to be able to grasp the necessary skills needed to meet success during their independent reading (Shaffer, 2000).

Due to the fact that reading instruction is built primarily on oral language proficiency, children from ethnic minorities who speak a second language are experiencing difficulty in their reading development which also encompass comprehension processes (Droop, 2003). However, according to August et al. (1999), there is a crucial similarity between key component reading skills across the two languages of English and Spanish. For example, the ability to segment sounds of speech as evidenced by their awareness of syllables, rhymes, and detection of individual phonemes in words (phonemic awareness), word decoding knowledge, and awareness of orthographic patterns in printed words (orthographic skills), word knowledge, and reading comprehension are all related to each other, in any of the two languages (August et al., 1999).

Printed material also affects the reading development in students. According to Karchmer (2001), print-based texts are fixed, not recursive and are confined. With print-based material, manipulating the text is more challenging, thus adding to the reader’s frustration level. Students reading from printed text are forced to decide when and how to interpret the words and graphics in order to find meaning. Furthermore, printed text limits the reader to what is in front of them, eliminating the possibility of utilizing other available resources.

Review of Related Literature

In reviewing literature related to the implementation of a computer-driven instructional phonetic reading program, My Reading Coach, the proponents looked at several pertinent areas. First, the areas of phonological awareness and phonemic instruction were explored, along with the necessary skills needed to attain success as an independent reader. Next, the authors reviewed research that supports the theory that second-language learners have the most difficulty when attempting to acquire certain reading skills. Lastly, literature related to teaching reading using a computer or technology-based instructional program is reviewed.

The importance of instruction focused on phonological awareness is, unmistakably, necessary in order to better prepare children for success with learning to read and result in helping to prevent early reading failure (Labov, 2003). According to the National Reading Panel (2003), “Systematic phonics instruction is significantly more effective than non-phonics instruction in helping to prevent reading difficulties among at-risk students and in helping to remedy reading difficulties in disabled readers” (Mindplay, 2003). Dahl et al. (1999) state that in a study conducted by Adams & Bruck (1995) “proponents of phonics-centered programs emphasize that phonics lessons are necessary for learning to read and write” (p. 312).

Because many times children are submerged into the reading curriculum in another language that is not their native language, these children are faced with the challenge of learning to read and mastering a new language at the same time. As per Droop (2003), “second language reading comprehension is taken to be a function of general literacy ability” (pg. 78). A case study of an excellent Spanish-English bilingual reader shows the use of similar strategies for identifying words and comprehending text in both languages, and the frequent use of information from other languages (August et al, 1999).

The results on a study conducted by Karchmer (2001) showed that the implementation of certain reading programs on computer had major influences over the areas of reading and writing. It is also important to note that while selecting reading material for students, first the students were assessed to determine the reading level. This way it ensures that the material was not too challenging for the students.

Statement of Need

The El Paso area is a city that borders Texas, the state of New Mexico and the state of Chihuahua and connects two nations, USA and Mexico. The community has evolved into a rich culture of diverse backgrounds over the past centuries due, to the high number of immigration waves that have come through and to El Paso making El Paso the fifth largest city in the state of Texas (Texas Cooperative, 2001) for several years. Because of the combined population, El Paso with its sister city of Juarez, Chih., Mexioco with a population of about 2 million people, this area is the largest bi-national community on any international border in the world. According to the Texas Cooperative (2001), the existing ethnic groups in the El Paso area include Hispanic, White, African-American, Asian/Pacific Islander and Native American.

TEA (2004) reports show nine school districts in the El Paso area and the Ysleta Independent School District (YISD) is one of the nine districts. Servicing about 46,500 students and employing 6,081 people, of which 3,647 are teachers, makes YISD one of the major urban school districts in the state (TEA, 2004). The YISD branches 58 school campuses, which include 2 pre-k centers, 36 elementary schools, 11 middle schools, 7 high schools and 5 alternative schools (TEA, 2004).

According to the YISD Academic Excellence Indicator System (TEA, 2004), the teacher and student ethnic distributions are as stated in the following section. Teacher ethnic breakout is as follows: 68.3% Hispanic, 27.6% White, 2.3% African-American, 1.8% Asian/Pacific Islander, 0.3% Native American. The student ethnic distribution is 90.2% Hispanic, 6.8% White, 2.2% African-American, 0.4% Asian/Pacific Islander, and 0.5% Native American. About seventy-eight percent of the YISD students are considered economically disadvantaged and 24.6% are Limited English Proficient (LEP).

