Action Research  by Joe Crawley           referenced  "Reading to Graduate" Steven Jantzen – “ I read it but I can’t Get It” Eric Jensen “The learning Brain” , Jeffrey D Wilhem “ Improving Comprehensions With Think –Aloud Str                                                                                 

Materials:

Reading Check:  questions to determine what students are thinking and doing during their reading    PDF

Solution:  provides the answers and  applicability to the thesis   PDF

Analysis Matrix:  This matrix  enables the questions and answers to be correlated with the thesis. PDF

Strategies This overview of reading strategies came from Reading to Graduate by Steve Jantzen PDF

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Student Data  : Each student was positive and enthusiastic about the program .  Each felt a sense of relief that the problem of their reading had been  found . They also felt positive that they would pass the FCAT and that their ability to comprehend had improved.

• Student 1(high)

  • initial analysis --4 FCAT scores ranged from 241 to 290

  • analysis of reading check results--Overcoming boredom was the highest area of concern  See student 1 analysis matrix. We emphasized and worked with the strategies that applied to the  area of concern.  See strategies hand out.

  • student outcome --FCAT results will be posted 20 May

• Student 2( medium)

  • initial analysis --4 FCAT scores ranged from 100 to 288

  • analysis of reading check results Adjusting to an author's style was the highest area of concern  See student 2 analysis matrix. We emphasized and worked with the strategy that applied to the  area of concern.  See strategies hand out.

  • student outcome--FCAT results will be posted 20 May

• Student 3 (Low)

  • initial analysis--4 FCAT scores ranged from 156 to 275

  • analysis of reading check results--Overcoming boredom and adjusting to an author's style were the highest areas of concern  See student 3 analysis matrix. We emphasized and worked with the strategies that applied to the  areas of concern.  See strategies hand out.

  • student outcome--FCAT results will be posted 20 May

Conclusions / Findings: 

• Student 1(high)   Improved from a 290 to 325  (level 2 to level 3) He felt that being able to focus on strategies to conquer his boredom brought him through for the first time.   He was overjoyed.

• Student 2 (medium) Improved from a 288 to 305.  The student had never received much instruction on different authors style.  The student felt much more comfortable recognizing each authors style.  Felt that It improved comprehension.

• Student 3(low)  turned in a blank paper.  He knew that he would receive his diploma as a Special Ed Student and therefore felt he didn't have to try.

Recommendations:  The research suggests that further study and use with students is warranted.