Reading Difficulties of Elementary Students: The Effects of Guided Reading on English Language Students
EssayChat / Aug 4, 2017
Statement of Problem
A TOPICAL INTRODUCTION
Literacy is the building block on which all facets of the educational process rest. As a result, ESL students are often at a significant disadvantage to their native language counterparts even when their actual scholastic aptitude is the same or greater. To remedy literacy deficiencies in ESL populations, a variety of interventions and methods have been proposed that have produced a wide variety of results. Among these interventions is the concept of guided reading for students with language delays. According to Avalos, Plasecnia, Chavez & Rascon, ELLs are not generally ready for reading instruction until they are at the intermediate state of English language acquisition. Some researchers, in contrast, suggest that this process can occur simultaneously thereby making it more of a whole language learning mechanism. Regardless of the perspective in which one embraces, "guided reading provides students with the understanding that reading is about creating and gaining meaning from text" (Avalos et al., p. 318). With this theoretical proclamation in place, if guided reading carries with it the potential to help delayed language learners better master reading competency, they will be better able to bridge the existing gaps between themselves and non delayed language students. With a mastery of the instructional language, students will be better equipped to focus on the content analysis of their respective subjects rather than making meaning of texts within those disciplines.
RESEARCH QUESTIONS
In an effort to help delayed language learners increase their mastery of language, the researcher has selected guided reading as a technique for assuaging language deficiencies. It is hypothesized by the researcher that delayed language elementary students who are given additional guided reading protocols in addition to their conventional instruction will produce greater improvements in accuracy and fluency of language than those who are not exposed to guided reading. To prove or disprove this hypothesis, the following primary research question has been proposed, Is guided reading instruction an effective way to improve the reading accuracy/fluency of elementary level English as a second language students? To conduct such a study, an after school program of ESL third and fourth graders will be used in an original experimental research design using existing instruments for improvement measurement. The quantitative research study will demonstrate whether or not students who are exposed to guided reading are at an advantage to those who are not. In addition, it will demonstrate the degree of these differences and whether or not these differences impact overall mastery. To supplement the original research design, a review of related literature will also be consulted and considered in regards to the results of the study.
The review of literature will be conducted through an analysis of peer reviewed studies that have already been conducted on guided reading and its impact on delayed language learners. Data and trends related to that data will be compared to the results of the proposed research topic. Both correlations and contradictions will be considered. In the event that contradictions are present, why those may have occurred and potential flaws in the research methodology will be considered. Though no study is free from weaknesses, the design of the research will be done in such a way that the most overt potential for weaknesses are eliminated. This will enable maximum validity and reliability to associated with the results that will be revealed through the study.
A DEFINITION OF KEY TERMS
Guided Reading. In order for this study to be reliable, a strong definition of guided reading must be articulated. If there is variance in how guided reading is defined, this could affect the reliability of future studies when they are used for comparing results. This research study has borrowed the definition of guided reading from researchers Kouri, Selle and Riley Kouri et al. define guided reading as follows:
"Guided reading is defined as an approach that enables a teacher and group of children to talk, read, and think their way purposefully through a text, making possible an early introduction to reading silently. Stated simply, guided reading is when a child reads aloud to an adult who provides various forms of instructional input. (p. 237)."
As with most forms of instructional practices, the way in which the teacher understands the students and is able to relate to the students can account for high amounts of variance in instructional efficacy even when the same methods are employed. As a result, it is admittedly possible that one instructor could be more successful with an intervention on the same student demographic than other instructor. This, however, is the nature of education and this potential built in bias cannot be overcome by this research study or any research study with similar attributes. English Language Learners. Throughout the proposal, the terms delayed language learner, English as a Second Language (ESL) and English Language Learners (ELL) will all be used. It is acknowledged by the researcher that there is variance in how these terms are traditionally used and defined in academic and educational programs. for the sake of this discourse, ESL and ELL will be used synonymously to designate that the students are learning English as a second language. This, as a result, is causing a delay in their language acquisition in comparison to other native speakers in the same age bracket. Though language delay can be caused by a variety of attributes, in this study, language delays relevant to the sampled population will be based on the fact that English is not their first language or the language in which they primarily hear at home in most cases.
