HOW CAN I IMPROVE HOW I TEACH READING COMPREHENSION TO MY THIRD

GRADERS


A Master's Project
Presented for the
Master of Arts n Teachn!
De!ree
The "n#erst$ of Me%&hs
'enneth (a$ M))er
Dece%*er+ ,-..
"nder the drecton of
Dr/ 0ohn M/ 0ohnston

.
Table of Contents
Research Question..page 4
Context and Rationalepage 4
Who I a% as a &rofessona)1111111111///&a!e 2
Conte3t and settn! of %$ 4or511111111////&a!e 6
Research 78estons re)aton to 4or5 conte3t1111&a!e 9
Professional Knowledge page 9
Professona) &onts of #e41111111111//&a!e .-
Ho4 do ch)dren de#e)o& readn! co%&rehenson1///&a!e .,
Research a*o8t readn! co%&rehenson nstr8cton1/&a!e .,
Ho4 s readn! assessed11111111111///&a!e .:
Standards11111111111111111//&a!e .:
Theores of )earnn!1111111111111/&a!e .6
;est &ractces111111111111111///&a!e .<
Research that s8&&orts %$ acton &)an111111/&a!e ,-
S8%%ar$11111111111111111//&a!e ,.
Action Plan..page !
Wee5 .111111111111111111//&a!e ,,
Wee5 ,111111111111111111//&a!e ,=
Wee5 :111111111111111111//&a!e ,9
Wee5 2111111111111111111//&a!e ,<
Wee5 6111111111111111111//&a!e :,
Wee5 =111111111111111111//&a!e :2
"ata collection.....page #$
Anal%sis and findings..page #&
Conclusions..page 4'
(ext )teps.page 4!
Referencespage 4#
,
Abstract
The &8r&ose of %$ acton research &rofessona) de#e)o&%ent &)an 4as to %&ro#e on the
4a$ I teach readn! co%&rehenson to %$ thrd !raders/ I needed to chan!e the 4a$ I teach
readn! co%&rehenson so that %$ $o8n!sters can earn *etter !rades+ *8t %ore %&ortant+ to
8nderstand and co%&rehend 4hat the$ read/ I created an acton &)an to %&ro#e 8&on %$
teachn! of readn! co%&rehenson to %$ thrd !raders/ Research re&orted *$ the Natona)
Readn! Pane) >,---? ndcates that teachn! ch)dren ho4 to coordnate the 8se of a set or
&ac5a!e of co%&rehenson strate!es as the$ read and dsc8ss 4hat the$ )earned 4th &eers and
4th teacher s8&&orts $e)ds &artc8)ar)$ stron! res8)ts for %&ro#n! ch)dren@s readn!
co%&rehenson/
The Tennessee state standards for thrd !rade readn! nc)8de three %ajor e3&ectatons
that s8&&ort %$ acton &)an/ The Natona) co8nc) of Teachers of En!)sh and the Internatona)
Readn! Assocaton e3&ect ch)dren to a&&)$ a 4de ran!e of strate!es to co%&rehend+
nter&ret+ e#a)8ate+ and a&&recate te3ts/ The Natona) ;oard of Professona) Teacher Standards
state that acco%&)shed )terac$ readn! teachers sho8)d 5no4 and 8nderstand c8rrent )terat8re
and theores a*o8t readn!A)an!8a!e arts/ V!ots5$ e3&)ans that st8dents !o thro8!h three sta!es
of nterna)Baton+ o*ser#n! others+ %%cs others+ and e#ent8a))$ nde&endent &ractce >R8etBe)
C Cooter+ ,--D?/
M$ acton &)an nc)8ded teachn! st8dents %8)t&)e strate!es to 8se 4hen readn! te3t/ I
!athered *ase)ne data &ror to teachn! %$ st8dents readn! strate!es/ I ta8!ht readn!
strate!es+ and then %ode)ed the strate!$ thro8!h thn5Aa)o8ds+ readAa)o8ds and !ra&hc
or!anBers/ I o*ser#ed st8dents 8se of strate!es ta8!ht and %ontored st8dent@s co%&rehenson
#a ora) assess%ents and 4rtten readn! co%&rehenson test/ I co%&ared each 4ee5@s res8)ts of
test scores and the n8%*er of correct res&onses st8dents !a#e fro% an ora) assess%ent of the te3t
read *$ the 5ds/ I ta8!ht #oca*8)ar$ that 4as necessar$ for &assa!e co%&rehenson/
I !athered the e#dence of %$ actons I too5 *$ 5ee&n! a research jo8rna) of %$ teachn!
and doc8%ented o*ser#atons of %$ ch)dren 8sn! readn! strate!es/ I 4rote )esson &)ans
tar!etn! readn! co%&rehenson strate!es/ I co))ected and ana)$Bed 4rtten for%at#e
assess%ents each 4ee5/ I 5e&t trac5 of ho4 the 5ds 4ere don! thro8!h ta))$ %ar5s n %$
research jo8rna)/
After ana)$Bn! the data I fo8nd that st8dents 4ere scorn! h!her on readn!
co%&rehenson assess%ents/ I a)so fo8nd that %ore 5ds 8nderstood the %an dea and deta)s of
ther readn! te3t/ I a)so fo8nd st8dents@ 8se of readn! strate!es had ncreased and the 5ds
co8)d s8%%arBe ther readn! *etter/ At the end of the s3 4ee5s+ !rades %o#ed 8&4ard+ and the
5ds see% to 8nderstand %ore 8se rereadn!+ 8sn! conte3t c)8es+ 8sn! !ra&hc or!anBers and
ta)5n! 4th &eers/
I &)an to contn8e to %&)e%ent and contn8a))$ to %ode) to %$ 5ds %8)t&)e readn!
co%&rehenson strate!es/ I &)an on sharn! the res8)ts of %$ acton research &)an to %$
co))ea!8es and &rnc&a)/ I &)an on sharn! o8t ths research acton &)an at an ESE 4or5sho&/ As
a res8)t of ths acton research de#e)o&%enta) &)an I 4o8)d )5e to do an acton research to fnd
o8t f %ore o8tsde readn! %atera) 4o8)d *etter s8&&ort teachn! of readn! co%&rehenson/ I
4o8)d )5e to co))a*orate 4th other ed8cators to draft a )etter to the ;oard of Ed8caton to as5
for a&&ro#a) to de#ate fro% the 4ee5)$ nstr8ctona) %a&s n order to *etter teach readn!
co%&rehenson 8sn! other readn! %eda other than the dstrcts *asa) reader seres/
:
Research Question
Ho4 can I %&ro#e ho4 I teach readn! co%&rehenson to %$ thrd !radersF
Context and Rationale
*ho + A, as a Professional
In ,-.-+ I !rad8ated 4th a ;ache)or@s de!ree n Or!anBatona) Mana!e%ent/ I crossed
o#er nto ed8caton *eca8se I 4anted to %a5e an %&act n the )#es of &eo&)e/ I 4or5ed n
%ana!e%ent for t4ent$ f#e $ears and chan!ed careers to enter n8rsn!/ I fo8nd o8t n %$
c)nca) settn! at the hos&ta) that I 4as not ha&&$/ I had a)4a$s had the desre to 4or5 4th
ch)dren/ I decded to &8rs8e a drea% I had se#era) $ears a!o+ and that 4as *en! a teacher or a
&rofessor/ I decde after so%e e3&erence 4th ch)dren and settn!s that I 4anted to *e an
e)e%entar$ teacher/ I ha#e a)4a$s tho8!ht ch)dren need those *ascs *efore the$ can %o#e on
and ths !#es %e a4a$ to !#e *ac5 to %$ co%%8nt$/
I ho)d a Tennessee teachn! )cense 4th an endorse%ent to teach ESE >En!)sh as a
second )an!8a!e? n !rades &reA5nder!arten to .,
th
!rade/ I a% c8rrent)$ 4or5n! on %$ acton
research &roject and 4)) !rad8ate n Dece%*er ,-.. 4th a Master of Arts n Teachn!/ I a%
e%&)o$ed *$ a )oca) schoo) dstrct 4th o#er ,-- schoo)s and 9+6-- teachers/ I a% c8rrent)$
4or5n! on %$ acton research &roject and after co%&)eton I 4)) ha#e satsfed a)) the
re78re%ents to *e a4arded the Master of Arts n Teachn! fro% the "n#erst$ of Me%&hs/
I &8)) ch)dren o8t of ther %anstrea% c)asses and 4or5 4th the% n order to *rd!e the
!a& *et4een 4hat the$ 5no4 fro% the .
st
)an!8a!e and a&&)$ t to the ,
nd
)an!8a!e/ In order to *e
s8ccessf8) n ther c)assroo% the$ need to *eco%e %ore and %ore &rofcent n )stenn!+
s&ea5n!+ readn! and 4rtn! n En!)sh+ so that the$ can contn8e to 5ee& &ace 4th the )earnn!
n the c)assroo%/ I ha#e t4o c)asses ths $ear 4ere I !o n and teach 4th another teacher to he)&
those $o8n!ster 4ho are ser#ed n the ESE &ro!ra%/ Each %ornn! as st8dents are ds%ssed
fro% *rea5fast+ I a% res&ons*)e for %a5n! s8re a)) :
rd
+ 2
th
and 6
th
!raders !o 8&stars n a safe
and effcent %anner and that the$ adhere to r8)es set *$ the schoo)/ In the afternoon I a%
res&ons*)e for %a5n! s8re that st8dents !et across the street safe)$ *$ 4or5n! as a crossn!
!8ard/
2
The e3&erence I rece#ed 4h)e don! %$ st8dent teachn! 4as s&)t *et4een a
'nder!arten ESE c)assroo% and a re!8)ar ..
th
!rade En!)sh )an!8a!e arts c)assroo%/ I a)so
4or5ed ths &ast $ear as an ESE teacher for Me%&hs Ct$ Schoo)s S8%%er Schoo)+ referred to
as Ca%& Can Do+ 4here I ta8!ht 2
th
and 6
th
!raders n the sa%e c)assroo%/ I had an ad#anced
c)ass of st8dents and had to &8sh the% to h!her )e#e)s of )earnn! 4hch I fo8nd rea) re4ardn!/
Each schoo) settn! he)&ed %e to decde 4hat !rade )e#e)s 4ere %ore a&&ea)n! to %e+
4hen t ca%e t%e to fnd a jo*/ M$ c8rrent &oston dd not co%e eas$/ I 78t a jo* that &ad 4e))
and acce&ted the rs5 that I %!ht not )and a jo* n teachn! r!ht a4a$/ I had to ca)) e#er$ schoo)
d8rn! the s8%%er to fnd an ESE teacher &oston that 4as o&en/ I fna))$ sec8red a jo* t4o
da$s *efore schoo) started+ j8st to fnd o8t on the frst da$ of jo* that the MCS *oard had
ter%nated %e *eca8se the$ dd not ha#e a need for another teacher at the schoo)/ After s&endn!
a 4ee5 a ho%e 4th no jo* and 4ondern! f I 4o8)d act8a))$ sec8re a jo* no4 that schoo) 4as
n sesson/ One 4ee5 )ater I 4as ca))ed to ret8rn to the schoo) to &c5 8& %$ 5e$ *eca8se the$
had decded the$ dd ha#e eno8!h ESE ch)dren to 4arrant another teacher/ I had the jo*/ Ths
4as !reat ne4s for %e+ *eca8se I 4o8)d ha#e joned the 8ne%&)o$ed/
The Context and )etting of -% *or.
I 4or5 n a s%a)) 8r*an e)e%entar$ schoo) 4hch s a Tt)e I schoo)/ Accordn! to the "/S/
De&art%ent of ed8caton+ Tt)e I f8nds t$&ca))$ s8&&ort s8&&)e%enta) nstr8cton n readn! and
%ath/ The t$&e of st8dents that %!ht *e ser#ed *$ these f8nds nc)8de %!rant st8dents+ st8dents
4th )%ted En!)sh &rofcenc$+ ho%e)ess st8dents+ st8dents 4th dsa*)tes+ ne!)ected
st8dents+ de)n78ent st8dents+ atArs5 st8dents or an$ st8dent n need/ M$ schoo) has a)) of these
st8dents/ In order to 8nderstand %ore a*o8t %$ settn! I need to %enton that st8dents can *e
c)assfed as atArs5 for n8%ero8s reasons/ A fe4 reasons the$ %!ht *e c)assfed as atArs5
st8dents nc)8de+ h!h n8%*er of a*sences+ sn!)eA&arent ho%e+ )o4 acade%c &erfor%ance or
)o4Anco%e fa%)$/ M$ schoo) s a Tt)e I schoo) *eca8se the "/ S/ De&art%ent of ed8caton
states that f at )east 2-G of st8dents enro)) n free and red8ced )8nch &ro!ra%/ The schoo) I
teach has D-G of the st8dents 4ho 78a)f$ for free or red8ced )8nch/
East $ear %$ schoo) dd not %a5e Ade78ate Year)$ Pro!ress >AYP?+ so st8dents are
a))o4ed to transfer to a schoo) that s n *etter standn!/ The schoo) I teach has 9-- st8dents+ .6G
are st8dents 4ho ha#e )%ted En!)sh &rofcenc$+ and D6 G of the st8dent *od$ s Afrcan
6
A%ercan/ The schoo) offers s8&&ort c)asses each da$ for o8r st8dents/ The$ attend &h$sca)
ed8caton+ )*rar$+ %8sc and co%&8ter c)asses/ I &8)) %$ 5ds o8t of ther re!8)ar c)assroo%+
4here I teach the s8*ject the st8dent %sses 4h)e the$ are o8t of the re!8)ar c)assroo%/ I fnd t
dffc8)t at t%e dfferentatn! the %atera) *eca8se t s not a)!ned to an ESE )earners@
*ac5!ro8nd 5no4)ed!e/ (or e3a%&)e+ n %$ thrd !rade c)ass I ha#e st8dents 4ho are not on the
sa%e readn! )e#e) as a)) thrd !raders/ I a% e3&ected ths $ear to fo))o4 the re!8)ar readn!
c8rrc8)8%/ I scaffo)d the )earnn! thro8!h #aro8s %eans+ s8ch as readn! a)o8d 78estons and
ans4er choces for so%e of %$ st8dents+ 4hch he)&s dfferentate ho4 the$ rece#e ther n&8t/ I
fee) st8dents sho8)d *e !#en the o&ton of readn! te3t the$ can co%&rehend *8t s)!ht)$ a*o#e
ther readn! )e#e)/ Snce I a% 8sn! the sa%e %atera)s and sa%e assess%ent as the re!8)ar
%anstrea% teachers+ then I dfferentate the 4a$ I &resent the %atera) so a)) %$ st8dents can
)earn/
M$ t$&ca) da$ conssts of teachn! n one ho8r *)oc5s of t%e/ I teach . ho8r of %ath to
2
th
and 6
th
!rade )%ted En!)sh &rofcent )earners/ I teach . ho8r of readn! and !ra%%ar to :
rd

!rade ESE )earners/ I teach one ho8r of 4rtn! and !ra%%ar to ,
nd
!rade )%ted En!)sh
&rofcent )earners/ I teach : c)asses 4here I &8)) *o$s and !r)s o8t of ther re!8)ar c)ass and
*rn! the% to %$ roo%/ I teach , c)asses of nc)8son n 4hch I coAteach 4th another teacher n
ther c)assroo%/ ;$ tea% teachn! I )earn fro% other teachers and the$ )earn fro% %e/ I 4as
!#en the )ee4a$ ths $ear to 8se t4o %odes of ESE de)#er$+ nc)8son and &8))o8t/ The )ast
three $ears I ha#e *een confned to j8st &8))n! )earners fro% ther re!8)ar c)assroo%/
I nor%a))$ !ro8& %$ st8dents *$ readn! )e#e)s *ased on end of the $ear En!)sh
Ean!8a!e De#e)o&%ent Assess%ent ad%nstered *$ the Tennessee De&t of Ed8caton 4hen I
teach )an!8a!e arts/ The )ast t4o $ears ha#e *een %ore dffc8)t *eca8se .H, of %$ da$ s s&ent
on teachn! %ath+ and $es ther %ath scores are 8&+ *8t I a% res&ons*)e for sho4n! &ro!ress on
a test that %eas8res %&ro#e%ent n )stenn!+ s&ea5n!+ readn!+ 4rtn! and co%&rehenson
8sn! the En!)sh )an!8a!e/ The other .H, of %$ da$ s s&ent on )an!8a!e arts+ readn!+ 4rtn!+
scence or soca) st8des/ Ths *rn!s %e to 4h$ ths acton research &roject s %&ortant to %e/
As a teacher+ I 8nderstand the a%o8nt of &)annn! that !oes nto teachn!/ I 4rte )esson
&)ans for fo8r !rades and s3 s8*jects/ I fo))o4 %$ schoo) dstrcts nstr8ctona) %a&s 4hch
drect teachers to teach certan s5))s 4thn a 4ee5 and ths s done 4ee5 *$ 4ee5 n e#er$
=
s8*ject area/ I tr$ to teach %$ ESE )earners 8sn! a )ot of scaffo)dn! techn78es n readn! and
%an&8)at#e 4hen teachn! %ath/
M$ research 4)) *e cond8cted n a c)assroo% of .= st8dents/ Se#en of %$ st8dents are
)o4 n readn! 4ords and 8nderstandn! 4hat the$ read/ The other < are a)%ost *8t not 78te a*)e
to co%&ete 4th ther En!)sh s&ea5n! &eers n ther %an c)assroo%/ I 4)) %&)e%ent %$
acton &)an t4ce a 4ee5 for an ho8r/ I ha#e f#e !r)s and .. *o$s+ the !r)s score *etter on
readn! co%&rehenson than the *o$s+ *8t a)) need %&ro#e%ent n readn! co%&rehenson/ The
:
rd
!rade c)ass co%es to %$ roo% for nstr8cton and )earnn!/ Most of %$ ESE st8dents n ths
c)ass are %ot#ated and ha#e &arents that are concerned a*o8t ther ed8caton/ On &arentHteacher
conference n!ht %ost of the &arents 4ho attend are &arents of ch)dren 4ho s&ea5 t4o )an!8a!es
and #er$ fe4 Afrcan A%ercan &arents sho4 8& on &arentHteacher conference n!ht e#en tho8!h
D6G of the st8dent *od$ are Afrcan A%ercan ch)dren/
/ow -% Research Question Relates to ,% *or. Context
As a teacher and a )fe t%e )earner I can 8nderstand ho4 readn! s %&ortant n
e#er$thn! 4e do/ M$ father 4as not a*)e to read &ast 2
th
!rade )e#e) and I 4atched as t a&&eared
n hs )fe+ for e3a%&)e+ 4hen he rece#ed )etters fro% a *8sness or a &ersona) )etter/ M$ father
4as so fr8strated *eca8se he co8)d not read/ I *eca%e an a#d reader *eca8se %$ dad a)4a$s to)d
%e to !et $o8r ed8caton/ I fo8nd o8t that readn! s the 5e$ to )fe/ I ha#e 5ds 4ho can read
4ords and read f)8ent)$+ $et can@t te)) $o8 a*o8t an$ of the deta)s or the$ !et the deta)s or the
characters %3ed 8&/ I stress rereadn! at ho%e+ *8t t a&&ears the$ are not rereadn! te3t at
ho%e/ I 5no4 that *$ the t%e the :
rd
!rader !ets to the fo8rth !rade+ the$ are e3&ected to *e a*)e
to nde&endent)$ read for a)) ther s8*jects/
I ha#e seen ths trend o#er the )ast t4o $ears 4here st8dents 4ere f)8ent readers *8t co8)d
not co%&rehend+ dra4 nferences+ state the %an dea or dra4 conc)8sons/ If st8dents can *e
ta8!ht readn! co%&rehenson strate!es or ntrod8ced to dfferent 4a$s of or!anBn! ther
tho8!hts or deas then ther readn! %!ht &oss*)e %&ro#e/ I a% e3&ected ths $ear to fo))o4 the
re!8)ar readn! c8rrc8)8% as the re!8)ar c)assroo% teacher/ I a% consdered a s8&&ort teacher
*eca8se I s8&&ort the st8dent@s )earnn! *$ &ro#dn! ESE ser#ces/ The ESE de&art%ent has ts
o4n ESE c8rrc8)8% *8t I ha#e *een to)d for the )ast t4o $ears to fo))o4 and %rror 4hat s
*en! ta8!ht/ I start o8t on Monda$s 4th !8dn! 78estons to !8de %$ :
rd
!rade readers nto
9
ther 4ee5)$ stor$/ I tr$ to connect so%ethn! the$ 5no4 4th so%ethn! the$ are !ettn! read$
to read/ As a c)ass+ 4e ta)5 a*o8t each stor$ #oca*8)ar$ 4ord+ then 4e &rono8nce the 4ord+ I
!#e st8dents t4o e3a%&)e of each 4ord 8sed n a sentence that s not fro% ther stor$ of the
4ee5/ After4ards st8dents read the stor$ nde&endent)$+ and then 4e dsc8ss so%e of the stor$/ I
a)so read the 4ee5)$ stor$ a)o8d to %$ thrd !rade *o$s and !r)s/
The ne3t da$+ I assess the% on the #oca*8)ar$ 4ords and readn! co%&rehenson *$
8sn! the sa%e 4or5sheet that acco%&anes the te3t*oo5/ Each 4ee5 the 5ds ha#e a dfferent
!enre to read and *e assessed/ I 4o8)d &refer to 8se *oo5s other than ther re!8)ar readn!