Hacienda Heights Elementary School (HHES) is a campus in the YISD located in El Paso, Texas. HHES is located in the lower valley of the city, which consists of mostly low socio-economic families. Built in the early 1950s, HHES is now located in an urban community surrounded by houses of the same age. Due to declining enrollment and very low student performance, the school was reconstituted in 1996. Because of this reconstitution, HHES became a communication magnet campus offering the dual-language program to students with options of French and Japanese as a third language. At the end of its second year as a magnet school, the campus achieved a Texas Education Agency (TEA) Exemplary performance rating and has maintained solid performance since. In the year 2000-2001, the school received the National Blue Ribbon Schools Award from the U. S. Department of Education (HHES ICAP, 2004-2005).

Although HHES is situated in a low socio-economic area, the campus has a diverse population of ethnicities. The demographics for HHES, according to TEA (2004), are as follows: 95.7% are Hispanics, 1.7% White, 2.5%African-American, and

0.1% Asian/Pacific-Islander. During the 2003-2004 school year, the mobility rate was at 18.1%. The percentage of economically disadvantaged families is at a high of 84.5% and the limited English proficient population is 41.4% of all students (TEA, 2004).

YISD, just like other school districts in Texas, has been greatly affected by the Student Success Initiative (SSI). SSI is a new mandate that was created in 1999, by the Texas legislature to ensure that all students receive the instruction and support they need to be academically successful in the content areas of Reading and Math (TEA, 2004). Currently, students in the third grade are required to meet the minimum standards on the Texas Assessment of Knowledge and Skills (TAKS) in order to be promoted to the fourth grade. These strict guidelines do not stop at the elementary level. By the 2007-2008 school year students in the seventh grade will also be required to meet the TAKS Reading and Math standards to advance to the eighth grade. Texas has enacted strict passing goals for students through high school, as well. As one can see, the academic problems associated with reading are not disappearing in the lower grade levels, but escalating and following students throughout their academic careers in school. Although these students will have three opportunities to meet the high standards, it still leaves room for student failure if a highly qualified reading program is not readily available for all students. Many times, failure or anticipated failure of these standardized tests can prompt teachers and administrators to refer students be tested in Special Education programs, at times too hastily.

Special Education referrals at HHES have increased significantly, mainly because students’ reading abilities are minimal. Students without the basic skills in reading, such as phonemic and phonological awareness find it difficult to decode and ultimately do not comprehend what they are reading, which leads to academic failure in other content areas. With this, teachers fall under the assumption that these students may qualify to receive Special Education services and therefore are recommending these students to be assessed. This falls true especially for students who are at TAKS grade levels, such as third grade. Students are then tested and qualify to test using the State Developed Alternative Assessment (SDAA) in place of the TAKS exam. However, the once “safety net” of the SDAA has begun to disappear since new law mandates that campuses can only demonstrate a 1% failure rate among the special education population. According to the 2003-2004 Academic Excellence Indicator System (AEIS), the reading proficiency at HHES showed a minimal increase in all grade levels (TEA, 2004). However, HHES is still short of achieving the state and district’s standards.

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Several reading programs are offered to students attending HHES. The campus has integrated a balanced literacy approach to reading education, which consists of several key elements. The reading program is centered on the guided reading instruction model, which takes place every day in all classrooms. Guided reading consists of small group reading instruction focused on specific reading strategies, which help students concentrate on decoding, comprehension, and fluency attainment. Students are grouped according to reading levels and strategy needs. All new teachers are required to participate in Early Literacy Intervention (ELI) training during their first year at HHES. This intense training allows reading specialists to instruct and model for teachers what guided reading should look like in their classrooms.

The second component to the balanced literacy program is the practice component. Accelerated Reader (AR) is a program, which is designated to give students the “mileage” needed to be a fluent reader. As per Kotch & Zackman (1995), students who are read at home become lifelong readers; therefore, AR homework helps parents create a daily reading ritual that is essential (p.35). AR, which provides students the opportunity to read books at a level that has been predetermined by several reading tests, which are administered three times a year – August, December, and May.

The third component is reading instruction utilizing authentic literature. This reading instruction method has been in place for several years and has also brought great results in the reading content area. With this instructional method, teachers are reading aloud to students on a daily basis using touchtone books to teach specific mini-lessons for Reader’s and Writer’s workshops. Students are able to study authors’ crafts and use these skills in their independent reading and writing.

HHES also offers early intervention for first graders who are identified to be at-risk due to low testing scores and inability to read on grade level. This intervention, Reading Recovery/Descubriendo La Lectura (RR/DLL) is given to students in the first grade daily by the on-site reading specialist on a one-to-one basis. Students are given instruction targeted on strategies that will assist them with decoding, comprehension, and fluency. The goal of this program is to adequately prepare these first graders with the skills needed to be successful readers and read according to grade level.

