Reading Skills - LaGrange College



DOES THE IMPLEMENTATION OF CONCEPT ORIENTED READING INSTRUCTION IMPROVE STUDENTS OVERAL READING SKILLS?

Except where reference is made to the work of others, the work described in this thesis is my own or was done in collaboration with my Thesis Chair. This thesis does not include

proprietary or classified information.

Kaminsia Mercedes Fannin

Certificate of Approval:

Donald R. Livingston, Ed.D. Thesis Co-Chair

Education Department

Sharon M. Livingston, Ph.D. Thesis Co-Chair

Education Department

DOES THE IMPLEMNTATION OF CONCEPT ORIENTED READING INSTRUCTION IMPROVE STUDENTS OVERALL READING SKILLS?

A thesis submitted

By

Kaminsia Mercedes Fannin

To

LaGrange College

in partial fulfillment of

the requirement for the

degree of

MASTER OF EDUCATION

In

Curriculum and Instruction

LaGrange, Georgia

July 28, 2011

Abstract

This study investigated the strategy of concept oriented reading instruction (CORI) on improving reading levels of elementary students with disabilities. The specific practice of CORI implemented was the use of science goals in reading instruction to improve overall reading skills. In this study, science goals and standards in place by the state of Georgia were integrated in a conceptual theme for reading instruction. The use of science textbooks, trade books on the subject and hands on activities were used to direct and facilitate the reading instruction. The students reading scores before receiving the CORI strategy in the classroom were compared to post test scores after the strategy based instruction. Observational and descriptive analysis showed improvements in both students reading fluency and comprehension.

Table of Contents

Abstract iii

Table of Contents iv

List of Tables v

Chapter 1: Introduction 2

Statement of the Problem 2

Significance of the Problem 2

Theoretical and Conceptual Frameworks 3

Focus Questions 5

Overview of Methodology 6

Human as Researcher 6

Chapter 2: Review of the Literature………………………………………………………. 7 Implementing CORI in the classroom ……………………………………………. 8

Effect of CORI on reading fluency and comprehension 10

Student and teacher attitudes 12

Chapter 3: Methodology ..15

Research Design .…………………………………………………………………16

Setting………….………………………………………………………………....16

Subjects / Participants………...…………………………………………………..17

Procedures and Data Collection Method.………………………………………….17

Validity, Reliability, Dependability, Bias 21

Analysis of Data 22

Chapter 4: Results .. 24

Chapter 5: Analysis and Discussion of Results .. 33

Analysis .. 34

Discussion .. 38

Implications . .40

Impact on Student Learning .. 41

Recommendations for Future Research ...41

References .. 42

Appendices .. 44

List of Tables

Tables

Table 3.1 Data Shell………………………………………………………………….. 19

Table 4.1 Reading fluency data-time……………………………………………….... 25

Table 4.2 Reading fluency data-errors……………………………………………...... 26

Table 4.3 Dependent t-test for reading fluency……………………………………….26

Table 4.4 Aimsweb-Student B………………………………………………………. 27

Table 4.5 Aimsweb-Student C………………………………………………………..27

Table 4.6 Reading comprehension…………………………………………………....28

Table 4.7 Dependent t-test for reading comprehension………………………………29

Chapter 1: INTRODUCTION

Statement of the Problem

This study investigates the strategy of Concept-Oriented Reading Instruction (CORI) to improve reading fluency and comprehension in elementary students with disabilities. Helping students to become more independent readers is a central goal of elementary educators and the school improvement efforts across the nation as a whole (Bitter, Oday, Gubbins, & Socias, 2009). It has been noted as a possibility that children become poorly motivated to read because of their repeated failure to acquire reading skills (Compton, Cordray, Fuchs, Fuchs & Morgan, 2008). This is more so the case when examining students with reading disabilities. As some students with reading disabilities begin post-primary grades, academic failure begins to follow them. According to Guthrie et al., 2004), reading comprehension provides the basis for a substantial amount of learning in the later grades and without these skills students’ future academic progress is limited. However, with so many cited interventions and strategies, which ones are actually effective in the classroom? Can the strategy of Concept-Oriented Reading Instruction fulfill the tedious task of improving students?