te3t*oo5/ I a% confned c8rrent)$ to sa%e 4rtten assess%ent as a)) thrd !rade nstr8ctor@s 8se/ I
on)$ teach I of the a%o8nt of readn! and !ra%%ar nstr8cton that these thrd !raders rece#e
each da$/ I teach %$ thrd !raders one ho8r of readn! and !ra%%ar and ther %an c)assroo%
teacher !#es the% one %ore ho8r of En!)sh )an!8a!e arts nstr8cton/
Each s3 4ee5 &erod+ thrd !raders are !#en an assess%ent to %eas8re f the$ %et
*ench%ar5 standards for En!)sh )an!8a!e arts+ 4hch nc)8de readn!J t s o*#o8s there are
so%e )o4 scores across the entre thrd !rade/ Readn! 4tho8t 8nderstandn! re)ates to )o4
scores/ I need to %&ro#e ho4 I teach readn! co%&rehenson to %$ thrd !raders *eca8se
c8rrent)$ so%e of the% are not %eetn! *ench%ar5 standards 4hch are tested standards set %$
Tennessee De&art%ent of ed8caton/
I 5no4 ho4 I a% teachn! readn! co%&rehenson to %$ thrd !raders s not 4or5n!
*eca8se the$ score )o4 on the readn! assess%ents and not a)) the st8dents can rete)) the e#ents
n the stores the$ read/ After readn! the stor$+ so%e 5ds te)) a dfferent scenaro that 4hat
rea))$ ha&&en n a stor$/ When t co%es t%e for %$ ch)dren to 8se ther readn! #oca*8)ar$ n
conte3t the$ %snter&ret ho4 the 4ord s 8sed/ The ch)dren %ss the 78estons on the readn!
assess%ent that %eas8re 4hether the$ can 8se and 8nderstand ho4 ther readn! #oca*8)ar$
4ord s 8sed n conte3t/ I ta)5ed 4th other teachers and the$ ha#e to)d %e the$ s&end %ore t%e
on ro)e &)a$n! ho4 to 8se the #oca*8)ar$ 4ords/ Those sa%e teachers reco%%ended that I
s&end %ore t%e dsc8ssn! the deta)s of ther 4ee5)$ readn! stor$/
I need to chan!e the 4a$ I teach readn! co%&rehenson so that %$ $o8n!sters can earn
*etter !rades+ *8t %ore %&ortant+ to 8nderstand and co%&rehend 4hat the$ read/ I 4ant to
%&ro#e ho4 I teach readn! co%&rehenson *eca8se these sa%e s5))s co8)d *e transferred o#er
nto other s8*ject areas s8ch as scence+ %ath+ and soca) st8des+ for e3a%&)e+ f I can teach %$
D
st8dents so%e readn! strate!es and the$ can *e a&&)ed across a)) acade%c dsc&)nes then
there s a !ood chance %$ st8dents 4)) s8cceed %ore n schoo)/
Professional Knowledge
As a &erson 4ho enjo$s readn!+ I 8nderstand readn! ear)$ n )fe o&ens %an$ 4ndo4s
to the o8tsde 4or)d and %an$ o&&ort8ntes n the f8t8re for ch)dren as 4e)) as ad8)ts/ I ha#e
ta)5ed to other thrd !rade teachers a*o8t the fact that o8r 5ds don@t do 4e)) on the assess%ents
!#en after each readn! stor$+ for e3a%&)e n the &ast t4o 4ee5s the a#era!e score on
#oca*8)ar$ and readn! co%&rehenson 4as on)$ 26G+ 4hch s 4a$ to )o4/ Most of the teachers
ha#e ad%tted to %e that ch)dren arr#e to the thrd !rade not a*)e to co%&rehend 4hat the$ are
readn!/ Ths %a5es %$ acton research &roject e#en %ore ntr!8n!+ for e3a%&)e+ ho4 do I
%o#e %$ c)ass for4ard+ so the$ can read not on)$ ther readn! stor$ of the 4ee5+ *8t read and
%a5e sense of ther ass!n%ents or ans4er 78estons/ Readn! see%s to *e an ss8e %$ dstrct
and across the "/S/ accordn! to schoo) data/
I *e)e#e readn! co%&rehenson s %&ortant n e#er$ s8*ject/ A &erson can not read a
78eston or !et nfor%aton fro% a test te% 4tho8t *en! a*)e to 8nderstand and %a5e %eann!
fro% ther readn!/ (or e3a%&)e+ f a ch)d can not read and 8nderstand 4hat s !on! on n a te3t+
o*#o8s)$ the deta)s fro% the readn! 4)) sho4 a )o4 assess%ent score 4hen %eas8rn!
co%&rehenson/ I tr$ to 8se scaffo)dn! techn78es to *8)d 8& %$ )earners@ 5no4)ed!e and s5))s/
Readn! *eco%es %ore and %ore %&ortant as ch)dren transton nto h!h schoo) and co))e!e+
4hch are %ore de&endent on the st8dent@s a*)t$ to read nde&endent)$ and %a5e %eann! fro%
the readn!/ I thn5 t s %&ortant to address ss8es that ch)dren are ha#n! 4th readn! as ear)$
&oss*)e/
If %ore ch)dren can *e ta8!ht readn! co%&rehenson strate!es+ %a$*e ch)dren can
de#e)o& a %eans of or!anBn! ther tho8!hts/ Scence+ soca) st8des+ %ath and En!)sh )an!8a!e
arts are *8)t fro% fo8ndatons of readn! and readn! co%&rehenson/ It s %&ortant to %e as a
&rofessona)+ to fnd o8t ho4 I can %&ro#e %$ teachn! of readn! co%&rehenson to %$ thrd
!raders+ so the$ can %a5e *etter !rades on &erfor%ances+ and assess%ents %eant to %eas8re
5no4)ed!e/ It s a d8t$ of %e as a &rofessona) to see5 o8t and fnd ans4ers to 4hat are the *est
&ractces for %&ro#n! readn! co%&rehenson of %$ thrd !raders/ (or e3a%&)e+ s teachn!
<
4ord reco!nton %ore he)&f8) to co%&rehenson that 4rtn! 4ords 4thn conte3t/ One of %$
*!!est res&ons*)tes s &re&are %$ 5ds for acade%c s8ccess n a)) the s8*ject areas/
It s %&ortant to 5no4 4hat research sa$s a*o8t readn! and readn! co%&rehenson/ M$
cha))en!e s 4or5n! 4th a one ho8r t%e fra%e each da$ and ha#n! to fo))o4 the dstrct
nstr8ctona) %a&s for readn! and !ra%%ar/ Another cha))en!e s 4or5n! 4th En!)sh
Ean!8a!e Eearners 4hose &arents s&ea5 a )an!8a!e other than En!)sh/ Ths res8)ts n &arents
not *en! a*)e to contr*8te to ther ch)dren@s readn!/ The te3t*oo5s are 4rtten n En!)sh/ The
schoo) dstrct does not trans)ate the te3t*oo5s to other )an!8a!es/ As an ed8cator+ 4e need to *e
a*reast of the %ost recent research and fndn!s n o8r fe)d/
What 4or5ed n ed8caton ,- $ears a!o %!ht not *e a&&)ca*)e to ho4 4e teach toda$/
Ch)dren n Tennessee need to 5no4 ho4 to read f)8ent)$ and *e a*)e to co%&rehend 4hat the$
read as &art of the c8rrc8)8% standards >TN De&art%ent of Ed8caton+ ,--<?/ Ths s another
reason for %e 4antn! to %&ro#e readn! co%&rehenson n %$ c)assroo%/ It s a teacher@s jo*
to teach ch)dren ho4 to read *eca8se ch)dren 4)) *e assessed on ho4 4e)) the$ read and !et
nfor%aton on the TCAP each $ear/ It s o8r jo*+ as &rofessona)s+ to &ro#de o&&ort8ntes and
*est &ractces to he)& ch)dren *eco%e *etter readers e#er$ $ear+ so that the$ are &re&ared for the
ne3t !rade and nto co))e!e )e#e)/
Professional Points of 0iew and +ssues around This Topic
Teachers n thrd !rade at %$ schoo) ha#e co%&)aned that 4hen the 5ds start thrd
!rade+ the$ )ac5 the s5))s the$ sho8)d ha#e *een ta8!ht n second !rade/ Thrd !raders )earnn! s
!ro8nded n the fo8ndatons fro% ,
nd
!rade )earnn!/ We &a$ so %8ch attenton to decodn! and
f)8enc$ n the ear)$ $ears >8nderstanda*)$ so that ch)dren so%et%es co%e to *e)e#e that
f)a4)ess and ra&d 4ord reco!nton s the &ont?/ As te3ts !et %ore de%andn! or 8nfa%)ar+
so%e of the K!ood readersL n %$ thrd !rade c)ass *e!n to str8!!)e+ *eca8se the$ are not
s8ffcent)$ en!a!ed n constr8ctn! %eann!/ A)) readers co%&rehend te3t *$ reco!nBn! 4ords
and thn5n! a*o8t the% as the$ read/ ;8t ths does not ens8re that 4e 5no4 4ord %eann!s+
e#en 4hen 4e do 5no4 the %eann! of each 4ord+ t %a$ not *e eno8!h to ens8re
co%&rehenson/ Co%&rehendn! s not &ass#e/ Rather t re78res nteracton 4th the te3t and
act#e constr8cton of %eann!/ Co%&rehenson n#o)#es ntentona))$ 8sn! s&ecfc+ &8r&osef8)
strate!es to 8nderstand te3t >E&son+ ,--9?/
.-
A)tho8!h co%&rehenson nstr8cton has a)4a$s *een an %&ortant &art of readn!
research and teachn!+ t has *een so%e4hat o#er)oo5ed n the )ast fe4 decades n fa#or of ss8es
re)ated to *e!nnn! readn!+ &honcs and decodn!/ What a*o8t st8dents 4ho can read f)8ent)$
*8t don@t 8nderstand 4hat the$ are readn!F What can I do to s8&&ort %$ str8!!)n! readerF
Des&te a)) the research nterest+ and des&te the %an$ re&orts ad#ocatn! the %&ortance of
readn! co%&rehenson and ts nstr8cton+ %an$ teachers are st)) not s8re a*o8t ho4 to teach
co%&rehenson/ Accordn! to Ean! C Do)e >,--=?+ co%&rehenson nstr8cton s t$&ca))$
d#ded nto t4o %ajor cate!ores+ for e3a%&)e+ nstr8cton that foc8ses on he)&n! st8dents
8nderstand the content of a &artc8)ar te3t+ and nstr8cton that foc8ses on co%&rehenson
strate!es to he)& st8dents 8nderstand a)) te3ts/
'rashen >,--<?+ states that those 4ho rece#e on)$ ntens#e nstr8cton n decodn!
4ords do not do as 4e)) on tests of readn! co%&rehenson+ *8t those 4ho )earn to read *$
readn!M*$ 8nderstandn! 4hat s on the &a!eMdo 4e)) on *oth decodn! and readn!
co%&rehenson/ Assessn! or o*ser#n! readn! s dffc8)t snce the &rocess assocated 4th
readn! ta5es &)ace n the *ran/ Readn! de%ands a certan )e#e) of acc8rac$ n decodn! 4ords
correct)$ n order to co%&rehend the %eann! of the te3t s8ccessf8))$/ A f)8ent reader s
consdered to ha#e a8to%atc decodn!+ e3&resson+ attenton to con#entons+ and <=A.--G
readn! acc8rac$ so the foc8s can *e on %a5n! connectons a%on! the deas n a te3t and
*et4een these deas and *ac5!ro8nd 5no4)ed!e >Rasns5+ ,--:?/ A )ess f)8ent reader %8st
foc8s attenton on decodn!/ Conse78ent)$+ there s )tt)e attenton )eft for co%&rehenson/
Ear)$ )terac$ nstr8cton toda$ conssts of at )east t4o *asc a&&roaches/ There s
decodn!Mthe s5)) of *en! a*)e to see a s78!!)$ )ne+ %%edate)$ dentf$n! t as the )etter S+
hear ts so8nd n $o8r head >KsssL?+ and *)end or attach t to the so8nd %ade *$ the ne3t s78!!)$
)ne/ There s a)so co%&rehenson+ often 8nderstood as 8sn! 4ords and &ct8res n a te3t to he)&
$o8 !ras& 4hat a sentence+ cha&ter+ or *oo5 s tr$n! to te)) $o8+ f $o8 can decode and
co%&rehend+ the 4sdo% !oesJ $o8@re on $o8r 4a$ >G8ernse$+ ,-.-?/ Re&orts fro% research and
the )ar!er ed8catona) co%%8nt$ de%onstrate that too %an$ ch)dren ha#e )%ted a*)t$ to
co%&rehend te3ts/ G#en that co%&rehenson s s8ch as co%&)e3 co!nt#e endea#or and s
affected *$+ at )east+ the reader+ the te3t+ and the conte3t+ co%&rehenson research has consdered
%an$ feat8res as contr*8tn! to st8dent o8tco%es >Mc'eo4n+ ;ec5+ C ;)a5e+ ,--<?/
..
Accordn! to Mc'eo4n+ ;ec5+ C ;)a5e >,--<?+ t4o a&&roaches are needed for
co%&rehenson nstr8ctonN strate!es a&&roach and content a&&roach/ A %ajor dstncton
*et4een the t4o a&&roaches s that strate!$ nstr8cton enco8ra!es st8dents to thn5 a*o8t ther
%enta) &rocesses and+ on that *ass+ to e3ec8te s&ecfc strate!es 4th 4hch to nteract 4th te3t/
In contrast+ content nstr8cton atte%&ts to en!a!e st8dents n the &rocess of attendn! to te3t
deas and *8)dn! a %enta) re&resentaton of the deas+ 4th no drecton to consder s&ecfc
%enta) &rocesses/ Accordn! to fndn!s and deter%natons *$ the Natona) Readn! Pane)
>,--=?+ co%&rehenson s crtca))$ %&ortant to the de#e)o&%ent of ch)dren@s readn! s5))s and
therefore to the a*)t$ to o*tan an ed8caton/
/ow "o Children "e1elop Reading Co,prehension2
Readn! co%&rehenson *e!ns 4th )o4er &rocesses foc8sed at 4ord )e#e)A4ord
reco!nton >&honcs+ s!ht 4ords?+ f)8enc$ >rate+ acc8rac$+ and e3&resson?+ and #oca*8)ar$
>4ord %eann!s?/ The second sta!e of readn! co%&rehenson de#e)o&%ent+ accordn! to
Re8tBe) C Cooter >,--D?+ foc8ses on h!herAorder &rocessn!Aact#atn! and re)atn! &ror
5no4)ed!e to te3t content+ and consco8s)$ )earnn!+ se)ectn!+ and contro))n! the 8se of se#era)
co!nt#e strate!es to ass8re re%e%*ern! and )earnn! fro% te3t/ One of the %ost %&ortant
fndn!s fro% the &ast three decades of co%&rehenson research+ fro% o8r &ont of #e4+ s that
readers can re%e%*er a te3t 4tho8t )earnn! fro% t/ (or nstance+ a reader %!ht re%e%*er
)earnn! a*o8t the defnton of photosynthesis n a *o)o!$ c)ass and *e a*)e to recte the
defnton+ *8t ha#e no 8nderstandn! of a re)ated conce&t+ semipermeable membrane+ 4hch s
%&ortant to a f8)) 8nderstandn! of &hotos$nthess/ When readers s8ccessf8))$ co%&rehend 4hat
the$ read+ the$ constr8ct %eann! that s nterre)ated+ esta*)shn! a )o!ca)+ nte!rated
8nderstandn! that the$ can dra4 fro% %e%or$ n the f8t8re to he)& the% 8nderstand and )earn
fro% readn! ne4 te3ts >Re8tBe) C Cooter+ ,--D?/
*hat "oes Research )a% About Reading Co,prehension +nstruction2
Teachers are ncreasn!)$ a4are that the$ need to e3&)ct)$ teach co%&rehenson
strate!es to ch)dren/ (ro% the 4or5 of the Natona) Readn! Pane)+ >,---?+ the e#dence *ase
s8&&orts the effect#eness of teachn! the fo))o4n! readn! co%&rehenson strate!esN >.?