A REVIEW OF LITERATURE
Guided reading is a common practice recommended for children in the early stages of literacy development. Since ESL students and delayed language learners are in their early stages of literacy development, it is also theoretically an efficacious protocol for ESL students. Experts agree that oral reading facilitates literacy skills, however, there is some degree of controversy over which corrective feedback strategies are most effective (Kouri et al.). According to research conducted by Kouri et al., the use of GP word-decoding as an intervention was superior to traditional meaning based cues for facilitating correction. Rather than a singular intervention modality, however, teachers are acutely aware of the need to vary instruction to meet the needs of students' literary development. According to Tobin and McInnes, "Through differentiating instructions, teachers create different levels of expectations for task completion and environments where all learners are successful" (p. 3). With guided reading practices, classes can be engaged in a meaningful and manageable manner.
In order for literacy interventions to be successful, the way in which children learn strategies for reading words must be considered. Katz and Carlisle demonstrated that in primary grades, children learn strategies for reading words that focus on basic letter-sound correspondences and syllable types. When children move on to intermediate grades, they must then become adept at decoding multisyllabic words that contain prefixes and suffixes. Based on this notion, Katz and Carlisle ascertained the following, "Because upper elementary struggling readers show a lack of perseverance and other difficulties monitoring their reading of challenging texts, an effective intervention program should have the goal of helping them become analytic and engaged readers" (p. 326). The researchers proposed that guided instruction was one way in which to accomplish this dynamic. They continued, "guided practice during reading holds promise as a way to improve word reading and comprehension for struggling readers in the middle to upper elementary years".
Guided reading is best considered a process of engagement that requires initiating meaningful conversation by the instructor. According to Purdy, there are four ways that teachers can structure meaningful conversations. These methods include questioning, teaching vocabulary, engaging in collaborative talk and recognizing that culture and identity of the child are important for learning. Teaching vocabulary is a mechanism that generally occurs prior to reading or in some cases during reading. When it take place prior, words that are anticipated to be difficult for the students during reading will be picked out and presented to them for meaning and pronunciation prior to the actual oral portion of guided reading. In the case that oral protocols of guided reading already occurred, teachers can stop and discuss word meaning with the class during the reading process as a way of engaging the text. At strategic portions during the guided reading, the teacher can engage the students in discussion of what is going on in the text. This can be done both by explaining to them what is occurring and prompting the students to discuss their own perspective on what is happening. This ensures that students are aware of what they are reading and they are able to respond to what is happening in the text. As Purdy illustrated, cultural variance does plan a role in language development. As a result, simply categorizing all foreign language students as ESL can oversimplify intricacies that are innate within certain cultures and their attitudes toward second language acquisition. In the case that an ESL classroom has delayed language learners from differing cultures, instructional variance may have to be considered in order to make the most efficacious environment.
Related literature demonstrates that guided reading is an effective protocol for delayed language learners, however, it is not advocated by researchers as being a singular dimension for literacy instruction. In addition, there is variance in how guided reading should be conducted in order for maximum efficacy to occur. For example Kouri et al. demonstrated that "more miscued words were corrected overall through the use of GP feedback cues" though "some meaning based instructional advantages were indicated for key word identifications" (p. 237). Holistically, guided reading should be part of an overall process of planning for the needs of diverse student populations. For example, Foley and Andrews demonstrated how K-6 children's literacy needs could be addressed through guided reading lessons used in conjunction with other instructional interventions. According to the researchers, lessons plans for guided reading lessons were implemented for small groups of students while literacy seminars were used to scaffold activities to increase teacher awareness of individual differences in students so appropriate accommodations would become part of the diverse educational paradigm. Rather than the number of variances in a lesson plan, it is the targeted nature of these accommodations that will determine the efficacy of the overall language mastery curriculum.
Tobin and McInnes advocated varied instruction that included reading and writing, guided reading, text choices and the use of literacy centers. According to the researchers, "Through differentiating instructions, teachers can create different levels of expectations for task completion and environments where all learners can be successful" (Tobin & McInnes, p. 3). Based on the literature presented, the following methodology has been proposed. In the proposed methodology, guided reading is used in addition to the varied instructional protocols that are already in place in the after school program in which the study is going to occur. As a result, the developed program for the experiment group is based on sound theoretical research as well as sound research that has been conducted through experimental designs.