Significance of the Problem

The reoccurring struggle in reading among students with and without disabilities and low reading scores across the nation is a prevailing concern in today's society. Unfortunately, when this problem is not addressed at an elementary level with these students, the results may be low self-esteem and academically damaging long-term effects. This is important because when students exit their elementary years, instruction in the classroom is no longer focused on learning to read but on reading to learn (Allington & Johnston, 2002). According to Allington and Johnston (2002), these struggling readers may participate in 30-60 minutes of appropriate supplemental reading instruction and then spend the remainder of the day sitting in classrooms with texts they are not able to read. These students, especially those with learning disabilities, may then exhibit more academic difficulties. Once these students begin to transition from the elementary level to higher levels of education, they often display a poor motivation towards reading as well as school. The ability to address this deficit of reading amongst students would greatly help educators effectively use class time and instruction to foster growth for all students.

Theoretical and Conceptual Frameworks

This research will investigate the strategy of Concept-Oriented Reading Instruction (CORI) used in order to improve student achievement in reading fluency and comprehension. Based on the concepts being examined, the constructivist theories are greatly supported. Piaget’s, as cited by Powell and Kalina (2009), main focus on constructivism deals with individuals and how they construct knowledge. His theory of cognitive development proposes that humans cannot be given information that they immediately understand and use; instead human must construct their own knowledge. This notion is essential when implementing strategies based on students needs in order for the strategies to be effective. This idea is supported in the manner of creating a constructivist classroom.

According to Powell and Kalina (2009), in order to ensure an effective constructivist environment, teachers need to learn strategies to employ both social and cognitive constructivist theories. Lev Vygotsky, one of the founders of social constructivism, strongly believed that social interaction and cultural influences have huge affects on a student and how learning occurs (Powell & Kalina, 2009). By embracing this notion, teachers in the classroom should more effectively be able to find successful strategies and motivations in the classroom, especially in the subject area of reading.

By examining the LaGrange College Education Department’s (2008) Conceptual Framework, this thesis relates to different aspects of both Tenet 1 and Tenet 2. The third section of Tenet1 entitled "Knowledge of Learners," is composed of several attributes relevant to this thesis. The subgroup is based on teaching a diverse community of learners. It is important that one is knowledgeable of how students learn and develop and provide diverse learning opportunities that support students' intelligences, learning styles, and areas of exceptionality (LaGrange College Education Department, 2008). Tomlinson (2001), states that teachers are required to organize, manage and create learning environments in which students are actively involved in the teaching and learning. This concept will be addressed in this thesis when investigating diverse strategies to assist with the success of students in reading.

In Tenet 2 of the Conceptual Framework, subsection, 1 entitled "Planning Skills," addresses the second aspect of this thesis of reading engagement/motivation. This tenet itself describes how in order for learners to be successful they must be active participants in the learning process. However, this must be accompanied by successful planning. Strategies must be developed for supporting student learning and understanding of individual group motivation in creating learning environments. Furthermore, when students are presented well-prepared learning activities, they are actively engaged in meaningful learning process and therefore achieve more (LaGrange College Education Department, 2008).

On the national level, each of the tenets described above are linked to different core propositions (National Board for Professional Teaching Standards [NBPTS] (2008)). The first tenet of "Knowledge of Learners" is tied to proposition 1. Proposition 1 states that teachers are committed to students and their earning. They are concerned with their student's motivation and the effects on learning or peer relationships. Individual differences among students are distinguished and are taken into account in their practice. The Planning Skills section of Tenet 2 is directly linked with NBPTS propositions 2 and 3. These propositions state that diverse instructional strategies are used to teach understanding and that effective instruction is delivered and keeps students motivated, engaged and focused (NBPTS, 2008).

Focus Questions

The purpose of this research was to determine if the implementation of CORI strategy would contribute to an improvement for students with disabilities in reading fluency and comprehension. According to Compton et al., (2008), findings suggest that children’s reading skills and motivation are moderately correlated and that it is possible that children become poorly motivated to read because of their repeated failure to acquire progressive reading skills. With this theory in mind, it is critical that instructional strategies be implemented in order to promote reading skills in the elementary years By improving students’ reading skills and proficiency at an early age, they are more likely to remain engaged in academic instruction in their later years. The following three questions will be addressed in this research:

1. How can Concept-Oriented Reading Instruction be implemented in the classroom?

2. What effect does Concept-Oriented Reading Instruction have on increasing reading fluency and comprehension skills?

3. What are student and teacher attitudes about the Concept Oriented instruction?

Overview of Methodology

This study was conducted using action research with a group of elementary school students with disabilities in an elementary school in the west Georgia area. Action research is used for practitioners to investigate and improve their practice. They look systematically for ways to deal with issues, such as instructional practices (Hendricks, 2009). This action research will quantitatively and qualitatively analyze data collected on effectiveness of CORI. There was a pre-assessment administered to determine all current reading fluency and comprehension levels of the students in the sample. Participatory observations were conducted to examine students' behavior and engagement during the implementation of the CORI strategy. These observations were recorded into a reflective journal and used to assist in determining the effectiveness of the strategies implemented in the lessons. Interviews were also conducted with both the students and teacher participants, at the conclusion of the study, to obtain more qualitative data.

Human as Researcher

As an educator, I have currently taught three years in the Georgia Public School System. Over this time I have taught special education on a high school level. This upcoming 2010-2011 school year I will be venturing on teach elementary school. As a Special Education teacher, I am categorized by the state of Georgia as "Highly Qualified" to teach special education as well as co-teach all core classes at the P-12 grade level. Every year, I have experience working with students with and without disabilities who struggle with reading. Although these students are in high school, their reading grade levels often fall as far back as third grade. The lack of reading skills often leads to a sense of discouragement in high school. This lack of reading skills negatively impacts the students' academic achievement. I am enthused at the opportunity to work with similar students at a younger age and grade level and hopefully with the use of effective strategies, help improve their reading skills.

CHAPTER TWO: REVIEW OF THE LITERATURE

Using Concept-Oriented Reading Instruction in the Classroom

Improving reading comprehension and fluency skills is an overall goal of the nation as a whole to work towards. Reading serves as the basis of education in all other academic content areas, and without the ability to read, students may truly struggle throughout life. Studies have found that students who are at risk for reading difficulties are often not engaged in academic instruction. This disengagement from academic instruction due to reading deficits is pervasive in students with reading difficulties; a deficit that may lead to academic failure in other subject areas. Studies have also show that students with learning disabilities often spend less time engaged in academic activities than their counterparts (Bishop, Brownell, Dingle, & Seo, 2008). The longer students remain disengaged from academic tasks the more likely their academic performances will suffer, resulting from undesirable outcomes (Rock, 2005). As proposed by Wigfield, et al. (2008), when readers are fully engaged in reading they comprehend better and are motivated to read.

Concept-Oriented Reading Instruction (CORI) is a reading strategy implemented in the classroom to help improving student reading skills. CORI integrates reading with science or social studies through activities and the use of the core content (science or social studies) books during reading instruction. The instructional program supplements the school’s standard science and reading curricula and offers instruction in reading strategies scientific concepts, and inquiry skills. CORI is constructed in order to provide classroom context where multiple strategies of activating background knowledge, questioning, searching for information, summarizing, organizing graphically and structuring stories would be taught (Guthrie et al., 2004). The objective of the program is to improve reading comprehension and increase reading engagement (What Works Clearinghouse, 2010). In order to implement CORI, there are multiple group formats for instruction than can be utilized. Liang and Dole (2006) state that both whole – class discussions and small-group can work depending on the particular topic of interest; the time period of the instruction may also vary. CORI units can last anywhere from a few weeks to several months with the also variation of the daily lessons depending on the topic of the unit.

According to What Works Clearinghouse (2010), the ultimate aims of the program is to improve comprehension by teaching students the following strategies that they can use to better understand text they are reading. In order to accomplish this better understanding students are taught reading comprehension in a conceptual theme. Knowledge of content goals provides motivation for students because they provide a purpose for using strategies. Meaningful context enable students to learn and use strategies with greater effort, attention and interest than a context without contextual themes would (Guthrie et al., 2004). It is also important to note that the amount of teacher planning time required for Concept-Oriented Reading Instruction is a substantial amount, especially at the beginning. Liang and Dole (2006) noted that it takes a great amount of time to prepare the instructional framework and implement the substantial amount of teacher management. However, over time the amount support required for the students is reduced as the students become more independent in their learning and their use of the reading strategies taught.