HHES is currently participating in a pilot study utilizing My Reading Coach computer software to assist students with phonological awareness skills. Students in grades 2 through 6 are currently being served with My Reading Coach program and

participating in daily guided reading groups, which are monitored by a reading specialist. These interventions are offered to students, upon recommendation of the general education teacher. The students that are currently being served using this program have been identified as being at-risk in reading. Students have been participating in program since the beginning of the school year and will continue until May. Students who are in TAKS grade levels (3 – 6) have shown dramatic improvements over the course of the school year. Most of the students who were using this program and identified to be at-risk performed exceptional on the TAKS exam; many even scoring at the Commended Level, which is the 90 – 100 % achievement range. In exchange for student data provided by HHES, showing the remarkable results the program has generated, the campus will receive a 50% discount on all software bought for next year’s program.

Program Description

My Reading Coach is a computer based reading program, which meets scientific research standards. It was created to include five key components of the reading content area: phonemic awareness, phonics, fluency, vocabulary and comprehension. This program was designed based on the 25 years of experience of a classroom reading teacher and speech pathologist named Jim Larabee (Bliss, et al., 2002). Larabee created this program intentionally for students who were identified as having speech impediments; however, has tailored it to fit the needs of all students who are struggling to read basic text. This reading program is based on the cognitive learning theory, which requires students to create mental models of instruction in order to solve future problems.

The program features include a pre-assessment, 47 reading voice, video or animation lessons and post-tests. The pre-assessment is administered to verify the students’ reading abilities and level. There are four different stanines that indicate the reading level of each student. Every reading lesson, which takes up to 40 minutes to complete, is taught through short video clips and immediately tested afterward. The test aids the student from incorrectly learning the reading skill. In the event that the student does not meet the reading objective the program will not allow the student to advance into the next lesson. The program will then present a different way to help the student learn the skill he/she has not mastered. In addition to this, the teacher is able to print progress reports for each student to ensure their gains or difficulties in regards to the reading skill. The progress reports aid the teacher in determining which student is in need of individual teacher instruction or reinforcement of a particular skill. Because each lesson is so lengthy, only a small portion of the class will complete the entire program, however, every student shows significant gains in the reading content area.

The proposed program will be a summer school initiative at HHES. The authors would like to invite second grade teachers to recommend students who they believe are at-risk at failing the upcoming TAKS exam in third grade. These students will attend a summer school program, carefully monitored by trained teachers, and will complete lessons on the My Reading Coach program. Small daily reading groups will also be taking place during this summer program. Through student data and test scores, the expected results of this program are to show that, if students are given detailed instruction on phonological awareness, the basic necessities of a successful reader, their reading abilities will increase and decoding and comprehension of text will be achieved. This is the goal of the program – to end the frustration that comes with reading difficulty in our students. Students will be on their way to achieving reading success with the tools necessary for reading at the independent level.

Timeline

After careful planning and strategic mapping, a flow chart was created to indicate the dates for the accomplishment of the program objectives.

Budget

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Evaluation

In order to monitor the program’s success, several quantitative and qualitative methods will be utilized. The on-going monitoring as well as the frequent self-evaluations for the program will be assessed by the student progress reports that can be readily accessed and printed by the student’s teacher from the program files. These progress reports will also enable the student and teacher to make timely corrections and adjustments if the program fails to demonstrate student success. As summative evaluations, teacher and parent surveys will be conducted and taken into consideration at the conclusion of the program. These results will also be compared to the surveys that were to be conducted before the summer’s full program implementation. Furthermore, TAKS results will be used and compared to the data provided by the program files. It will be important to carefully document all data received through the implementation of this summer program in order to have scientifically based evidence, and more importantly results as to why the program should be a yearly initiative for the students entering the third grade, not yet equipped with the reading skills necessary to be successful on TAKS exams.

Appendix A

Parent Survey March 2006

Please read each question and answer using the following answers: Strongly Agree, Agree, Not sure, Disagree, Strongly Disagree.

My Child’s School

|Question |Strongly Agree |Agree |Not Sure |Disagree |Strongly |

| | | | | |Disagree |

|The reading program at my child’s school helped build a | | | | | |

|solid foundation that enables academic success. | | | | | |

|The reading program at my child’s school has help build a | | | | | |

|solid foundation of confidence. | | | | | |

|The reading program at my child’s school tracks his/her | | | | | |

|progress. | | | | | |

|The reading program at my child’s school helps him/her | | | | | |

|advance. | | | | | |

|The reading program at my child’s school teaches him/her | | | | | |

|the skills needed to make him succeed. | | | | | |

|The reading program at my child’s school teaches him/her | | | | | |

|good study habits that make children succeed. | | | | | |

My Child

|Question |Yes |No |Not sure |

|My child reads at grade level. | | | |

|My child uses the computer to help him learn to read. | | | |

|My child is encouraged to read at his own pace. | | | |

|My child feels independent while reading. | | | |

Parental Support

|Question |Everyday |4-6 days/wk |2-3 days/wk |Never |

|I read to my child. | | | | |

|I read with my child. | | | | |

|I read for my own personal interest. | | | | |

Appendix B

Dear Parent(s),

Your child ____________________________________ has been recommended to attend a summer school program initiative developed to assist him/her with the reading development.