METHODOLOGY
In an effort to determine the efficacy of guided reading as an improvement mechanism for increasing the accuracy and fluency of elementary level ESL, this research study has targeted a group of children in an after-school program. The ESL students participating in the study will be taught reading in a modified guided reading protocol for 45 minutes each day for 3 months. The student reading level will be first gauged through a pre-text and then again checked at the conclusion of the three month period. The difference between the scores will be used to measure the efficacy of guided reading as an instructional intervention. To further the data produced in the study, the pre and post test results will be compared to another group of students who will be using the conventional teaching methods only embraced at the after-school program over the same period of time. The study will determine the degree to which guided reading impacts the ESL students over the three month period and it will compare this data to a control group to see how those results measure up against another instructional intervention.
PARTICIPANTS
The study participants will be two groups of third and fourth grade ESL students participating in the selected after school program. Each group will be comprised of 12 students. In terms of culture, the demographics of the area in which the study is taking place makes the group's culturally homogenous. In terms of gender, the program participants will be divided into control and experiment groups with some attention to dividing gender as much as possible. For example, if there were a total of six females in the program, three would be assigned to one group and three would be assigned to the other for balance. The additional gender demographic will add a research component for making assessments about possible gender variance in intervention efficacy or lack-thereof. While the teachers will be aware of the student's names, the tests will refer to the student only as a number. Each student will be assigned a number of 1-24.
The researcher will be in charge of facilitating the guided instruction to the experiment group and the control group will be taught by the conventional instructor using the regular interventions that are favored by the program. Upon initial consultation with the program, the general instructional protocols for the students do not place a heavy emphasis on guided reading. The participants will be aware that their scores are being recorded, however, they will not be aware that any instructional differences are happening between the two groups. No consent forms are necessary for the participants as a general consent form for being in the program mentions that student scores and instructional protocols may be measured for research if the student's identities are kept anonymous. All parents or guardians have to consent to these outlined parameters in order for the their child to participate in the program. The proposal for the study has already been deemed by the head of the program as falling within the outlined standards of the general consent form.
In terms of learner levels, the participants will be unified in that they will either be in third or fourth grade. Outside of that, it is estimated by the researcher that there will be a varied amount of learning levels, reading efficacy and disabilities present in the population. As demonstrated by the review of literature, guided reading has the potential for being used simultaneously for different learning levels. As a result, if the efficacy of guided reading is upheld by the research study, variance in student levels should not make a difference. The study is measuring improvement rather than mastery. It is possible that a more skilled level of aptitude in the control group could produce overall higher scores. The improvement level of the experiment group could still be higher thereby demonstrating the efficacy of the intervention. In the case that a student does have an IEP, this will be noted in the pre and post test designations. In addition, what group they are in will also be noted in the data tables.
INSTRUMENTS
The instruments that will be used are going to be evaluator tests that are already in place at the after school program. This ensures that the instruments have already been deemed valid and have been used in the past to measure improvement. Essentially two tests will be used, both of which will measure the same competencies. The program has two tests already in place for the students, these will be labeled A and B. Generally, only one of them is given at the conclusion of the program to measure competency. Within this context, test "A" is the primary test and test "B" is used for students who were absent or who for some reason were not able to take test "A" at the predetermined time. To modify the test dissemination to meet the needs of the research study, Test "B" will be given as a pre-test prior to any instructional intervention as a tool to measure where the students are. At the conclusion of the term, Test "A" will be given and the scores between the two will then be compared for improvement and also for mastery. In approaching the task in this manner, there regular protocols of the program will not be interrupted. For the sake of their own operational paradigms, only Test "A" will be recorded. The pre test modality is a modified use of an existing instrument. Procedure
The study will begin by first dividing up the students into a control and experiment group with as much gender heterogeneity as possible. Once divided into the groups, students will be assigned a number that they will be assigned to throughout the duration of the study. The student will not be aware of his/her number, they are strictly for the use of the researcher for data interpretation. Upon being divided into groups and prior to any instructional interventions, all students participating will be given the first instrument, Test "B." The scores of this test will then be recorded. After the pre-test phase, students will then begin their typical reading course and this will continue over a 3 month period for 45 minutes a day. Students in the experiment group will also be participating in the typical instructional protocols, however, they will also be given 45 minutes each day of guided reading instruction. At the conclusion of the 3 month period, all students will be required to take the second instrument, Test "A." The difference between the scores will be analyzed both within the context of those who had guided reading instruction and those who did not. In this particular model, guided reading instruction is an additional intervention to the common instructional paradigm embraced by the program.