As stated by Anderson and Guthrie (1996), in order to implement Concept-Oriented Reading Instruction, there are new a few necessities for the teacher to complete. In order for CORI to be taught in schools, teachers would need several trade books, their imagination, a plan, and at least one other teacher or a team of teachers with whom one can share ideas. In order for CORI interventions to be successful, the trade books are some of the most important material (Guthrie, Mcrae, & Klauda, 2007). The books should be selected to be appropriate to the student’s reading levels. Anderson and Guthrie (1996) go on to state the four main components for successful implementation in the classroom; these components may be done simultaneously. One must observe and personalize: the question must be asked, what is the concept students are learning about? The next concept is to search and retrieve: students look for ideas and information by performing observations and reading a variety of texts over a period of time. Then one must comprehend and integrate, by examining the most vital reading strategies. With this idea in mind students learn to find trade books, locate relevant sections of books, and integrate segments of text. Students learn to collaborate to learn and to demonstrate independent use of reading strategies to different audiences. Lastly comes communication to others, in this phase students learn how to communicate their learning to others (Anderson &Guthrie, 1996).

Effect of CORI on reading fluency and comprehension

A study conducted by Guthrie et al., (2004), examined the effects of reading comprehension and engagement through Concept-Oriented Reading Instruction and exhibited significant results. At pretest, CORI, SI (strategy instruction), and TI (traditional instruction) were not significantly different on the passage comprehension pretest. However on the posttest, CORI was significantly higher than TI but not SI. On the contrary, both TI and SI were also not significant in comparison to each other. On the Gates-MacGinitie comprehension test administered, analysis also showed that CORI was significantly higher than SI and TI.

According to a study by Wigfield et al. (2008), the results showed significant improvements of the CORI instruction implemented in the classroom. The results of the study show, when CORI was compared to both strategy instruction and tradition instruction, on multiple text comprehension the comparisons revealed that CORI was significantly higher. On the reading strategies composite, CORI was also significantly higher than the strategy instruction and traditional instruction. These results show that the instructional practices in CORI increased students’ reading comprehension on two comprehension measures, reading strategies, and reading engagement, in comparison to strategy and traditional instruction. The results were also evident in the research of Guthrie, Bennett and McGough (1994), where it was found that students who received the CORI approach gained substantially higher in the higher order cognitive strategies involved in searching for information, comprehending informative text, constructing conceptual knowledge, and transferring conceptual knowledge to solve novel problems. Wigfield et al., (2008), go on to attribute the success of CORI to its incorporation of instructional practices teaching reading strategies known to promote comprehension growth and also practices to foster students’ motivation. The complex interactional increases students’ comprehension and motivation. The study goes further to acknowledge that it is the first to attribute the effects of these practices on students’ quality of engagement in reading during instruction. This is of importance due to the effects on reading comprehension of engagement practice in instructional programs which could be attributed to improved cognitive competency such as fluency or a social experience of the students. These factors may also explain how CORI instructional practices increased reading comprehension (Wigfield et al., 2008).

The effects of CORI on reading comprehension and cognitive variables were also examined in a study by Guthrie et al. (2007). In this study, the reading comprehension results showed that CORI had a relatively substantial impact on standardized test of reading comprehension. Guthrie et al. (2007) described this as rare considering that most reading intervention programs have not shown effects with standardized tests as with experimenter-designed tests. The mean ES (effective size), was .91, which indicated a relatively strong benefit of CORI on reading comprehension strategies. On multiple text comprehension, CORI showed a high impact on the complex literacy measure further showing CORI students read information text relatively well. Guthrie et al. (2007) went on to further examine the effect of CORI on story comprehension. It was noted that story comprehension was included but not emphasized in CORI, and that the CORI students gained in narrative comprehension as well as information text comprehension. Overall, compared to the control group studying the same science unit, CORI students has an effect size of .57, showing the science-reading integration of CORI was valuable to the students (Guthrie et al., 2007).

Student and Teacher attitudes

The attitudes and opinions of Concept-Oriented Reading Instruction of both the students and teachers play a great role in the outcome and success of the reading strategy. Koskinen (1994) noted in her research that during parent conferences a number of parents had begun to notice that their children asked to go to the public library more to search for more books on the topic being taught. The students now checked topic related books out of the school library and read them during their free times and reading periods. The teachers also noticed that many students became so involved that at the end of the reading class time they protested leaving class because they preferred to continue (Koskinen, 1994). Guthrie, Wigfield, and Vonsecker (2000), also found in their investigation that students who received CORI had significantly higher curiosity for reading at the end of the academic year in comparison to the student who received traditional reading and science instruction. This is further supported by the findings of Wigfield et al.(2008), stating that during their research the teachers observed that students in the different instructional conditions made progress on the outcome measures of reading comprehension and strategies to the degree that they were more highly engaged in reading.