!ra&hc or!anBers+ >,? co%&rehenson %ontorn!+ >:? ans4ern! 78estons+ >2? !eneratn!
.,
78estons+ >6? stor$ str8ct8re+ and >=? s8%%arBaton/ The NRP a)so fo8nd that co%&rehenson
nstr8cton s %ost effect#e 4hen there s a !reat dea) of te3tAfoc8sed ta)5 set n #*rant)$
nteract#e and co))a*orat#e c)assroo% conte3ts/ Research as re&orted *$ the Natona) Readn!
Pane) >,---? ndcates that teachn! ch)dren ho4 to coordnate the 8se of a set or &ac5a!e of
co%&rehenson strate!es as the$ read and dsc8ss 4hat the$ ha#e )earned 4th &eers and 4th
teacher s8&&orts $e)ds &artc8)ar)$ stron! res8)ts for %&ro#n! ch)dren@s readn!
co%&rehenson/
/ow is Reading Co,prehension Assessed2
Readn! co%&rehenson s co%&osed of se#era) essenta) co%&onentsN the reader+ the
te3t+ the act#t$+ and the soca) conte3t/ ;eca8se readn! co%&rehenson s %8)tfaceted+ t can
not *e ade78ate)$ %eas8red 4th an$ sn!)e a&&roach+ &rocess+ or test >Pars C Stah)+ ,--6?/ One
of the %ost effect#e &rocesses for fndn! o8t f ch)dren 8nderstand 4hat the$ read s to as5
the% to rete)) 4hat the$ ha#e read/ Ora) stor$ rete))n!s %a$ *e e)cted fro% ch)dren n a
n8%*er of 4a$s/ One 4a$ n#o)#es the 8se of &ct8res or #er*a) &ro%&ts re)ated to the stor$/ A
second 4a$ to e)ct ora) stor$ rete))n!s fro% ch)dren s to 8se 8naded reca))+ n 4hch st8dents
rete)) the stor$ Kas f he or she 4ere te))n! the stor$ to so%eone 4ho had ne#er heard or read the
stor$ *eforeL *e!ns an 8naded ora) stor$ rete))n!/ The nfor%aton !)eaned fro% an ora) stor$
rete))n! %a$ *e 8sed to he)& %e+ the teacher+ to foc8s f8t8re nstr8cton on enhancn! st8dent@s
8nderstandn! of narrat#e &arts or stor$ str8ct8re >Re8tBe) C Cooter+ ,--D?/
)tandards That )upport -% Action Plan
It s %&ortant that teachers 5no4 and 8nderstand the %n%8% e3&ected o8tco%es+ or
*ench%ar5 standards+ for co%&rehenson de#e)o&%ent at each !rade )e#e)+ es&eca))$ n the ear)$
$ears/ Ths nfor%aton *eco%es an essenta) road%a& for teachers to 8se n assessn! each
ch)d@s )e#e) of co%&rehenson de#e)o&%ent/ The Tennessee state standards for thrd !rade
readn! nc)8de three %ajor e3&ectatons that s8&&ort %$ acton &)an/ Content standard one states
that the st8dent 4)) de#e)o& the readn! and )stenn! s5))s necessar$ for 4ord reco!nton+
co%&rehenson+ nter&retaton+ ana)$ss+ e#a)8aton+ and a&&recaton of &rnt and nonA&rnt te3t/
One e3&ectaton that %$ ch)dren %8st *e a*)e to do s to de#e)o& and e3tend readn!
#oca*8)ar$/ Another e3&ectaton s for %$ ch)dren to 8se act#e co%&rehenson strate!es to
.:
der#e %eann! 4h)e readn! and for chec5n! ther 8nderstandn! after readn! te3t/ Another
!rade )e#e) e3&ectaton that %$ ch)dren 4)) need s to de#e)o& and 8se &reAreadn! strate!es/
A)) of these e3&ectatons are de&endent on the e3&ectaton that the$ 8nderstand the sentence
str8ct8re of Standard En!)sh/ There are a tota) .2 )earnn! e3&ectatons that thrd !raders are to
acco%&)sh 8nder the readn! content standards fro% the state of TN >TN De&art%ent of
Ed8caton+ ,-..?/
The Natona) Co8nc) of Teachers of En!)sh s a &rofessona) assocaton of ed8cators n
En!)sh St8des+ Eterac$+ and Ean!8a!e Arts/ The NCTE and Internatona) Readn! Assocaton
e3&ect ch)dren to read a 4de ran!e of &rnt and nonA&rnt te3ts to *8)d an 8nderstandn! of
te3ts+ to ac78re ne4 nfor%atonJ to read for &ersona) f8)f))%ent n dfferent !enres >NCTE+
,-..?/ The$ a)so e3&ect ch)dren to a&&)$ a 4de ran!e of strate!es to co%&rehend+ nter&ret+
e#a)8ate+ and a&&recate te3ts/ Standards for En!)sh )an!8a!e arts stress+ that a)) st8dents %8st
*e ca&a*)e readers and 4rters/ As ch)dren !ro4 as readers+ ch)dren %8st )earn and de#e)o&
effect#e readn! strate!es for tac5)n! cha))en!n! %atera)s/ The$ %8st or!anBe ther deas
)o!ca))$/ NCTE s8!!ests that ch)dren read often+ nter&retn! and e#a)8atn! a *road ran!e of
c)assc and conte%&orar$ )terat8re/ As ch)dren ans4er 78estons and e3&)ore ss8es+ ch)dren
%8st *e a*)e to fnd %an$ so8rces of nfor%aton/ St8dents sho8)d 5no4 ho4 to e#a)8ate
nfor%aton+ s8%%arBe t+ and co%%8ncate ther conc)8sons c)ear)$ to others/ As a teacher+ I
4ant %$ thrd !raders to s8cceed/
Acco%&)shed teachers 5no4 and can e#a)8ate c8rrent )terat8re on readn!+ nc)8dn!
theores of readn! and &eda!o!es that s8&&ort )earnn! of readn!/ Teachers are a*)e to
dscr%nate *et4een e#denceA*ased research and 8ns8*stantated trends and *et4een effect#e
and neffect#e strate!es for ther st8dents+ and the$ can artc8)ate ther 5no4)ed!e and the
ratona)e for ther decsons/ Acco%&)shed teachers 5no4 ho4 ch)dren )earn to read and the
readn! &rocess s de#e)o&%enta) n nat8re/ Teachers 5no4 that readers+ fro% &reAe%er!ent to
so&hstcated+ 8se ther 5no4)ed!e a*o8t hs 4or)d a)on! 4th a #aret$ of c8en! s$ste%s+
nc)8dn! !ra&ho&honc+ &ra!%atc+ se%antc+ and s$ntactc+ as the$ constr8ct %eann! fro% te3t
>N;PTS+ ,-..?/ Accordn! to Natona) ;oard of Professona) Teachn! Standards >N;PTS?+
acco%&)shed teachers reco!nBe that ther st8dents 4)) *e at #aro8s &onts n ther readn!
de#e)o&%ent/ Teachers sho8)d 5no4 the s5))s and strate!es to he)& st8dents co%&rehend a
#aret$ of te3ts/ (or e3a%&)e+ teachers need to 5no4 co%&rehenson strate!es to s8&&ort st8dent
.2
)earnn! *efore st8dents read se)ectons+ and n act#tes that fo))o4 readn!/ The N;PTS states
that acco%&)shed Ear)$ ch)dhood )terac$ readn! )an!8a!e arts teachers 5no4 and 8nderstand
c8rrent )terat8re and theores a*o8t readn!A)an!8a!e arts/ Teachers sho8)d e#a)8ate ths
5no4)ed!e and 8se t n ther nstr8ctona) &ractce/
Tennessee Standards for En!)sh Ean!8a!e Eearners >EEE? states that E))@s 4)) )sten
s&ea5+ read+ and 4rte n En!)sh thro8!ho8t a)) content areas to he)& ens8re that ch)dren 4ho
are )%ted En!)sh &rofcent+ nc)8dn! %%!rant ch)dren an $o8+ ache#e at h!h )e#e)s n the
core acade%c s8*jects so that those ch)dren %eet the sa%e cha))en!n! State acade%c content
and st8dent acade%c ache#e%ent standards as a)) ch)dren are e3&ected to %eet >TN De&t of
Ed8caton+ ,-.-?/ One of those e3&ectatons s for ch)dren n thrd !rade to de%onstrate
&reHear)$ readn! s5))s/ Thrd !raders are e3&ected to co%&rehend 5e$ #oca*8)ar$ &hrases/
En!)sh )an!8a!e )earners deter%ne %an dea and &8r&ose of 4hat the$ read/ These ch)dren
a)so %8st dra4 nferencesJ s8&&ortn! deta)s &redct and dra4 conc)8sons fro% ther te3t/
Rele1ant Theories and "e1elop,ental Characteristics of the 3earners
There are %an$ re)e#ant and de#e)o&%enta) characterstcs of )earners/ D8rn! the )ate
.<=-@s and thro8!ho8t the .<9-@s+ readn! co%&rehenson 4as )ar!e)$ ta8!ht *$ as5n! st8dents
78estons fo))o4n! readn!+ or *$ ass!nn! s5)) sheets as &ractce for readn! co%&rehenson
s5))s s8ch as !ettn! the %an dea+ deter%nn! the se78ence+ fo))o4n! drectons+ notn!
deta)s+ and reco!nBn! ca8se and effect re)atonsh&s/ Past ear)$ )terac$ research has *een
drected to4ard the ss8es of 4ord dentfcaton+ &artc8)ar)$ &hone%c a4areness and &honcs
nstr8cton >Natona) Readn! Pane)+ ,---J Rand Readn! St8d$ Gro8& Re&ort+ ,--.?/ More
recent)$+ )eadn! readn! a8thortes+ cor&orate)$ s&onsored st8d$ !ro8&s >RAND Readn! St8d$
Gro8&?+ and federa) !o#ern%ent a!ences ha#e conc)8ded that $o8n! ch)dren can and sho8)d *e
ta8!ht readn! co%&rehenson strate!es fro% the onset of readn! >Re8tBe) C Cooter+ ,--D?/ As
a res8)t of ths research+ teachers are ncreasn!)$ a4are that the$ need to e3&)ct)$ teach
co%&rehenson strate!es to ch)dren >Press)e$+ ,---?/
Eearnn! 4hat &ast theorsts ha#e contr*8te to the )an!8a!e and readn! de#e)o&%ent
a))o4s %e to 8nderstand &ast trends as 4e)) as a&&)$ #a*)e nfor%aton to c8rrent ed8caton
endea#ors/ Teachn! and )earnn! are h!h)$ soca) act#tes/ Ps$cho)o!sts s8ch as V$!ots5$+
;and8ra+ and De4e$ ha#e theorBed that soca) nteracton s a 5e$ %echans% n the &rocess of
.6
)earnn! and de#e)o&%ent/ Soca) )earnn! theores foc8s on )earnn! that ha&&ens 4thn a soca)
en#ron%ent and e%&hasBes the &re%se that &eo&)e )earn fro% one another *$ %eans of
o*ser#atons/ 0ohn De4e$ and E/S/ V$!ots5$ are t4o theorsts that are far a&art n ther
conce&ton of the re)atonsh& *et4een &rocess and !oa)s n ed8caton/ The dfference re#o)#es
aro8nd the 78eston of ho4 ed8cators #e4 the &rocess of act#t$ n re)aton to the conse78ence
of act#tes/ The dfferences *et4een the t4o theorsts are eas)$ reco!nBa*)e 4hen one
co%&ares V$!ots5$@s conce&ton of the KBone of &ro3%a) de#e)o&%entL and De4e$Ans&red
%ode) of K)on! ter% &rojectsL >G)ass%an+ ,--.?/
V$!ots5$ thn5s the de#e)o&%ent of %nd s or!nated fro% nteracton of the &erson
4th socet$/ He &onts o8t that de#e)o&%ent can *e c)assfed nto t4o )e#e)s/ One s the rea)
)e#e) of de#e)o&%ent+ on 4hch ch)dren can so)#e &ro*)e%s nde&endent)$J the other s &otenta)
)e#e) of de#e)o&%ent+ on 4hch ch)dren can so)#e &ro*)e%s 8nder the !8dance of ad8)t &eo&)e
or n cor&oraton 4th &eers 4th h!her ca&a*)t$ >Wan!+ ,--<?/ T4o 5e$ &onts n Pa!et@s
constr8ct#st@s theor$ are ch)dren %o#e thro8!h co!nt#e sta!es at far)$ &redcta*)e t%es and
e3terna) nf)8ences+ s8ch as schoo)n!+ ha#e #er$ )tt)e effect on ther e#o)8ton/ In other 4ords+
ch)dren &ro!ress thro8!h these sta!es accordn! to a *o)o!ca) deter%ned t%eta*)e+ and
e3terna) nf)8ences >e/!/+ &arents and teachers? ha#e #er$ )tt)e effect on the &ace of !ro4th/
V$!ots5$ de%onstrated that ad8)t nteractons 4th ch)dren co8)d not on)$ assst n )an!8a!e
de#e)o&%ent+ *8t co8)d a)so chan!e the &ace of )an!8a!e )earnn!/ Eearnn! 4hat other theorsts
ha#e conc)8ded on ho4 ch)dren de#e)o&+ t s %&ortant for %e to 5no4 4hch ch)dren 4)) *e
s8ccessf8) at nde&endent 4or5 and 4hch st8dents need %ore !8dance+ scaffo)dn!+ and
s&ecfc s5)) *8)dn! 4hch 4)) a))o4 these $o8n! readers to %o#e for4ard n co%&rehendn!
4hat te3t the$ are readn!/
V$!ots5$ assessed co!nt#e de#e)o&%ent n ter%s of ho4 a ch)d co8)d &erfor% a
s&ecfc tas5 n co))a*oraton 4th others/ V$!ots5$ e3&)aned that )earners nterna)Be )an!8a!e
act#tes+ )5e readn! and 4rtn! *$ !on! thro8!h a threeAsta!e &rocess/ Interna)Baton as
V$!ots5$ ca))ed t+ *e!ns 4th the )earner o*ser#n! others as the$ &erfor% a )an!8a!e tas5
>Re8tBe) C Cooter+ ,--D?/ (or e3a%&)e+ a ch)d 4ho contn8a))$ as5s for the sa%e *oo5 to read
a)o8d a!an and a!an *$ an e3&erence reader s st8d$n! 4hat the reader s don! and )earnn!
so%e of the readn!@s %ost *asc str8ct8res/ The ne3t sta!e of nterna)Baton *e!ns 4hen the
)earner %%cs the )an!8a!e tas5+ )5e a ch)d &retendn! to read a *oo5 a)o8d 4hen the ch)d s
.=
rea))$ )oo5n! at the &ct8res and re&eatn! 4hat 4as read a)o8d to the ch)d on a &re#o8s
occason/ In teachn! 4e refer to ths as !8ded &ractce/ Accordn! to Re8tBe) and Cooter
>,--D?+ the thrd sta!e of nterna)Baton co%es 4hen a )earner+ after *eneftn! fro% a !reat dea)
of s5))f8) nstr8cton and !8ded &ractce+ s a*)e to &erfor% a s&ecfc readn! tas5 4tho8t
f8rther he)&/ I can a&&recate and 8nderstand o8t %$ st8dents co8)d *eneft fro% co))a*oratn!
4th others+ for e3a%&)e+ t 4o8)d *e he)&f8) 4hen dsc8ssn! te3t f the ch)dren &a8sed and
ref)ected %ore often/ As &art of %$ acton research of %&ro#n! ho4 I teach readn!
co%&rehenson to ch)dren+ 5no4n! ho4 to s5))f8) nstr8ct %$ $o8n!sters 4o8)d %ean %ore
s8ccess for the 5ds as the$ &ro!ress thro8!h the schoo) $ear and *e$ond/ I 4)) need to &ro#de
%ore !8ded &ractce as s8!!ested *$ V!ots5$ and others and 8nderstand ho4 the Oone of
Pro3%a) De#e)o&%ent co8)d &)a$ o8t n %$ c)assroo%/ (or e3a%&)e+ 5e$4ords &osted aro8nd
the roo%+ !ra&hc or!anBers that are co%&)eted as the 5ds read at te3t+ and other for%s of
dfferentated nstr8cton co8)d *rn! %$ )o4er )e#e) readers fro% 4or5n! co))a*orat#e)$ no4
to nde&endent &ractce at a )ater t%e/
In re#e4n! recent research on #oca*8)ar$ )earnn! and ts ro)e n readn!+ one
conc)8son *eco%es c)earN readn! and 4rtn! act#tes are de&endent on 4ords/ Readn! and
*en! read to a)so ncrease #oca*8)ar$ )earnn!/ Readn! n#o)#es co!nt#e s5)) de#e)o&%ent
that n so%e 4a$s %rrors &h$sca) s5)) de#e)o&%ent/ As 4th &h$sca) s5))s+ the %ore one
&ractces readn!+ the %ore hs or her readn! a*)t$ ncreases/ Readn! co%&rehenson *e!ns
4th )o4er &rocesses foc8sed at the 4ord )e#e)A4ord reco!nton+ f)8enc$+ and #oca*8)ar$/ The
second sta!e of readn! co%&rehenson de#e)o&%ent foc8ses on h!herAorderA&rocessn!A
act#atn! and re)atn! &ror 5no4)ed!e to te3t content+ and consco8s)$ )earnn!+ se)ectn!+ and
contro))n! the 8se of se#era) co!nt#e strate!es to ass8re re%e%*ern! and )earnn! fro% the
te3t >R8etBe) C Cooter+ ,--D?/ As a teacher+ I 4ant to 5no4 4here 4ords stand n ter%s of ho4
the$ affect readn!/ Readn! a)o8d to %$ st8dents 4)) a)so contr*8te to ther #oca*8)ar$
)earnn! and readn! !ets *etter 4th &ractce/ It s hard not to ta)5 a*o8t readn! 4tho8t
8nderstandn! that readn! s reco!nBn! &rnt and )stenn! n#o)#es hearn! the 4ord so8nd
nd#d8a))$ and the 4ord so8nd e%*edded n te3t/ The )terat8re s8!!ests that 4rtn! and
readn! sho8)d *e ta8!ht s%8)taneo8s)$ *eca8se the$ are connected/ In order to 4rte $o8 need
to *e a*)e to reco!nBe 4ords and 4hat the$ %ean n dfferent conte3ts/ There are %an$ 4a$s to
%&ro#e readn! *8t so%e e3&erts *e)e#e %ore t%e sho8)d *e s&end on teachn! #oca*8)ar$
.9
and others sa$ that not 5no4n! a )ot of 4ords does not &re#ent so%e one fro% !ettn! the !st of
a stor$/
Readn! nstr8cton s 78te co%&)e3+ and a)) the %ore so *eca8se ch)dren 8se %8)t&)e
co!nt#e &rocesses n readn!/ O#er the $ears+ the foc8s of readn! nstr8cton has #ared+
shftn! fro% decodn!+ to f)8enc$+ and+ recent)$ to co%&rehenson and 4ord %eann!/ Readn!