For the sake of data analysis, each student will be labeled with a number, either an "M" or "F" for their respective gender and "IEP" in parentheses if applicable. The pre and post test scores will then be listed after, see following example:
* Student 1 "M" Pre: 40% Post: 55% Improvement: 15% (Control)
* Student 2 "F" (IEP) Pre 20% Post: 21% Improvement: 1% (Experiment)
* Student 3 "M" (IEP) Pre 30% Post: 50% Improvement: 20% (Experiment)
* Student 4 "F" Pre: 60% Post: 55% Improvement: -5% (Control)
This method of data recording will produce overall quantitative results that can easily be interpreted. The above example data set would reveal the following, members of the experiment group had a 10% improvement rate among IEP students and female students demonstrated a lower improvement rate than their male counterparts. In addition, the data would show that there is a statistically significant correlation between greater improvement levels for the experimental group using guided reading than the control group that did not.
The study meets the ethical standards necessary for a work with underage students. In the first regard, there is built in parental consent and the names of the students are not being used for the data sets. Beyond this, all students participating will be getting the same general education program that they would have been even if the research study was not in place. The only difference is that half of the students will be given additional guided reading instruction. If the difference between the scores is statistically significant and backs the research hypothesis, it is likely that the program will adopt more guided reading protocols thereby increasing their level of instructional efficacy.
References
Avalos, M.A., Plasecnia, A., Chavez, C. & Rascon, J. Modified guided reading: Gateway to English as a second language and literacy learning. The Reading Teacher, 61(4), 318-329.
Foley, N. & Andrews, J. Planning for the literacy needs of diverse learners: A preservice approach. The International Journal of Learning, 15(6), 141- 145.
Katz, L.A. & Carlisle, J.F. Teaching students with reading difficulties to be close readers: A feasibility study. Language, Speech and Hearing Services in Schools, 40, 325-340.
Kouri, T.A., Selle, C.A., & Riley, S.A. Feedback strategies for guided research instruction of children with language delays. American Journal of Speech Language Pathology, 15, 236-246.
Purdy, J. Inviting conversation: Meaningful talks about texts for English language learners. Literacy, 42(1), 44- 51.
Tobin, R. & McInnes, A. Accommodating differences: variations in differentiated literacy instruction in Grade 2/3 classrooms. Literacy, 42(1), 3-9
A TOPICAL INTRODUCTION
Literacy is the building block on which all facets of the educational process rest. As a result, ESL students are often at a significant disadvantage to their native language counterparts even when their actual scholastic aptitude is the same or greater. To remedy literacy deficiencies in ESL populations, a variety of interventions and methods have been proposed that have produced a wide variety of results. Among these interventions is the concept of guided reading for students with language delays. According to Avalos, Plasecnia, Chavez & Rascon, ELLs are not generally ready for reading instruction until they are at the intermediate state of English language acquisition. Some researchers, in contrast, suggest that this process can occur simultaneously thereby making it more of a whole language learning mechanism. Regardless of the perspective in which one embraces, "guided reading provides students with the understanding that reading is about creating and gaining meaning from text" (Avalos et al., p. 318). With this theoretical proclamation in place, if guided reading carries with it the potential to help delayed language learners better master reading competency, they will be better able to bridge the existing gaps between themselves and non delayed language students. With a mastery of the instructional language, students will be better equipped to focus on the content analysis of their respective subjects rather than making meaning of texts within those disciplines.
RESEARCH QUESTIONS
In an effort to help delayed language learners increase their mastery of language, the researcher has selected guided reading as a technique for assuaging language deficiencies. It is hypothesized by the researcher that delayed language elementary students who are given additional guided reading protocols in addition to their conventional instruction will produce greater improvements in accuracy and fluency of language than those who are not exposed to guided reading. To prove or disprove this hypothesis, the following primary research question has been proposed, Is guided reading instruction an effective way to improve the reading accuracy/fluency of elementary level English as a second language students? To conduct such a study, an after school program of ESL third and fourth graders will be used in an original experimental research design using existing instruments for improvement measurement. The quantitative research study will demonstrate whether or not students who are exposed to guided reading are at an advantage to those who are not. In addition, it will demonstrate the degree of these differences and whether or not these differences impact overall mastery. To supplement the original research design, a review of related literature will also be consulted and considered in regards to the results of the study.The review of literature will be conducted through an analysis of peer reviewed studies that have already been conducted on guided reading and its impact on delayed language learners. Data and trends related to that data will be compared to the results of the proposed research topic. Both correlations and contradictions will be considered. In the event that contradictions are present, why those may have occurred and potential flaws in the research methodology will be considered. Though no study is free from weaknesses, the design of the research will be done in such a way that the most overt potential for weaknesses are eliminated. This will enable maximum validity and reliability to associated with the results that will be revealed through the study.