The findings by Guthrie et al. (1994) also explained some to the changes in student attitudes that took place after the CORI strategy was implemented. Guthrie et al., (1994), found that the students in the classroom who received the CORI instruction reported more intrinsic motivations for reading and fewer extrinsic motivations for reading than did the students who did not receive the CORI instruction. Their research further observed that such intrinsic interest arouse the students and enable them to learn and use cognitive strategies to pursue their interests. Studies have shown that most students enjoy sensory experiences and observing the natural environment (Anderson & Guthrie, 1996). Being that Concept-Oriented instruction begins with real-world experiences it further more intrinsically motivates as well.

An instructional questionnaire and intervention check administered in the research of Guthrie et al., (1998), explained the correlation of teacher attitudes with the CORI instruction. It showed that by teachers, CORI classrooms were characterized by real-world interactions, conceptual orientation, student direction, collaborative social structures, explicit strategy teaching, and integration of language art with science, while on the other hand; traditional classrooms were characterized by more abstract representation of real-world experiences, factual knowledge learning, teacher direction, individual work, implicit strategy learning and departmentalized language art and science. Simultaneously, teachers stated that they perceived that if the comprehension instruction was not highly engaging, or even disengaging, they doubt that students’ ultimate reading comprehension levels would increase, even if the instruction involves teaching important reading strategies (Wigfield et al., 2008).

CHAPTER THREE: METHODOLOGY

Research Design

The form of action research done in this study was classroom action research. This is the form of research conducted by teachers in their classrooms with the purpose of improving practice (Hendricks, 2009). Improving practice is the sole purpose of this study that took place. The purpose of Concept Oriented Reading Instruction is to improve students reading comprehension levels through integrating of science or social studies curriculum into the reading classroom. This idea further supports the notion of classroom action research that collaboration among classroom teachers greatly occurs in this type of research (Hendricks, 2009). Hendricks (2009) further explains that education action research is a process that should be used by educators to generate knowledge about their practice and share that knowledge with their colleagues. This is the great importance of action research as well as the importance for this study.

During the research, both pre-test and post-tests were administered in order to collect data to determine the effectiveness of the implementation of the CORI strategy. As stated by Sagor (2000), “reasonable people do not change present practice unless or until they have credible data that causes them to believe improvement will result” (p.33). The use of the data collected during action research is vital in changing or improving ones teaching practices in the classroom. As well as the data obtained from the pre and post tests, ongoing reading fluency assessments were also administered through the Aimsweb software. Through the Aimsweb software, the R-CBM or reading curriculum based measurement, was administered weekly in order to monitor the fluency progress of the students on their current reading levels; Students B and C are currently being tested on a 2nd grade reading level. It is also important to note that during this action research reflective journaling also took place. Hendricks (2009), explains that journaling throughout action research is a good way to record observations, ideas, challenges, successes and failures.

Setting

The research took place in an elementary Pk-5 school located in the West Georgia area. This is a fairly new school in the county, being that it has been in existence for less than 5 years. The school is considered a Title 1 school based on its serving of 40% or more low –income students as defined by the U.S Department of Education. The school is composed of approximately 580 students with about 66% classified as low-income. The population of the school is a make of about 60% Caucasian, 28% African American, 4% of two or more races, 3% Asian, 2% Hispanic and 1% American Indian. This specific location and school was chosen due to the present employment of the researcher. The researcher therefore had convenient access to each of the participants of the study. In order to obtain and secure subjects for this research, approval for administration of research was given by both the school’s principal and the county via IRB (Institutional Review Board) and county research approval application.

Subjects and Participants

The subjects of this research were three fifth grade students. The three students consisted of one African American and two Caucasian students. All three of students were male and are currently receiving special education services in reading based on their exceptionalities and IEP. These subjects were selected based of the deficits they exhibit in reading currently. All three male students currently have exceptionalities of Specific Learning Disability (SLD) with Reading being determined the main area of deficit. Based of the previous standardized test scores for the subjects, they have been unsuccessful in passing the reading portions of the state standardized tests. They also significantly lag in grade level reading based on the past test scores, psychological evaluations and previous progress monitoring data.