By utilizing a successful reading program entitled My Reading Coach, your child will learn, at his/her own pace, the skills necessary for successful reading development and achievement.

This program will help to prepare your child for the administration of the Texas Assessment of Knowledge and Skills (TAKS) exam that is given in the third grade to all students in the state of Texas.

The benefits of this program are phenomenal:

❖ one-on-one reading instruction for your child

❖ acquire reading skills such as phonics, vocabulary and comprehension

❖ make learning fun

Please help us make this reading initiative successful and help your child with their reading challenges.

_______ Yes, please enroll my child in this reading program initiative.

_______ No, I do not wish to enroll my child in this reading program

initiative.

_____________________________________________ ______________

Parent Signature Date

Appendix C

Student Recommendation Letter

Dear 2nd Grade Teacher,

This letter is to inform you of a new summer school reading program being implemented this year at Hacienda Heights Elementary School during the summer of 2007.

The campus has participated in a pilot study using My Reading Coach, which is a break-through revolutionary reading program, which helps students improve their reading skills through direct instruction of phonological awareness and phonemic skills and strategies. Data has shown that this program has been very beneficial in improving students’ reading abilities.

We will be implementing this new summer program for students who will be entering the third year next year and are recommended by the general education teacher as at-risk students in reading. We are hopeful that this reading program will give these students the intervention they need before taking the TAKS reading exam next school year.

We have 20 available slots for this summer and would like you to please recommend four students in your classroom who would benefit from participating in our program. Students from both monolingual and dual-language classrooms will be considered.

Parent permission slips will be placed in your boxes for these students in the near future.

Thank you,

Program Coordinators

Summer School Program Initiative

Hacienda Heights Elementary School

I would like to recommend the following students to attend the summer program during the summer of 2007 because they have been identified as at-risk readers:

1. _________________________________________

2. _________________________________________

3. ________________________________________

4. ________________________________________

___________________________________________ _________________

Teacher Section Date

References

August, D. et al. (1999). Transfer of Reading Skills from Spanish to English: A Study of Young Learners. Retrieved on April 5, 2005 from

Bliss, J. et al. (2002). The Performance of a New Computer-Based Reading Tutor.

Retrieved on March 6, 2005 from

Droop, M. & Verhoeven, L. (2003). Language proficiency and reading ability in first- and second-language learners. Reading Research Quarterly, January, February, March, 2003, Vol. 36, pg. 78-103.

Karchmer, R. (2001). The journey ahead: thirteen teachers report how the internet influences literacy and literacy instruction in k-12 classrooms. Reading Research Quarterly, October, November, December, 2001, Vol. 36, pg. 442 – 466.

Kotch, L. & Zackman, L. (1995). The author studies handbook: helping students build powerful connections to literature. New York, NY: Scholastic Professional Books.

Labov, W. (2003). When ordinary children fail to read. Reading Research Quarterly, January, February, March, 2003, Vol. 38, pg. 128-145.

Luftig, R. (2003). When a little bit means a lot: the effects of a short-term reading program on economically disadvantaged elementary schoolers. Reading Research and Instruction, Summer 2003, Vol. 42, No. 4, pg. 1-13.

Meyer, A. & Rose, D. (1998). Learning to read in the computer age. Cambridge, MA: Brookline Books.

No Child Left Behind Website. (2001) Retrieved February 9, 2005 from

Shafer, G., Campbell, P. & Rakes, S. (2000). Investigating the status and perceived importance of explicit phonic instruction in elementary classrooms. Reading Improvement, Winter 2000, Vol. 37, No. 3, pg. 110-118.

Texas Cooperative. (2001). El Paso County Demographics. Retrieved on March 12, 2005 from

Texas Education Agency, Academic Excellence Indicator System. (2004). Retrieved February 9, 2005 from

Troia, G. (1999). Phonological awareness intervention research: a critical review of the experimental methodology. Reading Research Quarterly, January, February, March, 1999, Vol. 34, pg. 28-52.

Ysleta Independent School District. Integrated Campus Action Plan: Hacienda Heights Elementary School. 2004-2005.

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May 2005

Finalize program details

June 2005

Seek funding sources

July 2006

Program evaluation

June 2006

Full program implementation

March 2006

Parent letter mail-out

April 2006

Teacher recommendation

January 2006

Teacher training

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