A DEFINITION OF KEY TERMS
Guided Reading. In order for this study to be reliable, a strong definition of guided reading must be articulated. If there is variance in how guided reading is defined, this could affect the reliability of future studies when they are used for comparing results. This research study has borrowed the definition of guided reading from researchers Kouri, Selle and Riley Kouri et al. define guided reading as follows:
"Guided reading is defined as an approach that enables a teacher and group of children to talk, read, and think their way purposefully through a text, making possible an early introduction to reading silently. Stated simply, guided reading is when a child reads aloud to an adult who provides various forms of instructional input. (p. 237)."
As with most forms of instructional practices, the way in which the teacher understands the students and is able to relate to the students can account for high amounts of variance in instructional efficacy even when the same methods are employed. As a result, it is admittedly possible that one instructor could be more successful with an intervention on the same student demographic than other instructor. This, however, is the nature of education and this potential built in bias cannot be overcome by this research study or any research study with similar attributes. English Language Learners. Throughout the proposal, the terms delayed language learner, English as a Second Language (ESL) and English Language Learners (ELL) will all be used. It is acknowledged by the researcher that there is variance in how these terms are traditionally used and defined in academic and educational programs. for the sake of this discourse, ESL and ELL will be used synonymously to designate that the students are learning English as a second language. This, as a result, is causing a delay in their language acquisition in comparison to other native speakers in the same age bracket. Though language delay can be caused by a variety of attributes, in this study, language delays relevant to the sampled population will be based on the fact that English is not their first language or the language in which they primarily hear at home in most cases.
A REVIEW OF LITERATURE
Guided reading is a common practice recommended for children in the early stages of literacy development. Since ESL students and delayed language learners are in their early stages of literacy development, it is also theoretically an efficacious protocol for ESL students. Experts agree that oral reading facilitates literacy skills, however, there is some degree of controversy over which corrective feedback strategies are most effective (Kouri et al.). According to research conducted by Kouri et al., the use of GP word-decoding as an intervention was superior to traditional meaning based cues for facilitating correction. Rather than a singular intervention modality, however, teachers are acutely aware of the need to vary instruction to meet the needs of students' literary development. According to Tobin and McInnes, "Through differentiating instructions, teachers create different levels of expectations for task completion and environments where all learners are successful" (p. 3). With guided reading practices, classes can be engaged in a meaningful and manageable manner.
In order for literacy interventions to be successful, the way in which children learn strategies for reading words must be considered. Katz and Carlisle demonstrated that in primary grades, children learn strategies for reading words that focus on basic letter-sound correspondences and syllable types. When children move on to intermediate grades, they must then become adept at decoding multisyllabic words that contain prefixes and suffixes. Based on this notion, Katz and Carlisle ascertained the following, "Because upper elementary struggling readers show a lack of perseverance and other difficulties monitoring their reading of challenging texts, an effective intervention program should have the goal of helping them become analytic and engaged readers" (p. 326). The researchers proposed that guided instruction was one way in which to accomplish this dynamic. They continued, "guided practice during reading holds promise as a way to improve word reading and comprehension for struggling readers in the middle to upper elementary years".
