This data is based off of the general education teacher's guided reading instruction with the student I chose for my study. Each week, the general education teacher did a running record with my student and marked how many errors the student made while reading. The student progressed from having six errors the first week, to then decreasing the amount of errors in the last couple weeks of the study. The purpose of this data was to see if the explicit instruction that he was receiving with the special education teacher, was translating to his guided reading time in the general education classroom. It is evident based off of the data that the student was self-correcting and decoding unknown words more throughout the study and decreasing the number of decoding errors while reading at his guided reading level. The goal of the study was to impact the students decoding strategies to increase decoding accuracy so that the student can be successful learning and participating in grade level curriculum. The data shows that the student was progressing in decoding unknown words in the general education curriculum.
This data represents the running records that I took each week with the student based off of the SRA Corrective Reading lesson the student was reading. Each week, I took a running record and tracked how many decoding errors the student made while reading the SRA Corrective Reading passage and made this into a percentage based off of the accuracy the student had while reading. The data shows the student increased his word decoding accuracy throughout the 8 week study. Not only was the student increasing his word decoding accuracy with specialized instruction, but he also was transferring his skills into the general education curriculum guided reading texts as well. As the student continued throughout the SRA Corrective Reading lessons, he was self-correcting without my prompting and noticing when words were not making sense. The explicit teaching of words prior to the daily lesson passage had a direct impact on the students decoding accuracy. The student was more successful in his decoding accuracy after learning the specific word patterns and words that would be in the lesson’s passage. With that being said, I wonder if the general education teacher could implement a daily lesson word review based on what sounds and words will be in the guided reading text so that the student in my study could be successful and increase his word decoding accuracy.
My student received specialized instruction, but part of the study was seeing if the instruction that he received would transfer over to his general education reading. When looking at the data, the student stayed at the below grade level guided reading text throughout the entire study. Although the student did not move up in a guided reading level, I know his progress will continue based off of the other data taken from the study. The student started the year reading 14 correct words per minute and is now able to read 96 words per minute with 98% accuracy. The growth that the student made throughout this study will continue to positively impact his learning and reading throughout both general education curriculum and special education instruction. Not only is the student accurately reading texts, but he is also increasing his comprehension throughout the text as well. Before the study, the student would not recognize different parts of the passage because he could not read the text independently. The student is now independently reading texts and asking questions, sharing connections to the text, and reading more during independent choice time.
This data is an example of part of the anecdotal notes that I took daily throughout the study. Each day, I took notes on what strategy the student used while reading, how many decoding errors the student had in the daily passage, what the student specifically had difficulty with, if the student was monitoring his self corrections and fluency, and any additional notes that were needed to be noted that would impact the study. The anecdotal notes throughout the study showed me that the study has most difficulty reading words that have two vowels put together, and a silent “e” at the end of words. The anecdotal notes also showed that the student had a lot of absences that could have impacted the results of the study. Throughout this study, the student had 3 emergency dental surgeries, and a death in the family that impacted the students attendance. The student missed a total of 5 days throughout the study which influenced the students progress. On specific days when the student would be back after being gone, the student would be tired and showed signs of not being emotionally reading to learn.
Guided Reading Level
Pre Reading Interest Survey
Post Reading Interest Survey
This data is results from the pre and post reading interest survey that I did with my student. Throughout this year, it was evident that the student had negative feelings towards reading. As his third grade year continued, the content and curriculum got harder and expectations for being a fluent reader was necessary for success in the classroom. The goal in doing the reading interest survey was to monitor the student's feelings and attitudes throughout the intervention to see if his mindset shifted as he made progress throughout. It is clear by the selected questions that the student's mindset shifted into gaining self-confidence and willingness to read around other peers and adults after the intervention was implemented.