enta)s %ore than decodn! or f)8enc$ or co%&rehenson/ It %a5e 8se of %8)t&)e s5))sN ora)
)an!8a!e &rofcenc$+ &hono)o!ca) &rocessn!+ 4or5n! %e%or$+ 4ordA)e#e) s5))s >decodn!+
s&e))n!?+ and te3tA)e#e) s5))s+ s8ch as scannn!+ s5%%n!+ s8%%arBn!+ and %a5n! nferences
>Ca)deron+ S)a#n+ C SancheB+ ,-..?/ Accordn! to the Natona) Readn! Pane)+ ch)dren need to
read e3tens#e)$ and rece#e e3&ert and e3&)ct readn! co%&rehenson nstr8cton fro% teachers
that s foc8sed on #oca*8)ar$ and co%&rehenson strate!$ nstr8cton >R8etBe) C Cooter+ ,--D?/
Accordn! to R8etBe) C Cooter+ 4thn ths en#ron%ent of e3tens#e readn! of a #aret$ of
te3ts+ ch)dren %8st *e ta8!ht to act#ate ther re)e#ant *ac5!ro8nd 5no4)ed!e to 8nderstand and
re%e%*er te3ts/ As a teacher+ I can on)$ s8!!est and offer *oo5s for %$ $o8n!sters to ta5e ho%e
to read+ *8t not a)) 5ds )5e to read at ho%e/ M$ ESE ch)dren ha#e &arents that read #er$ )tt)e
En!)sh and %ost of %$ *oo5s are not *)n!8a) *eca8se the schoo) f8nds on)$ *oo5s n En!)sh/
R8etBe) and Cooter >,--D?+ s8!!est that s%&)$ as5n! ch)dren to res&ond to a 4or5sheet
or to ans4er a )st of co%&rehenson 78estons s not teachn! and does nothn! to de#e)o&
co%&rehenson strate!es+ conce&ts or s5))s/ Ch)dren@s a*)t$ to decode 8nfa%)ar 4ords and
reco!nBe a core !ro8& of 4ords *$ s!ht n the &r%ar$ !rades &redcts !ood co%&rehenson n
the )ater e)e%entar$ !rades/ Ch)dren sho8)d *e ta8!ht 4ord %eann! >#oca*8)ar$? f 4e are
sero8s a*o8t %&ro#n! ther readn! co%&rehenson/ Ch)dren need to rece#e teacherA!8ded
&ractce and feed*ac5 n 8sn! co%&rehenson strate!es to &rocess a #aret$ of te3t/ The
c)assroo% sho8)d nc)8de rch nteractons and co))a*oratons a%on! teachers and ch)dren
aro8nd a #aret$ of nterestn! te3ts >Natona) Readn! Pane)+ ,---J R8etBe) C Cooter+ ,--D?/ As
a &rofessona) ed8cator+ 8nderstandn! that ch)dren need to *e ta8!ht s&ecfc readn! strate!es
to &rocess a #aret$ of te3t+ 4)) corre)ate nto &)anned act#tes that I 4)) ncor&orate nto %$
)esson &)ans/ In %$ c)assroo% %$ ch)dren a)read$ 4or5 co))a*orat#e)$+ *8t 4hen t co%es to
rete))n! the stor$ or ta5n! an assess%ent+ the$ fa) to acc8rate)$ ans4er 6-G of the 78estons n
ether #er*a) or 4rtten assess%ent/ The 4rtten assess%ent s e#en )o4er for %$ )o4est
.D
str8!!)n! readers/ The 5no4)ed!e *ase of the ch)dren see%s )o4 n co%&rehendn! 4hat the$
read fro% ther readn! te3t*oo5/
Professional Consensus on 4est Teaching Practices
One of the *est teachn! &ractces I 4)) e%&)o$ nto %$ acton &)an s to teach
co%&rehenson strate!es/ One of the chef co%&rehenson act#tes to %&ro#e %$ thrd !raders
a*)t$ to co%&rehend te3t s )earnn! ho4 to 8se co%&rehenson strate!es to %&ro#e ther
8nderstandn! and %e%or$ for te3t/ P8estons are an nte!ra) &art of )fe *oth n and o8t of
schoo)/ (ro% *rth+ 4e )earn a*o8t o8r 4or)d *$ as5n! and ans4ern! 78estons/ As5n!
ch)dren to search o8t ans4ers to these 78estons enco8ra!es the% to act#e)$ en!a!e 4th the
deas of the te3t/ It s %&ortant that K4h$L 78estons *e as5ed a*o8t the te3t n s8ch a 4a$ as to
orent ch)dren to search &ror 5no4)ed!e for s8&&ortn! the facts the$ need to )earnAother4se
s8ch 78estons 4)) not enhance co%&rehenson and %e%or$ for te3t/
The a*)t$ to &)an+ chec5+ %ontor+ re#se+ and e#a)8ate one@s 8nfo)dn! co%&rehenson
s of &artc8)ar %&ortance n readn!/ If a reader fa)s to detect co%&rehenson *rea5do4ns+ the
she or he 4)) ta5e no acton to correct %snter&retatons of the te3t/ A)tho8!h the a*)t$ to
detect 4hen co%&rehenson *rea5s do4n s %&ortant+ t s e78a))$ %&ortant to 5no4 4hch
strate!es to se)ect n re&arn! *ro5en co%&rehenson and 4hen to 8se the% >R8etBe) C Cooter+
,--D?/ To he)& st8dents de#e)o& a sense for 4hen to se)ect these strate!es+ teachers %a$
consder 8sn! a thn5Aa)o8d %ode)n! &roced8re/ I 4)) %ode) thn5Aa)o8d co%&rehenson
strate!es to %$ thrd !raders as &art of %$ acton &)an/
Str8!!)n! readers 4hch descr*e %$ thrd !raders co8)d *eneft fro% scaffo)ds to
s8&&ort co%&rehenson de#e)o&%ent/ It s no4 acce&ted as near)$ a3o%atc that effect#e
readn! teachers %8st ha#e 5no4)ed!e s&ecfc to effect#e readn! nstr8cton and the $o8n!
ch)dren the$ teach and act#e)$ a&&)$ ths 5no4)ed!e n ther c)assroo% nstr8cton/ Research
s8!!ests+ then+ that teachers nf)8ence ch)dren@s acade%c !ro4th %ore than an$ sn!)e factor+
nc)8dn! fa%)es+ ne!h*orhoods+ and the schoo)s the st8dents attend/ Co%&rehenson s the
#er$ heart and so8) of readn!/ The Natona) Readn! Pane) >,---?+ re&orted that )#e)$
dsc8sson a*o8t a te3t n the co%&an$ of others see%s to *e the o&t%a) st8atona) conte3t to
enhance st8dents@ readn! co%&rehenson/ C)assroo% dsc8sson+ then+ see%s to &ro#de the *est
conte3t for ch)dren to %&ro#e ther readn! co%&rehenson >'8etBe) C Cooter+ ,--D/ As &art of
.<
%$ acton &)an+ %$ ch)dren 4)) )earn to co%&rehend %ore *eca8se dsc8ssons 4)) connect the
reader to a &eer+ te3t and the teacher to enhance 8nderstandn!/
As &art of %$ acton &)an+ te3t str8ct8re nstr8cton 4)) *e ta8!ht that foc8s on the
&h$sca) feat8res that 4)) he)& %$ thrd !raders 8nderstand the 4a$ that an a8thor has or!anBed
a te3t nc)8dn! the ta*)e of contents+ cha&ter headn!s and s8*headn!s+ &ara!ra&h or!anBaton
s8ch as to&c sentence )ocaton and s!na) 4ords+ t$&o!ra&hc and s&acn! feat8res and #s8a)
nsets or ads/ Effect#e te3t str8ct8re nstr8cton re78res that teachers &ro#de short+ fre78ent
re#e4 o&&ort8ntes for a&&)caton of the te3t str8ct8re strate!es ta8!ht/ The Natona) Readn!
Pane) >,---? fo8nd condtons that s8&&ort effect#e co%&rehenson nstr8cton/ (rst+ 4hen
teachers &ro#de e3&)ct co%&rehenson nstr8cton *$ e3&)ann!+ %ode)n!+ !8dn!+ and
scaffo)dn!+ st8dents are he)&ed to4ard nde&endence and se)fAre!8)ated 8se of co%&rehenson
strate!es >R8etBe) C Cooter+ ,--D?/
Research and Theories That Pro1ide )upport for -% Action Plan
Pa!et+ V$!ots5$+ and De4e$ foc8sed on the nteractons of &eo&)e 4th ther
en#ron%ent/ M$ acton &)an 4)) e%&hasBe nteractons 4th ther en#ron%ents as 4e)) as
nteracton 4th ther te3t and other readers/ Constr8ct#st@s theores of ora) )an!8a!e
de#e)o&%ent e%er!ed fro% the 4or5 of 0ean Pa!et/ Pa!et *e)e#ed that )an!8a!e de#e)o&%ent
s )n5ed to co!nt#e a*)t$ >/e/+ tho8!ht &rocesses and a*)tes?/ The t4o 5e$ &onts n Pa!et@s
constr8ct#st theor$ are ch)dren %o#er thro8!h co!nt#e sta!es at far)$ &redcta*)e t%es and
e3terna) nf)8ences >e/!/+ &arents and teachers? ha#e #er$ )tt)e effect on the &ace of !ro4th/
These notons are #er$ %8ch at odds 4th the soca) nteracton@s &ers&ect#e/
Soca) nteractonst theor$ ass8%es that )an!8a!e de#e)o&%ent s !reat)$ nf)8enced *$
&h$sca)+ soca)+ and+ of co8rse )n!8stc factors/ V!ots5$ assessed co!nt#e de#e)o&%ent n
ter%s of ho4 4e)) a ch)d co8)d &erfor% a tas5 n co))a*oraton 4th others/ The dfference
*et4een 4hat a ch)d can do a)one and n co))a*oraton 4th others s 4hat V!ots5$ ca))ed the
Bone of &ro3%a) de#e)o&%ent >OPD?/ V!ots5$ e3&)aned that )earners nterna)Be )an!8a!e
act#tes+ )5e readn! and 4rtn!+ *$ !on! thro8!h a three sta!e &rocess >R8etBe) C Cooter+
,--D?/ Interna)Baton+ as V$!ots5$ ca))ed t+ *e!ns 4th the )earner o*ser#n! others as the$
&erfor% a )an!8a!e tas5/ The ne3t sta!e of nterna)Baton s !8ded &ractce 4here ch)d rece#es
scaffo)ds to s8&&ort the )earnn!/ The thrd sta!e of nterna)Baton s nde&endent &ractce/ I
,-
ntend to he)& %$ st8dents n ths nterna)Baton &rocess *$ thn5n! a)o8d+ %ode)n!+ and
dsc8ssn! te3ts that the ch)dren read as &art of %$ acton &)an/
)u,,ar%
I ha#e 8sed the re)e#ant theores and de#e)o&%enta) characterstcs of %$ )earners and
ho4 the$ )earn *est/ I ha#e a)so e3&)ored the &rofessona) consens8s on *est teachn! &ractces
8sed 4hen teachn! ch)dren n e)e%entar$ schoo) ho4 to co%&rehend 4hat the$ read/ After
re#e4n! the )terat8re+ I ha#e decded to %&)e%ent the *est &ractce of teachn! te3t str8ct8re
to %$ thrd !raders/ I ha#e )earned fro% readn! the )terat8re on *est &ractces for teachn!
readn! co%&rehenson and fo8nd that e3&)ct)$ teachn! readn! co%&rehenson strate!es to
%$ thrd !raders can he)& the% 8nderstand %ore of 4hat the$ read/ I fo8nd that *est &ractces of
teachn! readn! co%&rehenson s for readers to connect 4th each other and the te3t *$
dsc8ssn! and ta)5n! a*o8t the te3t/ I &)an on en!a!n! %$ thrd !raders nto %ore )#e)$
dsc8sson of 4hat the$ read to *8)d *ac5!ro8nd 5no4)ed!e and to connect &ror e3&erence
4th ne4 e3&erence/
Action Plan
The %ajor foc8s of %$ research 4as on %&ro#n! ho4 I ta8!ht readn! co%&rehenson
to %$ thrd !raders/ I ha#e a !oa) of e3&)ct)$ teachn! readn! strate!es to %$ $o8n!sters/ I
4ant to %&)e%ent 4hat research sa$s are *est &ractces for teachn! readn! co%&rehenson/
Another !oa) s *8)d st8dents readn! #oca*8)ar$ as a %eans of he)&n! the% 8nderstand ther
readn! te3t*oo5/ (or e3a%&)e+ 4hen %$ st8dents *eco%e %ore fa%)ar 4th ther readn!
#oca*8)ar$ then there s a *etter chance the$ 4)) co%&rehend %ore of the te3t the$ read/
Another !oa) I 4ant to acco%&)sh s to rase scores n readn! co%&rehenson and #oca*8)ar$ so
that %$ st8dents can see that readn! strate!es and #oca*8)ar$ strate!es f 8sed 4)) ad ther
co%&rehenson of te3t/
I !athered *ase)ne data fro% a)) %$ st8dents fro% &re#o8s scores on readn!
co%&rehenson assess%ents/ I need to %enton that the readn! co%&rehenson assess%ent a)so
has a #oca*8)ar$ n conte3t e%*edded nto to the assess%ent/ As a res8)t of those fndn!s a
&attern e%er!ed+ se#en st8dents scored )o4 on readn! assess%ents !#en after readn! and
,.
dsc8ssn! a stor$ te3t n c)ass/ I co%&ared the res8)ts and fo8nd that the$ 4ere drect)$
corre)ated to ther EEDA scores fro% the &re#o8s $ear/ Ths test %eas8res )an!8a!e &rofcenc$
fro% one $ear to the ne3t/ Those st8dents 4ho scored )o4 on ther readn! assess%ent a)so
scored )o4 on the En!)sh )an!8a!e de#e)o&%ent assess%ent/ The EEDA s %eant to %eas8re
8se of the )an!8a!e &rofcenc$ n f#e do%ansA)stenn!+ s&ea5n!+ readn!+ 4rtn! and
co%&rehenson/ The other nne st8dents scored h!her on *oth readn! assess%ents and the
En!)sh )an!8a!e &rofcenc$ assess%ent/ EEDA s a state4de assess%ent that s !#en at the to
%eas8re )an!8a!e &rofcenc$ of ch)dren 4hose %o%s and dads s&ea5 a )an!8a!e other than
En!)sh+ or 4here one of the &arents s nonAEn!)sh s&ea5n!/

*ee. !