Guided reading is best considered a process of engagement that requires initiating meaningful conversation by the instructor. According to Purdy, there are four ways that teachers can structure meaningful conversations. These methods include questioning, teaching vocabulary, engaging in collaborative talk and recognizing that culture and identity of the child are important for learning. Teaching vocabulary is a mechanism that generally occurs prior to reading or in some cases during reading. When it take place prior, words that are anticipated to be difficult for the students during reading will be picked out and presented to them for meaning and pronunciation prior to the actual oral portion of guided reading. In the case that oral protocols of guided reading already occurred, teachers can stop and discuss word meaning with the class during the reading process as a way of engaging the text. At strategic portions during the guided reading, the teacher can engage the students in discussion of what is going on in the text. This can be done both by explaining to them what is occurring and prompting the students to discuss their own perspective on what is happening. This ensures that students are aware of what they are reading and they are able to respond to what is happening in the text. As Purdy illustrated, cultural variance does plan a role in language development. As a result, simply categorizing all foreign language students as ESL can oversimplify intricacies that are innate within certain cultures and their attitudes toward second language acquisition. In the case that an ESL classroom has delayed language learners from differing cultures, instructional variance may have to be considered in order to make the most efficacious environment.
Related literature demonstrates that guided reading is an effective protocol for delayed language learners, however, it is not advocated by researchers as being a singular dimension for literacy instruction. In addition, there is variance in how guided reading should be conducted in order for maximum efficacy to occur. For example Kouri et al. demonstrated that "more miscued words were corrected overall through the use of GP feedback cues" though "some meaning based instructional advantages were indicated for key word identifications" (p. 237). Holistically, guided reading should be part of an overall process of planning for the needs of diverse student populations. For example, Foley and Andrews demonstrated how K-6 children's literacy needs could be addressed through guided reading lessons used in conjunction with other instructional interventions. According to the researchers, lessons plans for guided reading lessons were implemented for small groups of students while literacy seminars were used to scaffold activities to increase teacher awareness of individual differences in students so appropriate accommodations would become part of the diverse educational paradigm. Rather than the number of variances in a lesson plan, it is the targeted nature of these accommodations that will determine the efficacy of the overall language mastery curriculum.
Tobin and McInnes advocated varied instruction that included reading and writing, guided reading, text choices and the use of literacy centers. According to the researchers, "Through differentiating instructions, teachers can create different levels of expectations for task completion and environments where all learners can be successful" (Tobin & McInnes, p. 3). Based on the literature presented, the following methodology has been proposed. In the proposed methodology, guided reading is used in addition to the varied instructional protocols that are already in place in the after school program in which the study is going to occur. As a result, the developed program for the experiment group is based on sound theoretical research as well as sound research that has been conducted through experimental designs.
METHODOLOGY
In an effort to determine the efficacy of guided reading as an improvement mechanism for increasing the accuracy and fluency of elementary level ESL, this research study has targeted a group of children in an after-school program. The ESL students participating in the study will be taught reading in a modified guided reading protocol for 45 minutes each day for 3 months. The student reading level will be first gauged through a pre-text and then again checked at the conclusion of the three month period. The difference between the scores will be used to measure the efficacy of guided reading as an instructional intervention. To further the data produced in the study, the pre and post test results will be compared to another group of students who will be using the conventional teaching methods only embraced at the after-school program over the same period of time. The study will determine the degree to which guided reading impacts the ESL students over the three month period and it will compare this data to a control group to see how those results measure up against another instructional intervention.
PARTICIPANTS
The study participants will be two groups of third and fourth grade ESL students participating in the selected after school program. Each group will be comprised of 12 students. In terms of culture, the demographics of the area in which the study is taking place makes the group's culturally homogenous. In terms of gender, the program participants will be divided into control and experiment groups with some attention to dividing gender as much as possible. For example, if there were a total of six females in the program, three would be assigned to one group and three would be assigned to the other for balance. The additional gender demographic will add a research component for making assessments about possible gender variance in intervention efficacy or lack-thereof. While the teachers will be aware of the student's names, the tests will refer to the student only as a number. Each student will be assigned a number of 1-24.
The researcher will be in charge of facilitating the guided instruction to the experiment group and the control group will be taught by the conventional instructor using the regular interventions that are favored by the program. Upon initial consultation with the program, the general instructional protocols for the students do not place a heavy emphasis on guided reading. The participants will be aware that their scores are being recorded, however, they will not be aware that any instructional differences are happening between the two groups. No consent forms are necessary for the participants as a general consent form for being in the program mentions that student scores and instructional protocols may be measured for research if the student's identities are kept anonymous. All parents or guardians have to consent to these outlined parameters in order for the their child to participate in the program. The proposal for the study has already been deemed by the head of the program as falling within the outlined standards of the general consent form.