The participant in the qualitative analysis is the science teacher of the subjects. This is a female teacher with over 5 years of teaching experience. She participated in the interview in order to determine her attitude towards the Concept–Oriented Reading Instruction implemented. Based on the researcher’s employment at the school in which the study took place and the direct contact with the subjects there would be continued access for data collection throughout the research.

Procedures and Data Collection Methods

The procedures and methods used in this research are outlined by focus questions. The outline further explains how each focus question was addressed, how the data was gathered and analyzed. This information is presented in Table 3.1.

|Focus Question |Literature Sources |Type: Method, Data, |How are data |Rationale |

| | |Validity |analyzed? | |

|How can Concept-Oriented |Anderson, E. & Guthrie, J.T. (1996) |Method: Instructional| | |

|Reading Instruction be | |plan, rubric and |Coded for themes |Looking for categorical and |

|implemented in classrooms?|Bishop, A.G., Brownell. M.T., Dingle, M., |interview |Recurring |repeating data that form patterns |

| |Seo, S. (2008) | |Dominant |of behaviors. |

| | |Type of data: |Emerging | |

| |Guthrie, J.Y., Wigfield, A. Barbosa, P., |Qualitative | | |

| |Perencevich, A.T., Davis, M.H., Scafiddi, | | | |

| |N.T., Tonks (2004) |Type of validity: | | |

| | |Content | | |

|What effect does Concept- |Guthrie, J.Y., Wigfield, A. Barbosa, P., |Method: Pre-post |Dependent T |To determine if there are |

|Oriented Reading |Perencevich, A.T., Davis, M.H., Scafiddi, |assessment, teacher | |significant differences between |

|Instruction have on |N.T., Tonks (2004) |made tests or | |means from one group tested twice. |

|increasing reading fluency| |quizzes, progress |Effect size | |

|and comprehension skills? |Guthrie, John, t., McRae, A., Klauda, Susan |monitoring tool | |Measure of magnitude of a treatment|

| |(2007) | |Descriptive |effect. |

| | |Data: interval |Statistics | |

| |Wigfield, A., Guthrie, J.T., Perencevich, | | | |

| |K.C., Taboada, A., Klauda, S.L., McRae, A., |Validity: Content | | |

| |Barbosa, P. (2008) | | | |

|What are student and |Guthriem John T., Wigfield, Allan, VonSecker,|Method: Reflective |Coded for themes | |

|teacher attitudes about |Clare (2000). |Journal, Interviews |Recurring |Looking for categorical and |

|the Concept-Oriented | | |Dominant |repeating data that form patterns |

|instruction? |Guthrie, John, t., McRae, A., Klauda, Susan | |Emerging |of behaviors. |

| |(2007) | | | |

| | |Data: Qualitative |Measure attitude | |

| |Wigfield, A., Guthrie, J.T., Perencevich, | |towards reading; | |

| |K.C., Taboada, A., Klauda, S.L., McRae, A., | |Teacher observation | |

| |Barbosa, P. (2008) | | | |

Before beginning the research an instructional plan was drafted and presented to colleague for evaluation. This instructional plan is based off of the content area material that will be utilized in the reading classroom for the CORI strategy (see Appendix A). In order for a successful evaluation from the colleague of the instructional plan, a rubric was drafted and used for needed modifications based upon the feedback received (see Appendix B).

The next step before beginning the study was the collection of all needed science instructional material implemented in the study was collected for resources for during the research. Students were asked to write about what they knew about physical and chemical changes in matter and water in a 20 minute time span. Due to the learning disabilities of the student in the sample, open-ended writing prompts were provided for the students as a modification. Responses were coded to a three-level rubric that measured the amount and depth of their prior knowledge about the topic before reading (see Appendix C). This rubric was based on the rubric used in the research of Guthrie et al. (1994), but adjusted to the science content taught in this particular research and the current levels of the students in the sample based off of the learning disabilities documented in their IEPs. Students were then administered pretests of reading fluency and comprehension to determine their prior knowledge of the topic and to determine their current reading and comprehension levels of the current science content. This coincides with what has been described as one the first steps of CORI instruction strategy of activating background knowledge (Guthrie et al., 2004).