In 4ee5 one of %$ acton research+ I !a#e %$ st8dents a )ect8re on 4hat the data fro%
&re#o8s readn! assess%ents to)d %e a*o8t ho4 4e)) each thrd !raders dd o#er a fo8r 4ee5
s&an/ I as5ed the st8dents f the$ 4anted to !et *etter !rades on ther readn! test and the$ a))
a!reed/ I nfor%ed the st8dents t 4)) ta5e %ore ener!$ and effort on &art of the teacher and a))
the ch)dren n c)ass/
I nstt8ted a Readn! Voca*8)ar$ 0o8rna) for %$ )o4er )e#e) 5ds/ I ntended for the 5ds
to )ocate and 4rte sentences 8sn! ther #oca*8)ar$ stor$ 4ords fro% ther readn! te3t*oo5/ I
c8sto%ar)$ don@t ass!n ho%e4or5 *eca8se the 5ds are ass!ned se#era) &a!es of &ractce 4or5
to do at ho%e a)read$ *$ ther %anstrea% teacher/ I fo8nd that 2-G of the st8dents fa)ed to
t8rn n ho%e4or5 for %e and for ther %an teacher/ The st8dents ether for!ot or dd not ha#e
the t%e/ I stressed to the%+ ths sho8)d on)$ ta5e an ho8r to co%&)ete and the ho%e4or5 s
he)&f8) n he)&n! the% co%e &re&ared for c)ass/
I ad#ocated to %$ *o$s and !r)s a*o8t ho4 %&ortant t s to read constant)$ and not j8st
for nfor%aton+ *8t to enjo$ readn!/ Ths 4or5ed fne 4th %$ h!her )e#e) readers+ *8t the
)o4er )e#e) st8dents 4ere ta3ed 4th tr$n! to f!8re o8t 4hat a 4ord %eant+ n order to read on
and co%&rehend the te3t/ I a% confned to the sa%e readn! c8rrc8)8% and %atera)s as the
%anstrea% teacher e#en tho8!h there s an ESE c8rrc8)8%/ The ad%nstratons concerns are
that f a ch)d s &8))ed o8t for s8&&ort+ ho4 does the ch)d %a5e 8& for 4or5 that 4as %ssed n
ther %anstrea% c)ass/ M$ tas5 as an ESE s8&&ort teacher then s to scaffo)d and 8se dfferent
strate!es to he)& %$ st8dents %&ro#e n readn! co%&rehenson/
,,
I as5ed %$ )o4er )e#e) st8dents to ha#e ther o)der s*)n! read to the%/ I ad#ocated for
%ore *)n!8a) *oo5s n the )*rar$/ I s&o5e 4th the )*raran at %$ schoo) and she nfor%ed %e
that !rant %one$ 4as a#a)a*)e to &8rchase so%e ne4 *oo5s for the )*rar$/ I ha#e se#era) *oo5s
that I ac78red o#er the )ast three $ears n dfferent !enres/ When st8dents !et free t%e for
readn!+ the$ 8s8a))$ !o for the &ct8re *oo5s/ The $o8n!sters 4on@t to ta5e the t%e to read the
te3t/ I can see n the frst 4ee5 that the h!her )e#e) readers are re)ant on %e to nter&ret a
&ct8re+ 4hen the$ co8)d j8st as 4e)) read the te3t )ocated near the &ct8res or ))8stratons n the
*oo5/ I f)&&ed the 78estons aro8nd on the $o8n!sters and the$ ha#e to read the te3t a)o8d to %e/
I nstt8ted a C)assroo% E*rar$ ths frst 4ee5+ so %$ ch)dren 4o8)d ha#e so%ethn! to read at
ho%e/
D8rn! the frst 4ee5 of %$ )esson &)an I ta8!ht fo8r readn! strate!es that %$ 5ds
co8)d 8se to he)& the% co%&rehend %ore n ther readn!/ Rereadn!+ 8se of !ra&hc or!anBers+
&re#e4n! #oca*8)ar$ and the readn! &rocess are %&ortant to co%&rehenson/ (or e3a%&)e+
4hat the 5ds sho8)d do 4hen the$ enco8nter a ne4 4ord n ther readn! that ca8ses the%
conf8son/ I ta8!ht to %$ 5ds to 8se !ra&hc or!anBers to he)& the% constr8ct %eann! of 4hat
the$ are readn!/ Another strate!$ %ode)ed for %$ $o8n!sters 4as rereadn! conf8sn! &arts of
te3t n order to %&ro#e 4hat the$ co%&rehend a*o8t the readn!/ And )ast I %ode)ed to %$ 5ds
thro8!h thn5Aa)o8d+ the readn! &rocess/ I nstr8cted and %ode)ed 4hat a reader sho8)d do 4hen
the$ are not s8re or !et conf8sed 4hen readn!/ "nderstandn! 4ord %eann!s are essenta) to
readn! s8ccess/ Indeed+ 8n)ess st8dents are a*)e to 8nderstand the %eann!s of 4ords as the$
read+ the &rocess of readn! s red8ced to %nd)ess decodn!/ Voca*8)ar$ can *e )earned
ncdenta))$ n the conte3t of stor$*oo5 readn! or n )stenn! to others read/ Eearnn! 4ords
*efore readn! a te3t s a)so he)&f8)/ Most #oca*8)ar$ s )earned ndrect)$+ *8t so%e #oca*8)ar$
%8st *e ta8!ht drect)$/
As &art of %$ &)an+ %$ 5ds )oo5ed at s&ecfc #oca*8)ar$ 4ords and at ho4 the$ 4ere
8sed n conte3t/ Voca*8)ar$ s )earned *est thro8!h e3&)ct+ s$ste%atc nstr8cton/ Conte3t
he)&s readers choose the correct %eann! for %8)t&)eA%eann! 4ords/ Accordn! to R8etBe) and
Cooter >,--D?+ teachers sho8)d offer *oth defntons and conte3t d8rn! #oca*8)ar$ nstr8cton/
S&ecfc 4ord nstr8cton can dee&en 5ds@ 5no4)ed!e of 4ord %eann!s and+ n t8rn he)& the%
8nderstand 4hat the$ are hearn! or readn!/ Three 4a$s of &ro#dn! s&ecfc 4ord nstr8cton
ha#e *een dra4n fro% research e#denceN &reteachn! #oca*8)ar$+ e3tended nstr8cton+ and
,:
re&eated e3&os8res/ In Wee5 One the #oca*8)ar$ 4ords that are stressed n ther 4ee5)$ reader
4ere dsc8ssed n deta) n dfferent conte3ts/ St8dents d8rn! 4ee5 one had to do ho%e4or5
4hch !a#e the% &ractce 4th reco!nBn! the #oca*8)ar$ 4ords and ho4 the readn! stor$
#oca*8)ar$ 4as 8sed n the conte3t of the stor$/
Teachn! ne4 #oca*8)ar$ &ror to the $o8n!sters@ readn! of a te3t he)&s st8dents )earn
ne4 4ords and co%&rehend 4hat the$ read/ I choose as &art of %$ acton research &)an to s&end
t%e foc8sn! on stor$ #oca*8)ar$ and re&eated e3&os8re to the stor$ #oca*8)ar$/ When ch)dren
see+ hear+ and 4or5 4th s&ecfc 4ords+ the$ see%ed to )earn the% %ore/ The 8)t%ate tas5 for
teachers s to he)& st8dents *eco%e %ore nde&endent )earners/ St8dents %8st deter%ne the
%eann! of 4ords that are ne4 to the% 4hen these 4ords are dsco#ered n ther readn!/
The teacher %8st he)& the 5ds de#e)o& effect#e 4ord )earnn! strate!es s8ch as ho4 to
8se dctonares and other reference ads+ ho4 to 8se nfor%aton a*o8t 4ord &arts to f!8re o8t
the %eann! of 4ords n te3t+ and ho4 to 8se conte3t c)8es to deter%ne 4ord %eann!s >Re8tBe)
C Cooter+ ,--D?/ St8dents !ro4n! 8& n &o#ert$ crc8%stances and En!)sh )an!8a!e )earners
>EEE? are t4o 5e$ !ro8&s 4ho %a$ need s&eca) ada&tatons n #oca*8)ar$ nstr8cton to ens8re
)earnn!/ Teachn! #oca*8)ar$ can enhance co%&rehenson of te3t f the 5nd of nstr8cton
&ro#ded he)&s st8dents *8)d %eann!f8) assocatons to ther 5no4)ed!e *ase and %ore than a
*ref defnton s &ro#ded >Mc'eo4n+ ;ec5+ C ;)a5e+ ,--<?/ Se%antc %a&s s8ch as 'WE
charts can *e 8se to act#ate &ror 5no4)ed!e and &re#e4 ne4 #oca*8)ar$/
Drect nstr8cton sho8)d *e 8sed to teach 4ords that are necessar$ for &assa!e
co%&rehenson/ Act#e )earnn! o&&ort8ntes+ s8ch as creaton of 4ord 4e*s+ &)a$n! 4ord
!a%es+ and dsc8ssn! ne4 4ords n readn! !ro8&s or )terat8re crc)es+ are far %ore effect#e n
ce%entn! ne4 5no4)ed!e and %&ro#n! co%&rehenson/ To 5no4 a 4ord 4e)) %eans 5no4n!
4hat t %eans+ ho4 to &rono8nce t+ and ho4 ts %eann! chan!es n dfferent conte3ts/ Re&eated
e3&os8res to the sa%e 4ords n dfferent conte3t are the 5e$ to s8ccessf8) )earnn! >R8etBe) C
Cooter+ ,--D?/ As a researcher tr$n! to %&ro#e ho4 I teach readn! co%&rehenson to %$ thrd
!raders+ I %&)e%ented %ore 4a$s for %$ 5ds to *eco%e fa%)ar 4th ther readn! #oca*8)ar$
and ho4 the 4ords are 8sed n dfferent conte3ts/
D8rn! Wee5 One+ %$ $o8n!sters f))ed o8t a !ra&hc or!anBer/ The$ nc)8ded
nfor%aton on the or!anBer s8ch as dctonar$ defnton of the 4ords+ 4hat &a!es the
#oca*8)ar$ 4ord 4ere )ocated 4thn the te3t the$ 4o8)d *e readn! )ater and the$ a)so had to
,2
4rte do4n the sentence 4hch 8sed the &artc8)ar #oca*8)ar$ 4ord/ M$ 5ds had ths to do
*efore the$ co8)d read the stor$/ M$ !oa) s to *8)d ther #oca*8)ar$ and *ac5!ro8nd &ror to the
readn! of the te3t/ The 5ds 4)) see each #oca*8)ar$ 4ord at )east fo8r t%es+ hear the 4ord at
)east D %ore t%es and hear and read the 4ord 8sed n t4o dfferent conte3ts/ Accordn! to EEE
e3&ectatons+ En!)sh )an!8a!e )earners 4)) de#e)o& the necessar$ readn! s5))s necessar$ for
4ord reco!nton+ co%&rehenson+ nter&retaton and ana)$ss >TN De&art%ent of Ed8caton+
,-..?/
Another strate!$ I %ode)ed to %$ 5ds 4as a thn5 a)o8d as I read te3t/ The !oa) 4as to
he)& st8dents thn5 thro8!h the readn! &rocess/ ReadAa)o8ds are a t%e for the 5ds to )sten to
so%eone read a te3t that s %ore cha))en!n! than 4hat the$ co8)d do nde&endent)$/ As I read
a)o8d+ I 4o8)d occasona))$ &a8se to thn5Aa)o8d+ 4hch #er*a)Bed for the c)ass the tho8!hts that
4ere !on! thro8!h %$ %nd a*o8t the te3t/ These thn5Aa)o8ds o&en a 4ndo4 nto the %nd of
a !ood reader+ he)&n! st8dents see ho4 readers nat8ra))$ 8se a #aret$ of readn! co%&rehenson
strate!es to he)& the% 8nderstand te3t >Ce)c+ ,--<?/
A)) %$ st8dents &ractced the strate!$ of rereadn! conf8sn! &arts+ )oo5n! at
s&ecfc #oca*8)ar$ 4ords n the conte3t of a sentence to he)& 8nderstand the 4ord or conce&t/
On (rda$ the )ast da$ of %$ frst 4ee5+ the st8dents read short &assa!es+ 4h)e I defned and
f8rther e3&)aned the %eann! of 4ords that 4ere 8nfa%)ar to %$ 5ds that 4as n the &assa!e/ I
as5ed st8dents 4hat strate!$ the$ 8sed to 8nderstand the conf8sn! &arts of the &assa!e/ So%e
st8dents )ater co8)d *e o*ser#ed 8sn! rereadn! and as5 another &eer for c)arfcaton on 4hat
the$ read/ I &ro#ded free t%e for the 5ds to do s)ent readn! of ther 4ee5)$ stor$/ I &ro#ded
e3tra t%e n the c)assroo% to read *oo5s that nterest the 5ds/ I started re78rn! st8dents to
5ee& a jo8rna) of ther readn! #oca*8)ar$ 4ords and t4o co%&)ete sentences 8sn! the
#oca*8)ar$ 4ords n conte3t/
D8rn! 4ee5 one on)$ three of the se#en )o4er )e#e) readers dd not *rn! ther
ho%e4or5 to c)ass/ One st8dent sad he dd t+ *8t he for!ot to *rn! t/ The ne3t da$ he *ro8!ht
hs ho%e4or5 *8t t 4as on :-G co%&)ete/ The re%ann! t4o st8dents dd not *rn! an$thn!
d8rn! the 4ee5 and to)d %e the$ ether for!ot t or dd not ha#e t%e to co%&)ete t at ho%e/
I dsc8ssed 4th the thrd !rade ch)dren on Monda$ of 4ee5 one that I t$&ca))$ don@t
ass!n ho%e4or5+ ho4e#er+ n order to rase ther !radesJ %ore effort 4o8)d *e re78red fro%
each ch)d/ I e3&)aned to the 5ds that e3tra effort and !8dance fro% the teacher 4)) he)& the%
,6
8nderstand 4hat te3t the$ are readn! *8t a)so rase ther !rades n readn!/ In order for the
ho%e4or5 to *e consstent+ a)) the $o8n!sters 4ere nfor%ed that ass!ned ho%e4or5 4as d8e
on T8esda$/ I notfed a)) the &arents of the )o4er )e#e) readers and as5ed the% for ther he)& n
%a5n! s8re ther ch)d dd the ass!ned 4or5 at ho%e each 4ee5/ The$ a!reed and 4ere a)so
concerned a*o8t ther )o4 readn! scores/
A)) of %$ st8dents 4ere e3cted a*o8t !ettn! *etter !rades/ The h!her )e#e) st8dents are
on)$ n %$ c)ass t4ce a 4ee5 *eca8se the$ are at a h!her )e#e) and accordn! to the end of $ear
)an!8a!e &rofcenc$ assess%ent >EEDA? the$ can s&end %ore t%e n ther %anstrea%
c)assroo% rather than *e &8))ed for one ho8r e#er$ da$/ M$ )o4er )e#e) st8dents are &8))ed o8t
for ESE s8&&ort c)asses for one ho8r da)$/ I set asde t%e each da$ 4here I e3&)ct)$ teach %$
$o8n!ster readn! strate!es/ Accordn! to E&son+ >,--9? co%&rehenson n#o)#es ntentona))$
8sn! s&ecfc+ &8r&osef8) strate!es to 8nderstand te3t/
*ee.
D8rn! Wee5 T4o+ I 4ent o#er the res8)ts of the readn! co%&rehenson and #oca*8)ar$
assess%ent !#en )ast (rda$ of 4ee5 one 4th %$ ch)dren/ The 5ds had &ro*)e%s n
reco!nBn! so%e of ther 4ee5)$ #oca*8)ar$ 4ords n conte3t and correct)$ dentf$ deta)s of
ther readn!/ I !athered ho%e4or5 fro% the 5ds and the sa%e 5ds 4ho had not *ro8!ht
ho%e4or5 fro% the frst 4ee5 had nothn! to sho4 that the$ atte%&ted the 4or5 that 4as d8e of
the% ths 4ee5/ I )ater ca))ed ther &arents and the &arents *asca))$ sad ther ch)d had to)d the%
the$ had no ho%e4or5/ I )ater #sted the %anstrea% teachers of these ch)dren and the$
confr%ed the$ a)so 4ere not !ettn! ho%e4or5 *ac5 fro% those st8dents on a consstent *ass/
;efore as5n! the ch)dren to read ther 4ee5)$ stor$+ I s&ent the frst c)ass &erod of
4ee5 t4o ta)5n! a*o8t the #oca*8)ar$ 4ords 8sed n the stor$+ not j8st those 4ords that the$
s&ecfca))$ needed to 5no4 *8t other 4ords that the 5ds %!ht not *e fa%)ar 4th/ M$ !oa)
4as to &c5 o8t the stor$ #oca*8)ar$ 4ords fro% ther 4ee5)$ stor$ and a)so !#e t4o %ore
e3a%&)es of the 4ord 8sed n another conte3t+ for e3a%&)e+ n ther stor$ for the 4ee5+ the
#oca*8)ar$ 4ord Ks&rn!L n conte3t of ther 4ee5)$ stor$+ I 4o8)d !#e an e3a%&)e of 4hat s
s&rn! t%e )5e n Tennessee/ "nderstandn! 4ord %eann!s are essenta) to readn! s8ccess/
Indeed+ 8n)ess st8dents are a*)e to 8nderstand the %eann!s of 4ords as the$ read+ the &rocess s
red8ced to %nd)ess decodn!/ Con#erse)$+ ch)dren 4ho ha#e s%a)) )stenn!+ s&ea5n!+ and
,=
readn! #oca*8)aresM4ho are fro% 4hat co8)d *e ter%ed K)an!8a!eAde&r#ed *ac5!ro8ndsLA
%8st rece#e attenton f the$ are to ha#e an$ read chance of readn! s8ccess/
Voca*8)ar$ can *e )earned ncdenta))$ n the conte3t of stor$*oo5 readn! or n )stenn!
to others read/ Eearnn! 4ords *efore readn! a te3t s a)so he)&f8)/ The techn78e of re&eated
e3&os8re of #oca*8)ar$ 4ords a&&ears to enhance #oca*8)ar$ de#e)o&%ent/
I !a#e the ch)dren t4o o&tons for ho%e4or5/ The frst o&ton 4o8)d *e for the 5ds to
4rte sentences 4th the #oca*8)ar$ 4ords n conte3t of the stor$ and defnn! the 4ord fro% the
!)ossar$ or dctonar$/ The second o&ton 4o8)d *e to 8se a stor$ *8**)e %a& and 4rte do4n n
ther o4n 4ords 4hat ha&&ened on each &a!e of the stor$ &ror to co%n! to c)ass the fo))o4n!
Monda$/ (or e3a%&)e+ f the$ read &a!e ,.6+ then the 5ds 4o8)d ha#e to *e a*)e to e3&)an n
4rtn! 4hat 4as ha&&enn! at that &ont n the stor$/ The st8dents chose o&ton t4o+ 4hch
%eant the $o8n!ster 4o8)d f)) o8t a *8**)e %a& 4th *8))et &onts or sentences a*o8t 4hat the$
8nderstood fro% readn! one &a!e at a t%e/ The &8r&ose for ths s so the$ 4)) *e a*)e to
dsc8ss thn!s a*o8t the stor$ on T8esda$ of the thrd 4ee5/ Ths 4o8)d e)%nate the s)ent
readn! n c)ass and transfer that t%e to %ore dsc8sson n c)ass of the stor$ as t 8nfo)ds and to
c)ear 8& an a%*!8t$ a*o8t co%&rehenson and #oca*8)ar$ 4ords n conte3t/
A!an the ch)dren read the stor$ s)ent)$ 4h)e I %ontored to *e s8re st8dents 4ere
foc8sed on the readn!/ After4ards+ I read the stor$ j8st )5e )ast 4ee5 *8t not stra!ht thro8!h n
one readn! then dsc8ssn! the stor$/ I a&&roached the stor$ n the sa%e 4a$ that the$ 4o8)d do
ther ho%e4or5/ As I read each &a!e+ I 4o8)d sto&+ &a8se and as5 78estons rando%)$ to each
ch)d to ens8re that the$ 4o8)d need to 5ee& 8& n case the$ 4ere ca))ed on to ans4er %$
78eston a*o8t the stor$/ "s8a))$+ the sa%e st8dents 4ho ta)5 and 4ho ha#e e$es that 4onder
aro8nd the roo% a)so don@t )sten 4h)e teacher s readn!/ One of the %an &redctors of ho4
4e)) and ho4 fast and nd#d8a) 4)) )earn to read a )an!8a!e s the sBe of the nd#d8a)s
%enta) #oca*8)ar$ n that )an!8a!e/ Th8s+ 4hen teachers 4or5 to enhance ther EEEs@ ora)
&rofcenc$ n En!)sh+ the$ are e3&andn! that %enta) )e3con and ncreasn! the )5e)hood that
the EEEs@ readn! co%&rehenson and f)8enc$ 4)) a)so %&ro#e >So8sa+ ,-..?/
*ee. Three
Each 4ee5 on Monda$s and T8esda$s a)) %$ 5ds 4hch nc)8de < h!her )e#e) readers
and 9 )o4er )e#e) readers are &8))ed o8t for one ho8r of ESE s8&&ort ser#ces/ Snce I ha#e t4o
,9
sets of ch)dren+ those 4ho ha#e h!her )e#e) readn! s5))s on)$ rece#e ser#ces fro% %e for t4o
ho8rs 4ee5)$ and those 4th )o4er readn! s5))s+ rece#e ser#ces for 6 ho8rs a 4ee5/ The t4o
!ro8&s are not n c)ass *8t for t4o da$s as one *! !ro8&/ The rest of the 4ee5 I 4or5 4th the
)o4er )e#e) ch)dren 4ho ha#e t$&ca))$ not done as 4e)) on readn! and #oca*8)ar$ assess%ents+
4hch are the 5ds 4ho I a% foc8sn! on %an)$ to he)& %&ro#e ther co%&rehenson 4hen the$
read te3t/
The 9 )o4er )e#e) readers are %$ %an foc8s *8t I a)so 4ant to rase the scores of a)) the
ch)dren/ The h!her )e#e) st8dents are assessed 8sn! the sa%e test nstr8%ent *8t the dfference
*en! there s )ess scaffo)dn! and the$ are assessed n ther %anstrea% c)assroo%/ I co))ect
scores fro% the %anstrea% teachers for the h!her )e#e) st8dents and t a&&ears the$ sta$
consstent o#er t%e/ Str8!!)n! readers need do8*)e or tr&)e the teacherA!8ded readn!
nstr8cton that nor%a))$ de#e)o&n! readers rece#e/ ;8t ncreasn! a))ocated readn! nstr8cton
t%e s not the 5e$ factor to s8ccess/ Rather+ s&endn! %ore t%e on tas5 d8rn! a))ocated
nstr8ctona) t%e s the 5e$ factor/ Str8!!)n! readers re%an onAtas5 *etter 4hen the$ are n
s%a))A!ro8& or oneAtoAone teachn! st8atons/ Str8!!)n! readers need s8&&ort thro8!h
nstr8ctona) scaffo)ds s8ch as !ra&hc or!anBers and !8ded &ractce >Re8tBe) C Cooter+ ,--D?/
Str8!!)n! readers are often 4e)) *ehnd n ther ora) )an!8a!e #oca*8)ares/ As a conse78ence+
accordn! to R8etBe) and Cooter+ 5ds need e3&os8re to %ore o&&ort8ntes to )sten and 8se
)an!8a!eAnot fe4er/ Scaffo)dn! refers to the !rad8a) re)ease of contro) and res&ons*)t$ for
se)ectn! and 8sn! te3t str8ct8re co%&rehenson strate!es )5e !ra&hc or!anBers+ *e!nnn!