In terms of learner levels, the participants will be unified in that they will either be in third or fourth grade. Outside of that, it is estimated by the researcher that there will be a varied amount of learning levels, reading efficacy and disabilities present in the population. As demonstrated by the review of literature, guided reading has the potential for being used simultaneously for different learning levels. As a result, if the efficacy of guided reading is upheld by the research study, variance in student levels should not make a difference. The study is measuring improvement rather than mastery. It is possible that a more skilled level of aptitude in the control group could produce overall higher scores. The improvement level of the experiment group could still be higher thereby demonstrating the efficacy of the intervention. In the case that a student does have an IEP, this will be noted in the pre and post test designations. In addition, what group they are in will also be noted in the data tables.
INSTRUMENTS
The instruments that will be used are going to be evaluator tests that are already in place at the after school program. This ensures that the instruments have already been deemed valid and have been used in the past to measure improvement. Essentially two tests will be used, both of which will measure the same competencies. The program has two tests already in place for the students, these will be labeled A and B. Generally, only one of them is given at the conclusion of the program to measure competency. Within this context, test "A" is the primary test and test "B" is used for students who were absent or who for some reason were not able to take test "A" at the predetermined time. To modify the test dissemination to meet the needs of the research study, Test "B" will be given as a pre-test prior to any instructional intervention as a tool to measure where the students are. At the conclusion of the term, Test "A" will be given and the scores between the two will then be compared for improvement and also for mastery. In approaching the task in this manner, there regular protocols of the program will not be interrupted. For the sake of their own operational paradigms, only Test "A" will be recorded. The pre test modality is a modified use of an existing instrument. Procedure
The study will begin by first dividing up the students into a control and experiment group with as much gender heterogeneity as possible. Once divided into the groups, students will be assigned a number that they will be assigned to throughout the duration of the study. The student will not be aware of his/her number, they are strictly for the use of the researcher for data interpretation. Upon being divided into groups and prior to any instructional interventions, all students participating will be given the first instrument, Test "B." The scores of this test will then be recorded. After the pre-test phase, students will then begin their typical reading course and this will continue over a 3 month period for 45 minutes a day. Students in the experiment group will also be participating in the typical instructional protocols, however, they will also be given 45 minutes each day of guided reading instruction. At the conclusion of the 3 month period, all students will be required to take the second instrument, Test "A." The difference between the scores will be analyzed both within the context of those who had guided reading instruction and those who did not. In this particular model, guided reading instruction is an additional intervention to the common instructional paradigm embraced by the program.
For the sake of data analysis, each student will be labeled with a number, either an "M" or "F" for their respective gender and "IEP" in parentheses if applicable. The pre and post test scores will then be listed after, see following example:
* Student 1 "M" Pre: 40% Post: 55% Improvement: 15% (Control)
* Student 2 "F" (IEP) Pre 20% Post: 21% Improvement: 1% (Experiment)
* Student 3 "M" (IEP) Pre 30% Post: 50% Improvement: 20% (Experiment)
* Student 4 "F" Pre: 60% Post: 55% Improvement: -5% (Control)
This method of data recording will produce overall quantitative results that can easily be interpreted. The above example data set would reveal the following, members of the experiment group had a 10% improvement rate among IEP students and female students demonstrated a lower improvement rate than their male counterparts. In addition, the data would show that there is a statistically significant correlation between greater improvement levels for the experimental group using guided reading than the control group that did not.
The study meets the ethical standards necessary for a work with underage students. In the first regard, there is built in parental consent and the names of the students are not being used for the data sets. Beyond this, all students participating will be getting the same general education program that they would have been even if the research study was not in place. The only difference is that half of the students will be given additional guided reading instruction. If the difference between the scores is statistically significant and backs the research hypothesis, it is likely that the program will adopt more guided reading protocols thereby increasing their level of instructional efficacy.
References
Avalos, M.A., Plasecnia, A., Chavez, C. & Rascon, J. Modified guided reading: Gateway to English as a second language and literacy learning. The Reading Teacher, 61(4), 318-329.
Foley, N. & Andrews, J. Planning for the literacy needs of diverse learners: A preservice approach. The International Journal of Learning, 15(6), 141- 145.
Katz, L.A. & Carlisle, J.F. Teaching students with reading difficulties to be close readers: A feasibility study. Language, Speech and Hearing Services in Schools, 40, 325-340.
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