In order to further implement the CORI instruction, the next steps of questioning, observe and personalize, searching and summarizing, and communication to others took place. To apply the facet of questioning, reading packets were administered to the students and the students were giving a 15 minute period to look through and comprise as many good questions as possible related to the material. By participating in this task, students were able to observe and personalize the content. Through the reading packets as well observations, the students composed personal inquisition questions that give them a personal connection with the subject and therefore led to more intrinsic motivation. Throughout our study of the unit and reading through the passages the students would focus on answering their own questions. This allows the students to become motivated and engaged in the subject through direct observation and personalization (Liang & Dole, 2006). The next strategy taught is searching and summarizing, several search strategies were taught as the students gained information about the subject matter as well exposure to the reading material. Students utilized many different types of texts to read and learn from to gain exposure to the material. After the search, with the use of retrieve and summarizing students were able to comprehend and integrate what they had read (Liang & Dole, 2006).

The last phase is the communication to others. In order to incorporate this phase, a performance activity was implemented where the students orally presented their findings to their peers in order to successfully communicate the information they learned. Throughout the study, all reading that took place in the class was centered on the science concept of changing matter, while still maintaining focus on our reading and phonetic goals of the class. Literary texts, trade books and interesting texts from the library were utilized during the reading instructional time to supplement instruction.

As a post assessment, students were administered the same open-ended writing prompts as a response task of what they know from their readings. The students were given 30 minutes to express their knowledge and the responses were coded to the same three-level rubric used for background knowledge described previously. The students were administered reading fluency, as well as comprehension tests, the results were compared to the pretest to determine if significant gains took place. After the post test took place, the students in the sample completed an interview to determine their attitudes toward the use of Concept Oriented Reading Instruction the classroom (see Appendix D). An interview was also conducted with the core science teacher of the sample of students to determine her attitude toward the instructional strategy that was implemented in the sample’s reading environment (see Appendix E). Each day throughout the study a reflective journal was kept during the instruction based on reflective prompts (see Appendix F). The reflective journal serves as a place to store information that comes from private, internal thoughts and from conversations with others (Hendricks, 2009).

Validity, Reliability, Dependability, and Bias

In order to address focus question one, an instructional plan was constructed along with a rubric . According to Hendricks (2009), results received from qualitative research can increase when detailed descriptions of the setting, participants and context are provided. This has been done in the construction of the instructional plan which in return yielded qualitative data. To assure validity of the instructional plan an interview was performed with a colleague to evaluate the instructional plan by the rubric. The type of validity of the instructional plan is of content validity. Dependability of the data was also examined during the research. In order to ensure dependability, data collection and treatment were kept consistent, raw data was kept well organized, and complete and accurate supporting data was provided. Next it is important to consider any bias of the instructional plan. Popham (2003) explains that bias is something by educators that needs to be identified and eliminated for moral reasons and instructional decisions. As the instructional plan was drafted items were evaluated as not to offend or unfairly penalized students due to unfair or offensive bias.

Focus question two examines the effect that CORI has on increasing reading fluency and comprehension skills. The data gathering method used in order to determine this effectiveness was the use of teacher made tests during the research as well as pre-post test assessments. These data gathering methods will in return produce interval data. It is important that the data gathered on the increase of reading skills is valid data. Reaching valid conclusions in the study is critical in the action research (Hendricks, 2009). The type of validity provided by this data is content validity. The data gathered will measure specific information that was taught in the course. Reliability is also an important aspect of the study itself. It is important that study can be replicated, therefore influencing the validity. The types of questions drafted for both the pre and posts, and the teacher made tests, were closely evaluated for the elimination of any bias. Popham (2003) clarifies that the absence of bias is a good thing and permits better judgment.

Student and teacher attitudes about the Concept Oriented Reading Instruction will be gathered through reflective journal and interviews. Both the reflective journal and the interviews will generate qualitative data that were coded for themes aligned with the third focus question. Hendricks (2009) explains that the analysis of qualitative data is a process of making meaning from data that can be interpreted in many ways. After this data was interpreted it can be used to answer the research question of student and teacher attitudes demonstrating construct validity. When examining dependability of the study, there was control of the data collection setting, complete and accurate supporting data was sustained and a chain of evidence was established. During the daily composition of the reflective journal I noted any bias that occurred and its effect on the study.

Analysis of Data

The data from focus question one was analyzed qualitatively. The data was then coded for recurring, dominant and emerging themes. The rationale is that of looking for categorical and repeating data that form patterns of behaviors.

The data from focus question two was analyzed quantitatively. Dependent T tests as well as descriptive statistics were used to analyze the pre and post tests. In order to with either accept or reject the null hypothesis that there is no significant improvement in reading skills, p ................
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