4th h!h teacher contro) and n#o)#e%ent+ %o#n! to shared contro) and n#o)#e%ent *et4een
teachers and st8dents+ and fna))$ to st8dents@ nde&endent contro) o#er strate!$ se)ecton and
8se/
D8rn! Wee5 Three+ after co))ectn! the st8dents *8**)e %a& of the stor$ to scan 4hat
the$ 4rote+ t a&&eared that the$ %!ht ha#e read the stor$ *8t a )ot of the deta)s fro% the stor$
4ere %ssn!/ I decded that I 4o8)d %ode) ho4 to 8se the *8**)e %a& or!anBer *$ e3&)ann!+
thn5n! a)o8d as I read ther stor$ to the%/ I 8sed *8))et &onts nstead of sentences to enco8ra!e
st8dents to !#e %ore deta)s rather than a sentence or t4o a*o8t one thn! fro% each &a!e/ M$
!oa) 4as to !et %ore deta)s 4rtten do4n fro% ther readn!/ I as5ed %$ ch)dren %d4a$
thro8!h %$ %ode)n! f the$ 8nderstood %$ 4a$ of or!anBn! %$ tho8!hts as I read each &a!e
of the stor$/ Most of the 5ds 8nderstood that t %ade %ore snce to 4rte j8st one or t4o 4ords
,D
for an dea rather than j8st one sentence/ One *o$ e#en sad he co8)d !et %ore thn!s 4rtten
do4n and he 4o8)d )ater re%e%*er 4hat he 4rote do4n/ I as5ed the ch)dren f t %ade %ore
sense to the% to 4rte sentences or 5e$4ordsHdeas 4th one or t4o 4ords/ The$ a)) a!reed to
j8st 5e$4ords and 5e$ deas on ther !ra&hc or!anBers as the$ read ther te3t/
At the end of Wee5 Three+ I co%&ared the test res8)ts and t a&&ears there s 8&4ard
%o#e%ent n test scores/ I nter&reted those scores to %ean that the strate!es ta8!ht n %$ thrd
!raders c)ass ha#e *een so%e4hat effect#e n rasn! readn! co%&rehenson scores/ I a)so
%&)e%ented ho%e4or5 for the frst t%e for %$ thrd !raders 4ho str8!!)e 4th readn!/ I %8st
a)4a$s *e a4are ho4e#er+ that so%et%e %$ 5ds don@t ha#e an$one at ho%e to read to the% or
for the% to read to *eca8se of a )an!8a!e *arrer/ Most of %$ 5ds ha#e &arents 4ho on)$ 8se
another )an!8a!e at ho%e/ M$ o*ser#aton and records n %$ research jo8rna) tend to %a5e %e
*e)e#e that these 5ds can &rono8nce %ost of the 4ords and can read the sentence *8t ha#e
&ro*)e%s connectn! 4th co%&onents of so%e stores *eca8se the$ ha#e no &ror *ac5!ro8nd of
the conte3t of the stor$/ I &ersona))$ ha#e tho8!ht that the readn! stor$ te3t*oo5 seres 8sed n
%$ schoo) dstrct s too *orn! for str8!!)n! readers/
I as5ed %$ 5ds f the$ 4o8)d )5e to chec5 *oo5s o8t fro% %$ c)assroo% )*rar$ to ta5e
ho%e to read %ore often/ I nfor%ed the% that the$ 4o8)d *e frst he)d acco8nta*)e for ther
ho%e4or5 and the other readn! 4as for enjo$%ent/ I 4as shoc5ed *eca8se the$ a)) 4anted
*oo5s to ta5e ho%e+ so no4 %$ 5ds can read at ho%e for f8n/ I as5ed on)$ that f the$ chec5 a
*oo5 o8t+ the$ tr$ to fnd so%eone to read t too+ e#en f the &erson can@t 8nderstand En!)sh/
The thrd !rade Readn! Content Standard fro% Tennessee states that one of the )earnn!
o*ject#es of thrd !raders s to read nde&endent)$ for a #aret$ of &8r&oses and e3&erence
#aro8s )terar$ !enres/ I ha#e )e#e)ed readers as 4e)) as !rade )e#e) *oo5s fro% #aro8s !enres
so that %$ st8dents can read fcton and nonAfcton/ I dsc8ssed 4th %$ $o8n!ster at the end of
4ee5 three that I had seen so%e %&ro#e%ent n !rades/ In res&onse the$ as5ed %e f the$ co8)d
!et a treat for t/ I a!reed *eca8se the$ earned the re4ard/
*ee. 5our
D8rn! Wee5 (o8r+ after readn! the &rofessona) )terat8re on 4hat research sa$s a*o8t
&eer )earnn!+ I chose to &ar 8& a one of %$ h!her )e#e) readers 4th %$ )o4er )e#e) readers
V!ots5$ e3&)aned that )earners nterna)Be )an!8a!e act#tes+ )5e readn! and 4rtn!+ *$ !on!
,<
thro8!h three sta!es/ In the frst sta!e the )earner o*ser#es others as the$ &erfor% a )an!8a!e
tas5/ (or e3a%&)e+ 4hen the st8dents 4ant %e to read so%ethn! fro% a *oo5 that the$ ha#e
chosen fro% the )*rar$+ the$ are st8d$n! 4hat I a% don! as I a% readn! and )earnn! so%e of
the *asc str8ct8res/ I fnd that readn! a)o8d to %$ 5ds he)&s the% 8nderstand %ore and he)&s
the% 4th 5no4n! 4hen to &a8se for co%%as or other &8nct8aton that the a8thor 8ses to
&8r&ose)$ s)o4 do4n the reader/ Mode)n! #a readn!A a)o8ds &ro#des !8ded &ractce for the
5ds and can *e &erfor%ed *$ others 4ho ha#e %astered the desred s5))/ G8ded &ractce
e#ent8a))$ *rn!s ch)dren to nde&endent readn! 4hch s the thrd sta!e/ P8t nto &ractce+
V!ots5$@s theor$+ ad#ocates a ch)d centered and act#t$Aorented readn! c8rrc8)8%+ ena*)es
ch)dren to )earn the %eann! of the )an!8a!e 4h)e a)so 8sn! the )an!8a!e as a too) for
e3&)oraton >R8etBe) C Cooter+ ,--D?/
The Natona) Readn! Pane) >,---? reco%%ends co))a*oraton for %&)e%entaton nto
c)assroo% &ractce to %&ro#e readn! co%&rehenson/ Co))a*oraton re78res that st8dents
dsc8ss+ nteract+ and 4or5 to!ether 4th each other and ther teachers to constr8ct %eann! of
te3ts/ Co))a*oraton res8)ts n st8dents o*tann! !reater ns!hts nto the thn5n! &rocesses of
others aro8nd a te3t >R8etBe) C Cooter+ ,--D?/ The &ast three 4ee5s the 5ds ha#e co))a*orated
4th %e and 4e dsc8ssed ther readn! te3t and 4or5ed 4th 8nderstandn! ther 4ee5)$
#oca*8)ar$ n dfferent conte3ts/ Ths 4ee5 I %&)e%ent shared readn! 4here one st8dent reads
one &a!e and the$ dsc8ss 4hat has ha&&ened n the stor$ 8& to that &ont+ then the$ s4tch and
the other ch)d reads and the$ dsc8ss/ The &8r&ose s to %o#e the st8dents to %ore nde&endence
of readn! 4tho8t teacher !8dance/
A!an ths 4ee5 one da$ 4as s&ent on #oca*8)ar$ nstr8cton+ for e3a%&)e+ after defnn!
and readn! a)o8d 4ords n conte3t and !#n! e3a%&)es+ I ha#e as5ed each st8dent to choose a
4ord and co%e 8& 4th ther o4n sentence/ So%e st8dents tho8!ht that ths s8c5ed *eca8se the$
co8)d not thn5 of nothn! to sa$/ Other st8dents 4ere e3cted and started s&o8tn! o8t sentences/
We fnshed o8t ths da$ and I )eft ths 8& to #o)8nteers to create sentences 8sn! ther #oca*8)ar$
4ords and the other 5ds 4o8)d ha#e to 4rte defnton and the 4ord n conte3t of the stor$ or
&assa!e read n c)ass or o8t of c)ass/ Voca*8)ar$ s %&ortant to readn! co%&rehenson/ Readers
need to 5no4 the %eann! of 4ords the$ are readn! n order to co%&rehend te3t/ Voca*8)ar$ s
)earned *oth ndrect)$ and drect)$/ Ch)dren )earn the %eann!s of %ost 4ords ndrect)$+
thro8!h e#er$da$ e3&erences 4th ora) and 4rtten )an!8a!e >Natona) Readn! Pane)+ ,---?/
:-
M$ !oa) has *een each 4ee5 to en!a!e %$ 5ds n ora) )an!8a!e *$ &artc&atn! n
con#ersatons+ hearn! 4ords re&eated+ and hearn! ad8)ts 8se ne4 and nterestn! 4ords/ 'ds
accordn! to the NRP need to )sten to ad8)ts read+ ha#e ne4 4ords e3&)aned+ ha#e
con#ersatons 4th 5ds a*o8t the readn! 4hen fnshed and he)& the% re)ate nfor%aton to
&ror 5no4)ed!e/ I%&)e%entn! a c)assroo% )*rar$ 4here %$ $o8n!sters can chec5 o8t *oo5s
on ther readn! )e#e) 4)) he)& the% not f)) fr8strated and $et 4)) he)& *8)d ther #oca*8)ar$
4ord *ase/ A practice guide >NCEE ,-.-A2-2D? a8thored *$ Shanahan+ Ca))son+ Carrere C et
a)+ ,-.-? enco8ra!es teachers to teach ch)dren a #aret$ of strate!es that 4)) he)& the%
8nderstand and retan 4hat the$ read and th8s *eco%e nde&endent+ reso8rcef8) readers/ (or
e3a%&)e+ I ha#e enco8ra!ed *$ 5ds to reread &arts of a stor$+ &redct or %a5e nferences a*o8t
4hat the$ read/ I ha#e ta8!ht %$ st8dents to 8se !ra&hc or!anBers to or!anBe stor$ str8ct8re
and for 4rtn! do4n 5e$ 4ords and 5e$ deas on each &a!e as the$ read ther 4ee5)$ stor$/
Dsc8ssn! the te3t 4th st8dents he)&s to %&ro#e readn! co%&rehenson/ Ths a&&roach 4))
a))o4 $o8n! readers to %ore dee&)$ e3&)ore deas n the te3t the$ are readn!/ In !8dn! the
dsc8sson+ teachers sho8)d %ode) 4a$s to thn5 a*o8t the te3t that can he)& st8dents 4hen the$
are readn! nde&endent)$/
I dsc8ssed the readn! assess%ent res8)ts 4th %$ 9 )o4er )e#e) readers fro% the
&re#o8s 4ee5/ A)) the scores had !one 8&4ard/ I as5ed %$ 5ds 4hat the$ tho8!ht a*o8t ther
scores/ The$ 4ere ha&&$ *8t the$ 5ne4 the$ needed to do %ore/ I as5ed the% f the$ tho8!ht
the$ 4o8)d score *etter ths 4ee5 and the$ sad KnoL/ I as5ed the% 4h$ the$ 4o8)d sa$ that+ and
the$ nfor%ed %e+ the$ dd not )5e the stor$ *eca8se t had a )ot of hard 4ords n t and t 4as
hard for the% to read/ I e3&)aned to the% as 4e dsc8ss those 4ords %ore n c)ass and n conte3t
of the stor$+ t 4o8)d %a5e sense to the%/ I to)d the 5ds that I had read stores that 4ere not as
!ood to %e as others+ so t 4o8)d *e o5a$ to fee) that 4a$ a*o8t stores 4hch are hard to read/
One st8dent 4as a*)e to &rono8nce a)) the stor$ #oca*8)ar$ 4ords and e3&)an 4hat the 4ord
%eant or co8)d 8se t n a sentence/ Another st8dent to)d %e he 8nderstood the stor$ %ore after
4e dsc8ssed t n c)ass/ Another st8dent sad 5no4n! 4hat the 4ord %eans he)&s 4hen readn!
the stor$/
In conc)8son of Wee5 (o8r+ st8dents 4ere ta8!ht s&ecfc #oca*8)ar$ nstr8cton of
8sn! the dctonar$ and !)ossar$ to fnd 4ord %eann!/ Ch)dren 4ere as5ed to &re#e4 4hat
the$ 4ere a*o8t to read+ 4hch nc)8ded )oo5n! at ))8stratons and rando%)$ )oo5n! at so%e
:.
te3t n the stor$/ On T8esda$+ ch)dren 8sed ther !ra&hc or!anBer as I %ode)ed ho4 to 8se
*8))et &onts to dentf$ 5e$ 4ords or 5e$ deas that 4ere on each &a!e as I read a)o8d/ As I read
a)o8d+ I tho8!ht a)o8d+ so %$ st8dents co8)d fo))o4 %$ thn5n! n ho4 I %ade %eann! of the
stor$/ On Wednesda$+ 4e co))a*orat#e)$ ta)5ed a*o8t 4hat ha&&ened n %ore deta) a*o8t the
stor$/ On Th8rsda$+ the $o8n!ster chec5ed o8t *oo5s fro% the c)assroo% )*rar$ and too5 ther
4ee5)$ readn! co%&rehenson assess%ent 4hch nc)8des #oca*8)ar$ assess%ent/ On (rda$+
st8dents 4ere a))o4ed to &c5 a )e#e)ed reader fro% %$ c)assroo% and read nde&endent)$/ I of
co8rse had to %a5e s8re t dd not t8rn nto j8st )oo5n! at &ct8res n the *oo5s/
Wee5 fo8r 4as dsa&&ontn! *eca8se I had seen scores ad#ancn! 8&4ard *8t at the end
of 4ee5 three scores had dec)ned or sta$ed the sa%e for t4o of %$ 5ds/ I reca))ed that %$
st8dents dd not )5e the stor$ that the$ 4ere ass!ned to read/ The stor$ 4as a*o8t 4hat )fe 4as
)5e n the co)ona) da$s and the 5ds had &ro*)e%s re)atn! to the stor$/ I 4o8)d s8s&ect ths
*eca8se %$ ch)dren co%e fro% a c8)t8re dfferent fro% Me%&hs/ I 4as deter%ned to fnd o8t
ho4 %$ ho4 h!her )e#e) readers dd on the assess%ent at the end of 4ee5 three/ The
%anstrea% teachers a)) a!reed that n !enera) the 5ds dd not care for the stor$ and dd not score
as 4e)) on ths assess%ent/
In co))a*oraton 4th fo8r %anstrea% teachers 4ho teach thrd !rade+ 4e decded t
%!ht *e *etter to dro& the readn! te3t/ We a)) decded that the s5)) e%&hasBed n the readn!
te3t*oo5 needs to *e ta8!ht *8t t %!ht 4or5 *etter 4th another readn! te3t/ O#er the $ears the
*asa) reader seres that the schoo) dstrct 8ses+ n o8r o&nons+ had not )ead to the !ans 4e had
e3&ected/ The %anstrea% teachers decded that the$ 4o8)d set 8& readn! centers that 4ere
dfferentated *ased on readn! )e#e)/ I nfor%ed the %anstrea% teachers that I ha#e ESE
te3t*oo5s n %$ c)assroo% 4hch are %ore a&&ro&rate for %$ so%e of %$ )o4er )e#e) ESE 5ds/
In co))a*oraton I 4o8)d !#e a !rade *ased on an assess%ent that I created f the$ decded to
a*andon the *asa) reader seres/ The$ a)) a!reed that the schoo) dstrcts readn! seres te3t*oo5
4as not ad#ancn! st8dents f)8enc$ and readn! co%&rehenson/
*ee. 5i1e
D8rn! Wee5 (o8r I a&&)ed readn! strate!es ta8!ht o#er the )ast three 4ee5s and dd not
ntrod8ce an$ ne4 strate!$ 8nt) 4e chan!ed o#er to ne4 readn! %atera)/ M$ !oa) for Wee5
(#e 4as to !et %ore free readn! n on *oo5s that 4ere of nterest to the 5ds/ I as5ed the 5ds f
:,
the$ 4o8)d *e nterested n !ettn! a !rade fro% ther ESE te3t*oo5s and co%*ne that 4th
o8tsde readn! that 4o8)d *e assessed *$ the teacher as ther fna) !rade/ I e3&)aned to the
st8dents that there !rade 4)) *e *ased off 4hat the$ read n c)ass and a)so 4hat the$ read o8tsde
of c)ass/ I contn8ed to teach the s5)) that the schoo) dstrct e%&hasBes for each 4ee5 thro8!h
nstr8ctona) %a&s/ The on)$ dfference s I 8sed %ore than one readn! te3t to teach the s5))/
Ths $ear there as *een %ore &8sh for En!)sh )an!8a!e )earners to %&ro#e n other
s8*ject areas that 8se acade%c )an!8a!e/ Readn! Content Standard . for readn! for thrd
!rader@s+ s to de#e)o& s5))s to fac)tate readn!+ and to )earn n a #aret$ of content areas >TN
Standards+ ,-..?/ I &8r&osef8) se)ected so%e nonfcton *oo5s as 4e)) as readn! fro% ther
scence *oo5s to teach readn! strate!es that st8dents need to 5no4 ho4 to 8se n order to *e
s8ccessf8)/ The Natona) ;oard for Professona) Teachn! states that acco%&)shed teachers
8nderstand that readn! s a co%&)e3 &rocess and that s8ccessf8) readers e%&)o$ a #aret$ of
strate!es to constr8ct %eann!/ Teachers@ nstr8ctona) decsons are *ased on the needs of
ch)drenJ so8nd )an!8a!e+ readn! and )terac$ theoresJ 5no4)ed!e of ch)dren@s )terat8re and
other te3tsJ and )oca)+ state and natona) standards for teachn! and )earnn! >Natona) ;oard for
Professona)s Teachn! Standards+ ,--.?/
D8rn! Wee5 (#e+ st8dents read a stor$ fro% a readn! te3t*oo5+ read a )e#e)ed reader
that 4as of nterest to the% o8tsde of c)ass and read a s%a)) &assa!e/ In a)) three readn!
%ed8%s+ I assessed the st8dents and I fe)t that the$ !en8ne)$ )5e the )e#e)ed readers or *oo5s
4rtten for 5ds 4th #ar$n! readn! )e#e)s/ The *oo5s 4ere a)so %ore nterestn! accordn! to
the 5ds and the$ correct)$ ans4ered the 78estons a*o8t 4hat the$ read and co8)d rete)) the
stor$/ I o*ser#ed %$ 5ds ths 4ee5 as the$ se)ected a *oo5 fro% the c)ass )*rar$+ and t sho4s
that the $o8n!ster 4ere %ore nterested n other *oo5s rather than ther thrd !rade readn! te3t
*oo5/ I thn5 5ds sho8)d *e a))o4ed to dsco#er 4hat the$ )5e to read for the%se)#es/ To offer
%$ st8dents choce %a$ %ean choosn! t4o dfferent nfor%aton *oo5s on roc5s for e3a%&)e or
roc5 for%atons/ ;8t 4hen ch)dren ha#e the sense the$ can %a5e so%e choces a*o8t 4hat to
read and for 4hch &8r&oses+ the$ are %ore 4))n! to &ersst and re%an nte))ect8a))$ en!a!ed
4h)e readn!/
Accordn! to Re8tBe) and Cooter+ >,--D? contro) s one of s3 factors assocated 4th
ncreasn! st8dents readn! co%&rehenson/ Ch)dren need to fee) the$ ha#e an nte!ra) ro)e to
&)a$ 4h)e readn! te3t n order to ta5e s8ffcent contro) of ther o4n thn5n! &rocesses to *e
::
s8ccessf8) n readn! for co%&rehenson/ The ch)dren ths 4ee5 4ere ass!ned t4o cha))en!n!
te3ts and 4ere !#en the o&ton of &c5n! a *oo5 that the$ 4anted to read/ I assessed the
ch)dren ths 4ee5 *$ as5n! 78estons a*o8t 4hat the$ read/
In Wee5 (#e the ch)dren 4ere !#en a choce of t4o readn! te3t*oo5s/ Ths 4ee5 the
5ds chose another te3t*oo5 4hch 4as n %$ c)ass/ The te3t*oo5 seres 4as dfferent and I had
the assess%ent nstr8%ent that %eas8res readn! co%&rehenson/ Ths 4ee5 a)) of the thrd !rade
teachers decded to read dfferent so8rces nstead of fo))o4n! ther nor%a) *asa) readn! seres/
In co))a*oraton 4th the thrd !rade teachers 4e decded to for!o the nor%a) ro8tne of 8sn! a
stor$ fro% the *asa) reader and )et st8dents ha#e choce n 4hat the$ 4o8)d )5e to read/ Most
st8dents )5e to read 4hat nterest the%/ Ths 4ee5 the ch)dren 4ere a))o4ed to &c5 at *oo5+
read t+ and *e assessed *$ %e after readn! the stor$/ Most of the *oo5s can *e read n .6A:-
%n8tes *$ the st8dents and at )ot of the *oo5s n %$ schoo) )*rar$ I ha#e read/ I co8)d hear %$
5ds ta)5n! and con#ersn! a*o8t 4hat the$ 4ere readn!/ I re#e4ed 4hat &)a$s o8t 4hen I
enter a c)assroo% to !ather %$ 5ds for co%n! to %$ c)assroo%+ that there s a)4a$s s)ence
4hen the$ are readn! ther 4ee5)$ stor$ fro% ther *asa) reader/ I ha#e &8))ed %$ 5ds o8t for
ESE s8&&ort+ and fo8nd that %ost thrd !rade c)assroo%s are 78et d8rn! the t%e the$ are
readn! nde&endent)$/ In contrast+ 4hen %$ 5ds are a))o4ed to free read+ the$ !et so e3ctedJ
the$ 4ant to te)) each other 4hat the$ fo8nd o8t/ I thn5 n order to *8)d readn! co%&rehenson
5ds ha#e to !et e3cted and %ot#ated to read/
D8rn! Wee5 (#e I assessed the 5ds on 4hat the$ co%&rehended fro% the te3t the$ read
d8rn! the 4ee5/ The assess%ent ths 4ee5 4as teacher %ade co%*ned 4th an nstr8%ent fro%
the te3t*oo5 &8*)sher to test for readn! co%&rehenson/ The st8dents 4ere a))o4ed to read
*oo5s that nterest the% *8t the *oo5 had to *e at the a&&ro&rate )e#e)/ St8dents 4ere re%nded
to )oo5 at the chart on the 4a)) for readn! strate!es to 8se to he)& the% to 8nderstand %ore of
4hat $o8 read/ When st8dents str8!!)ed 4th ans4ern! 78estons a*o8t ther *oo5+ then I
a))o4ed st8dent had to reread that &art of the stor$ and f st)) not c)ear then ta)5 4th a &eer/ If
that 4as not he)&f8) then ch)d had to )oo5 8& the %eann! of 4ords 4th a dctonar$/ The )ast
resort s to co%e to the teacher/ M$ !oa) 4as to !et st8dents %ore and %ore a*)e to *e
nde&endent readers and thn5ers n order to fnd %eann! n 4hat the$ read/ I 4anted %$
st8dents to 5no4 the readn! strate!es that are a#a)a*)e and 4hch ones 4ere %ore a&&ro&rate
to the !enre of a *oo5/
:2
*ee. )ix
In Wee5 S3 I se)ected nfor%atona) *oo5s a*o8t a to&c that 4as a&&ro&rate for thrd
!raders/ I re78red st8dents to read a*o8t an acade%c s8*ject/ M$ c)ass )*rar$ has )e#e)ed nonA
fcton readers on se#era) acade%c to&cs &ertnent to thrd !raders/ I choose *oo5s that &ro#ded
nfor%aton a*o8t an dea or conce&t that s ta8!ht n the thrd !rade/ (or e3a%&)e+ one !r) read
a *oo5 a*o8t th8nder and )!htenn!/ After4ards+ I as5ed the ch)d 78estons a*o8t th8nder and
)!htenn!/ Another ch)d read a *oo5 a*o8t ho4 4ater !oes fro% the ocean to $o8r fa8cet/
After4ards the ch)d 4as assessed on the %an dea+ deta)s of ho4 4ater !ets fro% one &ont to
another &ont/ I *ased %$ readn! co%&rehenson 78estons on 4hat 4as de#e)o&%enta)
a&&ro&rate for the nd#d8a) ch)d/
A)tho8!h teachn! co%&rehenson strate!es one at a t%e e3&)ct)$ to st8dents has *een
sho4n to *e effect#e+ ch)dren a)so need to )earn ho4 to effect#e)$ orchestrate+ coordnate+ and
se)fAre!8)ate the a&&)caton of %an$ co%&rehenson strate!es to constr8ct %eann! 4hen
readn! a #aret$ of te3ts >Natona) Readn! Pane)+ ,---?/ D8rn! Wee5 S3+ 8sn! a te3t a*o8t
roc5s and %nera)s+ I %ode)ed thro8!h thn5 a)o8d 4hat 4as 4orth 5no4n! n a te3t and ho4 a
te3t %!ht *e nter&reted/ Readn! co%&rehenson strate!es are essenta) too)s for constr8ctn!
%eann! 4thn a te3t+ chec5n! on one@s 8nderstandn! and &ro%&tn! one to ta5e certan
actons 4hen e3&erencn! dffc8)t$ n 8nderstandn! >R8etBe) C Cooter+ ,--D?/ As I read the
*oo5 a)o8d+ I tho8!ht a)o8d+ so %$ st8dents co8)d for e3a%&)e+ see 4hat I dd 4hen I read an
area that ca8sed %e to str8!!)e 4th 8nderstandn!/
D8rn! Wee5 S3+ I as5ed %$ 5ds f the$ 5ne4 4here the Kta*)e of contentsL 4as
)ocated/ I as5ed %$ 5ds ho4 readers co8)d 8se the ta*)e to he)& the% 4th the *oo5/ On)$ a fe4
of the st8dents co8)d )ocate or descr*e ts &8r&ose/ M$ !oa) for Wee5 S3 4as to teach *oo5
str8ct8re co%&onents and 8se s&ecfc acade%c to&cs n scence or soca) st8des/ The readn!
co%&rehenson assess%ent at the end of Wee5 S3 4)) *e tota) teacher !enerated/
Wee5 S3 assess%ent for readn! co%&rehenson 4as !enerated fro% the readn! of three
dfferent !enresJ st8dents 4ere !#en the choce of *oo5s and a)so 4ere ass!ned readn! te3ts/
The 5ds read a nonfcton stor$ a*o8t thn!s that 4ere n#ented and 8sed n the &ast/ The 5ds
a)so read a se)f se)ected stor$ of ther choosn! *8t had to *e at ther readn! )e#e) and the$ %8st
rete)) the stor$ n ther o4n 4ords/ The thrd *oo5 the 5ds read ths 4ee5 4as an nfor%atona)
:6
*oo5 4hch the$ chec5ed o8t fro% the c)ass )*rar$/ The thrd *oo5 the ch)d had to read 4as
fo))o4ed 8& *$ the ch)d ans4ern! 4h$ the a8thor 4rote t and descr*n! the %an dea or
rete))n! eno8!h of the stor$+ that I co8)d te)) that the ch)d co%&rehended the %an &onts or
%an dea fro% ther readn!/ The NRP >,---? fo8nd that teachn! ch)dren co%&rehenson
strate!es 4as %&ortant to ther !ro4th as readers/ These strate!es nc)8de fndn! the %an
dea+ ca8se and effect+ c)arf$n!+ co%&arn! and contrastn!+ se)fAcorrecton+ %a5n! nferences+
decodn! a 4ord+ rereadn! a sentence+ s8%%arBn! se#era) sentences+ and 78estonn! the
a8thor and te3t/
Wee5 S3 see%ed to *e %ore f8n for %$ 5ds and I 4as %&ressed 4th the fact that a )ot
of the% 8nderstood t 4as o5a$ to !o *ac5 and reread &arts of a stor$/ I 5no4 that 5ds )o#e to
read *8t the$ 4)) read %ore f the$ are !#en the choce of 4hat to read/ G8ded &ractce %$ %e
d8rn! the &ast s3 4ee5s+ 8sn! the r!ht )e#e) *oo5s and *oo5s that are of nterest to the ch)d
%ot#ate 5ds to )earn/ Each 4ee5 so%e of the 5ds had to *e redrected to the &oster+ to
re%e%*er 4hat the$ co8)d do to he)& the% 8nderstand %ore of the stor$ or *oo5 the$ 4ere
readn!/ O#era)) there has *een an 8&4ard %o#e%ent n *asa) reader scores and fro% %$
o*ser#atons and scores fro% teacher !enerated 78estons )eads %e to *e)e#e that n order to
%&ro#e ho4 I teach readn! co%&rehenson to %$ thrd !raders+ a teacher needs to constant)$
%ontor and e3&)ct)$ teach ch)dren 4hat to do 4hen readn! a te3t/
Professional Reasons for 5ollowing -% Action Research Plan
Inferenta) and e#a)8at#e co%&rehenson s5))s+ co%%on)$ referred to as h!her order
thn5n!+ re78re e3tens#e and drect nstr8cton of te3t !enres/ Each ch)d has hs or her o4n
Bone of &ro3%a) de#e)o&%ent for the %$rad h!her order thn5n! s5))s he or she %8st
de#e)o&J th8s caref8) assess%ent+ needs *ased !ro8&n!+ and nstr8cton %ode)n! and !8ded
&ractce are re78red >R8etBe) C Cooter+ ,--D?/ E#en tho8!h %8ch of effcent readn! s an
8nconsco8s &rocess carred o8t a8to%atca))$ *$ the *ran+ t s desra*)e for teachers to sho4
st8dents se#era) effcent readn! strate!es that 4hen &ractced+ *eco%e nterna)Bed o#er t%e+
res8)tn! n %&ro#ed readn! f)8enc$ and co%&rehenson/ M$ acton &)an s %eant to enco%&ass
those standard set forth for ch)dren and standard set for &rofessona) teachers/ In %$ acton &)an
I a% a)so &a$n! attenton to 4hat the schoo) dstrct@s 4ee5)$ nstr8ctona) %a&s ndcatn! 4hat
s5))s sho8)d *e ta8!ht/
:=
"ata Collection
Data 4as co))ected s$ste%atca))$ to doc8%ent %$ teachn!+ actons+ and the %&act of %$
teachn! on the ch)dren n %$ c)ass/ Data 4as a)so co))ected to doc8%ent the actons of the
ch)dren n#o)#ed n %$ acton &)an/
"ata Collection 6sed to "ocu,ent -% 5eelings and Actions
Research 7ournal. M$ research jo8rna) doc8%ents %$ tho8!hts and fee)n!s d8rn! the
s3 4ee5s I %&)e%ented %$ acton &)an/ I 4rote n %$ research jo8rna) after each c)ass 4hat I
)earned toda$+ does t a&&ear %$ st8dents are co%&rehendn! %ore fro% the readn! te3t than the
da$ *efore or the 4ee5 *efore/ I 4rote n %$ research jo8rna) the scores fro% each 4ee5 and I
co%&ared the% to fnd &atterns n the t$&e of 78estons not ans4ered at the end of the 4ee5 on
the readn! assess%ent for co%&rehenson/ I ref)ected on 4hat the 5ds sad 4hen 4e dsc8ssed
ther 4ee5)$ stor$/ I ref)ected on ho4 I fe)t fr8strated tr$n! to !et %$ 5ds to %a5e .--G on
ther readn! assess%ent/
3esson plans/ I %ade a 4ee5)$ )esson &)an for %$ thrd !raders/ Each )esson 4as one
ho8r n )en!th/ Nne st8dents rece#ed on)$ t4o ho8rs of readn! nter#enton fro% an ESE
teacher/ The other 9 st8dents 4ere )o4 )e#e) readers and rece#e &8))o8t ser#ces of one ho8r
da)$/ On each )esson &)an s )sted the !rade )e#e) e3&ectatons+ state standards+ and ESE
standards/ Each 4ee5)$ )esson &)an has dfferent strate!es )sted for teachn! readn!
co%&rehenson/ Each 4ee5)$ )esson &)an has se#era) !8dn! 78estons to 8se d8rn! the 4ee5 or
de&endn! on the st8dents &ror e3&erence/ The 4ee5)$ )esson &)ans for the frst fo8r 4ee5s are
*ased on readn! fro% a *asa) reader seres 8sed *$ the )oca) schoo) dstrct/ Assess%ents at the
frst fo8r 4ee5s are fro% *asa) reader test doc8%ent/
"ata Collection 6sed to "ocu,ent the Actions 5eelings of 8thers
8bser1ation of children9s beha1ior. Thro8!ho8t the s3 4ee5s I o*ser#ed st8dent
*eha#or and reactons n c)ass and doc8%ented the% n %$ research jo8rna)/ I &ad &artc8)ar
attenton to ho4 %$ 5ds 8sed readn! strate!es n the c)assroo% and 4hat the$ 4rote/ I
%ontored each of %$ st8dents as the$ read/ I 4atched for %&ro#e%ent n 4hat the$ sad 4hen
dsc8ssn! the readn! te3t/
:9
Reading co,prehension assess,ent. At the end of each 4ee5 st8dents 4ere !#en a
4rtten readn! co%&rehenson assess%ent to deter%ne f the$ co8)d ans4er 78estons fro%
ther 4ee5)$ readn! stor$/ The assess%ent for the frst fo8r 4ee5s 4as a test that 4as 4rtten *$
the &8*)sher to chec5 for 8nderstandn! of #oca*8)ar$ 4ords n conte3t and 4hat the$ co8)d
ans4er fro% the stor$/ In Wee5 (o8r st8dents 4ere assessed 4th a co%*naton of t4o
nstr8%ents+ one 4as readn! *oo5 &8*)sher created test and the other nstr8%ent 4as teacher
!enerated/ In Wee5 (#e+ readn! co%&rehenson test s so)e)$ teacher !enerated/ Each 4ee5
st8dents too5 a 4rtten test and d8rn! the 4ee5 ta))$ %ar5s 4ere 5e&t of correct res&onses fro%
#er*a) 78estonn! of the 5ds on an nd#d8a) *ass as stor$ 4as *en! read or dsc8ssed/
Anal%sis and 5indings
I 8sed the data fro% %$ research jo8rna) s8ch as st8dent co%%ents and 4hat I o#erheard
%$ 5ds sa$ to each other n the c)assroo%/ The data fro% %$ research jo8rna) a))o4ed %e to
)oo5 at ho4 I tho8!ht %$ )esson 4ent and %$ tho8!hts after4ards as I ref)ected on the )esson@s
effect#eness/ The frst set of data I ana)$Bed 4as test scores fro% 4ee5 to 4ee5 then+ I ana)$Bed
4hat I )earned fro% )oo5n! at the entre s3 4ee5s of %$ acton &)an/ I )oo5ed o#er 4hat I
o*ser#ed st8dents don! after %$ %ode)n! of readn! strate!es/ I )oo5ed for &atterns n 4hat I
4as o*ser#n! and fo8nd that the st8dents 4ere ndeed 8sn! readn! co%&rehenson strate!es/
After ana)$Bn! %$ research jo8rna) of %$ ref)ectons+ I rea)Bed that these 5ds 4ere a*)e to
8nderstand %ore *eca8se of %$ s&ecfc teachn! of readn! co%&rehenson strate!es/ The
jo8rna)s ref)ect that I 4as a*)e to ta))$ 8& %ore %ar5s for ncdences of the n8%*er of nstances
that the 5ds 4ere a*)e to ans4er readn! 78estons correct)$ and rete)) %ore of ther readn!
*eca8se the$ co8)d !#e %ore deta)s fro% the readn! te3t as 4e &ro!ressed thro8!h the s3
4ee5 &erod/
Research :ournal 5indings
(or e3a%&)e+ n %$ research jo8rna) I 5e&t ta))$ %ar5s of the n8%*er of correct res&onses
fro% %$ 5ds 4hen the$ 4ere a*)e to !#e deta)s of ther readn!/ The frst 4ee5 of %$ acton
&)an the 5ds co8)d *are)$ ans4er one thrd of the 78estons that ther end of 4ee5 readn!
co%&rehenson 4as assessn! to deter%ne f the$ 8nderstood ther stor$ &assa!e fro% ther
readn! te3t/ As each 4ee5 4ent for4ard %ore and %ore of the 5ds co8)d rete)) %e the stor$
:D
4th %ore deta)s that 4ere correct/ 'ee&n! ta))$ %ar5s of the n8%*er of deta)s the $o8n!sters
co8)d rete)) %e+ sho4ed %e the$ 8nderstood %ore of the te3t/
;$ )oo5n! o#er %$ notes n %$ research jo8rna)+ I fo8nd that %$ 5ds at the front end of
%$ acton research ass8%ed that readers sho8)d *e a*)e to 8nderstand 4hat the$ are readn!/
When I ta8!ht st8dents that rereadn! s a strate!$ that a)) !ood readers 8se+ then the$ see%ed
%ore re)a3ed 4hen the$ dd not 8nderstand e#er$ &ara!ra&h n ther stor$/ M$ 5ds a&&eared
%ore &ost#e and %ore %ot#ated as the res8)t of )earnn! dfferent strate!es for readn! te3t/
(or e3a%&)e+ at the start of %$ acton research %$ 5ds %ade co%%ents a*o8t ho4 the$ dd not
)5e to read/ The scores &ror to %$ acton research &)an a)so sho4ed that ther scores 4ere )o4/
As each 4ee5 4ent *$+ the 5ds started )oo5n! for4ard to readn! *eca8se the 5ds and I o&en)$
nteracted 4th the te3t thro8!h 78estons+ c8es and c)assroo% dsc8sson/
3esson Plans
I ana)$Bed %$ )esson &)ans to see 4hat co%%on the%e I had to %&ro#n! ho4 I 4as
teachn! readn! co%&rehenson strate!es to %$ 5ds/ The )esson &)ans ndcated that the 5ds
4ere !#en s)ent t%e to read+ and each 4ee5 I %ode)ed s&ecfc readn! strate!es/ So%e of %$
strate!es 4ere done on a 4ee5)$ *ass 4h)e other strate!es 4ere added or s8*stt8ted for other
strate!es &re#o8s)$ ta8!ht d8rn! the s3 4ee5 &erod/ M$ )esson &)ans sho4ed that at aro8nd
the fo8rth 4ee5 I had s8%%arBed 4hat strate!es that I had ta8!ht and I created a &oster as a
%eans to scaffo)d nstr8cton to %$ $o8n!sters/
5or,ati1e Reading Assess,ent
I ana)$Bed the scores of the 5d@s 4ee5)$ for%at#e 4rtten readn! co%&rehenson
assess%ent to deter%ne f there 4ere s&ecfc t$&e 78estons the 5ds 4ere not ans4ern!
correct)$ on the test/ On 4ee5 one+ I started s&endn! %ore t%e dsc8ssn! and 8sn! #oca*8)ar$
4ords 8sed n ther readn! te3t and fo8nd that ths %%edate)$ started rasn! ther !rades/ Each
4ee5 the 5d@s scores %o#ed s)!ht)$ h!her as %ore and %ore strate!es 4ere %ode)ed thro8!h
readAa)o8ds+ and thn5Aa)o8ds/ I a)so contr*8te the ncrease n scores to the 8se of !ra&hc
or!anBers and scaffo)dn! 8sed %$ n %$ readn! co%&rehenson nstr8cton/
5ootnotes
:<
I ana)$Bed the foot notes that I 4rote on %$ )esson &)ans and fo8nd that n 4ee5s f#e and
s3+ the 5ds sho4ed %ore %ot#aton and %ore foc8sed on ther readn!/ In 4ee5 three I
%&)e%ented a c)assroo% )*rar$+ so that %$ 5ds co8)d ta5e *oo5s ho%e to read/ I 4o8)d as5
5d@s 78estons a*o8t the *oo5 the$ read at ho%e and to %$ s8r&rse the$ co8)d te)) %e %ore than
f the$ had read a stor$ fro% the ;asa) Reader Seres te3t*oo5/ M$ )esson &)ans n 4ee5 6#e and
4ee5 s3 sho4ed that I )et %$ st8dents ha#e o&tons n 4hat the$ read for &art of ther !rades/ As
a res8)t of )oo5n! *ac5 o#er %$ notes+ I 4o8)d )5e to see5 ans4ers to 4h$ can@t teachers
ncor&orate %ore o8tsde readn! %eda n contrast to 8sn! the schoo) dstrct@s *asa) reader
seres te3t*oo5/ M$ )esson &)ans ndcated that the 5ds 4ere !#en s)ent readn! t%e+ I read te3t
to the%+ the 5ds dd shared readn! and the te3t 4as dsc8ssed co))a*orat#e)$ 4th the 5ds each
4ee5 of %$ acton research/ M$ )esson &)ans ndcated that I s&ent ,-G of c)ass t%e 4as s&ent
on e3&)ct #oca*8)ar$ dsc8sson &ror to the 5ds readn! ther 4ee5)$ stor$/
M$ 5ds 4ere not %a5n! !ood !rades on ther readn! assess%ent fro% #e4n! *ase)ne
scores &ror to the start of %$ acton research/ Each 4ee5 the 5ds &ractced strate!es that I
ta8!ht and %ode)ed n c)ass+ each 4ee5 the 5ds 4ere !8ded thro8!h scaffo)d 8nt) the$ 4ere
a*)e to do %ore nde&endent)$+ and each 4ee5 scores contn8ed to %o#e 8&4ard/ O#er the s3
4ee5s &erod %$ research jo8rna) notes that I o*ser#e %$ 5ds 8t)Bn! readn! strate!es that I
had ta8!ht n c)ass/
Conclusions
;ased on the data fro% %$ st8d$+ I %ade se#era) conc)8sons a*o8t %$se)f and the
ch)dren 4ho &artc&ated n %$ acton research/ It s %&ortant to ref)ect a*o8t $o8r teachn! and
%a5e o*ser#atons %ore o*ject#e)$/ I fo8nd o8t that 5ds need to *e e3&)ct)$ ta8!ht ho4 to 8se
readn! strate!es *8t e#en %ore the$ need to see the end res8)t/ I 8sed %ode)n! thro8!h readA
a)o8ds and thn5Aa)o8ds to sho4 %$ 5ds 4hat to do 4hen the$ enco8nter te3t that cha))en!es
the%/ I conc)8ded fro% the data that 5d@s !rades 4ere %&ro#n! *eca8se %ore e%&hass 4as
*en! &8t on stor$ #oca*8)ar$ 4ords and dsc8ssn! the stor$ 4th the 5ds/
I a)so conc)8ded fro% %$ research jo8rna) that the 5ds had co%e to enjo$ readn! %ore
as the$ 8nderstood that t s o5a$ not to *e a*)e to 8nderstand e#er$thn! $o8 read/ M$ jo8rna)
notes ndcated that 5ds )5e to read *oo5s that nterest the% and not stores the$ are to)d to read
for a !rade/ One 8nattended o8tco%e 4as I started a c)assroo% )*rar$ and no4 ha#e three !rade
2-
)e#e) 5ds ta5n! *oo5s ho%e to read for enjo$%ent/ M$ research jo8rna) ndcates that I 5e&t a
foc8s on he)&n! %$ 5ds 8nderstand %ore of 4hat the$ read+ *eca8se I recorded nstances 4hen
%$ 5ds 4ere 8sn! so%e sort of readn! strate!$/
I conc)8ded that the 5ds 4ere %a5n! s)!ht %&ro#e%ent each 4ee5 and o#era)) the 5ds
had !one fro% a !rade of KDL n readn! to a !rade of K;L o#er the s3 4ee5 &erod/ Each 4ee5
!rades o#era)) 4ent h!her *8t there 4ere a co8&)e of 5ds 4ho dd not %a5e &ro!ress n t4o of
the s3 4ee5s+ *8t o#era)) ther scores !ot *etter/ In conc)8son of the entre acton research
&rofessona) de#e)o&%ent+ I rea)Be and the )terat8re *ac5s t+ that readn! co%&rehenson s a
co%&)e3 &rocess and 5ds need to 5no4 4hat to do 4hen the$ enco8nter te3t the$ don@t
8nderstand/
*hat + *ould "o "ifferentl% +f + Repeated This Action Research
If I co8)d re&eat ths sa%e acton research st8d$+ I 4o8)d )5e to do so%e &reA&)annn! so
that I co8)d 8se %ore o8tsde readn! %atera) that nterest %$ 5ds/ I fee) the acton &)an 4ent
4e)) and ths &rocess a))o4ed %e to see ho4 research+ theores and *est &ractces !#e s8&&ort to
4h$ 4e teach the 4a$ 4e do/ I a)so 4o8)d ha#e )5ed to !#e %$ 5ds a s8r#e$ to fnd o8t the
t$&es of thn!s the$ )5e to read a*o8t/ I 4o8)d %&)e%ent a c)assroo% )*rar$ at the front end of
%$ research nstead at 4ee5 three+ so %$ 5ds co8)d ha#e *oo5s to read at ho%e+ to %ot#ate %$
5ds to read for enjo$%ent/ If !#en the chance to do ths t$&e of research a!an+ I %!ht as5 %$
&rnc&a) f I co8)d 8se dfferent te3t to teach %$ 5ds and f I co8)d !#e ther %anstrea%
teacher a !rade *ased fro% %$ o*ser#atons and %$ !enerated readn! assess%ent nstr8%ent/
(ext )teps
I 4)) share the res8)ts+ %&)catons+ and ns!hts of %$ acton research 4th %$
co))ea!8es at schoo)/ I 5no4 that %anstrea% teachers can a&&recate 4hat 4as )earned fro%
don! ths acton research and I &)an on sharn! ths research 4th the%/ I 4o8)d )5e to share %$
fndn!s fro% %$ acton research n ho&e that I 4)) *e a))o4ed to &resent at o8r teacher and
fac8)t$ %eetn!s/ As an ESE teacher+ %$ fac)tator s a)4a$s n need of &resenters to &resent at
nAser#ce sessons for other teachers to earn &rofessona) de#e)o&%ent ho8rs 4hch are re78red
fro% o8r schoo) dstrct/ It s %&ortant to 5no4 4hat research sa$s a*o8t readn! and readn!
co%&rehenson/ Des&te a)) the research nterest+ and des&te the %an$ re&orts ad#ocatn! the
2.
%&ortance of readn! co%&rehenson and ts nstr8cton+ %an$ teachers are st)) not s8re a*o8t
ho4 to teach co%&rehenson/
Re&orts fro% research and the )ar!er ed8catona) co%%8nt$ de%onstrate that too %an$
ch)dren ha#e )%ted a*)t$ to co%&rehend te3ts/ As the res8)t of %$ research %a$*e I can he)&
other teachers *e a4are of the need to e3&)ct)$ teach readn! co%&rehenson strate!es to
ch)dren/ It s %&ortant that teachers 5no4 and 8nderstand the %n%8% e3&ected o8tco%es+ or
*ench%ar5 standards+ for co%&rehenson de#e)o&%ent at each !rade )e#e)+ es&eca))$ n the ear)$
$ears/ As ch)dren !ro4 as readers+ ch)dren %8st )earn and de#e)o& effect#e readn! strate!es
for tac5)n! cha))en!n! %atera)s/ M$ ne3t ste&s s to re#er*erate ths thro8!h dsc8ssn! and
sharn! o8t 4hat I fo8nd o8t fro% %$ acton research on ho4 to %&ro#e ho4 I teach readn!
co%&rehenson to %$ thrd !raders/
In re#e4n! recent research on #oca*8)ar$ )earnn! and ts ro)e n readn!+ one
conc)8son *eco%es c)earN readn! s de&endent on 4ords/ The )terat8re a)so s8!!ests that
4rtn! and readn! sho8)d *e ta8!ht s%8)taneo8s)$ *eca8se the$ are connected/ I 4ant to share
4th a)) %$ co))ea!8es and ad%nstrators ch)dren need to rece#e teacherA!8ded &ractce and
feed*ac5 n 8sn! readn! co%&rehenson strate!es to &rocess a #aret$ of te3t/ I 4ant other
ed8cators to 5no4 that the Natona) Readn! Pane) >,---?+ re&orted that )#e)$ dsc8sson a*o8t a
te3t n the co%&an$ of others see%s to *e the o&t%a) st8atona) conte3t to enhance st8dents@
readn! co%&rehenson/ Ed8cators need to 5no4 4hat V!ots5$ e3&)aned a*o8t ho4 )earners
nterna)Be )an!8a!e act#tes+ )5e readn! and 4rtn!+ *$ !on! thro8!h three sta!esN )earner
o*ser#n! others as the$ &erfor% a tas5+ !8ded &ractce and )ast)$ nde&endent &ractce/
I a)so 4ant to share o8t to %$ co))ea!8es a*o8t the enth8sas% that %$ 5ds e3h*ted
4hen the$ 4ere !#en choces n 4hat the$ co8)d read/ I 4ant other teachers to 5no4 that I
started a c)assroo% )*rar$ and the 5ds )o#e t/
5uture Research Questions
One f8t8re research 78eston that 4as !enerated fro% %$ acton research &rofessona)
de#e)o&%ent 4as I 4anted to fnd o8t f %ore o8tsde readn! 4o8)d *etter s8&&ort teachn! of
readn! co%&rehenson/ What I ha#e seen o#er the &ast t4o $ears at %$ schoo) s 5ds can read
f)8ent)$ *8t can@t rete)) the stor$ or !#e ncorrect deta)s/ G#n! 5ds a *oo5 to read s)ent)$
2,
%!ht not *e the ans4er/ The research %&)es that 5ds sho8)d *e !#en o&&ort8ntes to
e3&erence a #aret$ of te3ts f the$ are e3&ected to s8cceed n readn!/
I a)so 4o8)d )5e to co))a*orate 4th other ed8cators and draft a )etter to the ;oard of
Ed8caton of %$ schoo) dstrct and as5 for a&&ro#a) to de#ate fro% the nstr8ctona) %a&s n
readn! for %$ ESE !ro8&s/ The Internatona) Readn! Assocaton reco%%ends that teachers
teach readn! co%&rehenson 4th %8)t&)e !enres of te3t/ As t stands no4+ 5ds read a stor$
fro% ther te3t*oo5+ then ans4er 78estons on a 4or5sheet/ I fee) that 5ds sho8)d *e a))o4ed to
read other %atera)s as )on! as the s5)) s co#ered 8sn! dfferent te3t/ I fnd that he 5ds don@t
)5e %ost of ther stores fro% ther *asa) readers and &refer to read a #aret$ of *oo5 t$&es/
2:
References
Ca)deron+ M/+ S)a#n+ R/+ C SancheB+ M/ >,-..?/ Effect#e Instr8cton for En!)sh Eearners/ The
Future of Children+ ,.>.?+ .-:A..</
Ce)c+ C/ >,--<?/ English Language Learners Day by Day K-6: A complete guide to literacy
content area and language instruction/ Ports%o8th+ NHN Hene%ann/
G)ass%an+ M/ >,--.?/ De4e$ and V!ots5$N Socet$+ e3&erence+ and n78r$ n ed8catona)
&ractce/ Educational !esearcher+ :->2?+ :A.2/
G8ernse$+ E/ >,-.-?/ S&eca) Re&ortJ Ch)dhood Eterac$/ The American "rospect+ ,.>=?+ A</
'rashen+ S/ >,--<?/ Does Intens#e Decodn! Instr8cton Contr*8te to Readn!
Co%&rehensonF/ Kno#ledge $uest+ :9>2?+ 9,/
Ho))$+ M/+ Arhar+ 0/+ C 'asten+ W/ >,--<? Action !esearch for Teachers: Follo#ing the yello#
bric% road >:
rd
ed/?/ ;oston+ MAN Pearson Ed8caton Inc/
Ean!+ E/+Do)e+ 0/ >,--=?/ He)& 4th Teachn! Readn! Co%&rehensonN Co%&rehenson
nstr8ctona) fra%e4or5s/ The !eading Teacher+ 6<>D?+ 92,A96:/
E&son+ M/ >,--9?/ I Don@t Get ItN Eterac$ e3&ert Marjore Y/ E&son ans4ers@ to8!h 78estons
a*o8t teachn! readn! co%&rehenson/ &nstructor+ ..9>,?+ :9/
MarBano+ R/ >,-.-? Teaching 'asic and Ad(anced )ocabulary: A frame#or% for direct
instruction/ ;oston+ MAN Hen)e Cen!a!e Eearnn!/
Mc'eo4n+ M/+ ;ec5+ I/+ ;)a5e+ R/ >,--<?/ Rethn5n! Readn! Co%&rehenson Instr8ctonN A
co%&arson of nstr8ctona) strate!es and content a&&roaches/ !eading !esearch $uarterly+
22>:?+ ,.DA,6:/
Natona) ;oard for Professona) Teachn!+ >,--.?/ *'"T+ Early Adolescence English Language
Art +tandards+ .A<:/
Natona) Readn! Pane)+ >,---?/ !eport of the *ational !eading "anel: Teaching Children To
!ead/ Washn!ton+ DCN Natona) Instt8te of Ch)d Hea)th and H8%an De#e)o&%ent/
Press)e$+ M/ >,---?/ What Sho8)d Co%&rehenson Instr8cton ;e the Instr8cton ofF ,andboo%
-f !eading !esearch+ Vo)/ :+ 626A6=./
RAND Readn! St8d$ Gro8&+ >,--.?/ !eading for .nderstandingN To#ard an ! / D program
in reading comprehension/ Washn!ton+ DCN A8thorHOERIHDe&art%ent of Ed8caton/
22
Res+ S/+ Ec5ert+ R/+ McCoach+ ;/+ 0aco*s+ 0/+ C Co$ne+ M/ >,--D?/ "sn! Enrch%ent Readn!
Practces to Increase ()8enc$+ Co%&rehenson+ and Attt8des/ The 0ournal of Educational
!esearch+ .-.>6?+ ,<</
Re8tBe)+ D/+ Cooter+ R/ >,--D? Teaching Children to !ead: The teacher ma%es the difference/ >6
th
ed/?/ "&&er Sadd)e R#er+ N0N Pearson Ed8caton Etd/
Shanahan+ T/+ Ca))son+ '/+ Carrere+ D/+ D85e+ N/'+ Pearson+ P/d/+ Schatschneder+ C/+ C
Tor!esen+ 0/ >,-.-?/ &mpro(ing !eading Comprehension in Kindergarten Through 1
rd

2rade: A practice guide >NCEE ,-.-A2-:D?/
So8sa+ D/ >,-..?/ ,o# the ELL 'rain Learns/ Tho8sand Oa5s+ CAN Cor4n Press
Strc5)n+ '/ >,-..?/ HandsAon Rec&roca) Teachn!N A co%&rehenson techn78e/ The !eading
Teacher+ =2>D?+ =,-/
Tennessee De&art%ent of Ed8caton >,-.-?/ Tennessee Curriculum +tandards: 1
rd
2rade
!eading/ Nash#))eN A8thor
Tennessee De&art%ent of Ed8caton >,-..?/ Tennessee English Language Learners 3ELL4
+tandards: K-56/ Nash#))eN A8thor
Tennessee De&art%ent of Ed8caton >,-..?/ Teacher Licensure +tandard: K-56 Elementary
Education/ Nash#))eN A8thor
Wan!+ Y/ >,--<?/ I%&act on Ee# V$!ots5$ on S&eca) Ed8caton/ Canadian +ocial +cience+ 6>6?+
.--/
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