Phase 1: Identifying an educational problem and a proposed solution
Introduction
Students struggle with reading everyday. Before comprehending the text, students must be able to read the text smoothly and quickly. For my project, my learning issue will focus on reading fluency with a group of fifth grade students with learning disabilities. Phase One of the Capstone project includes the description of the learning issue, students involved and school information, a technology based solution, and research-based evidence.
Students struggle with reading everyday. Before comprehending the text, students must be able to read the text smoothly and quickly. For my project, my learning issue will focus on reading fluency with a group of fifth grade students with learning disabilities. Phase One of the Capstone project includes the description of the learning issue, students involved and school information, a technology based solution, and research-based evidence.
Learning Issue
For my learning issue, I will be focusing on reading fluency with four fifth grade students in a fifth grade classroom. All four students have learning disabilities and have an Individualized Education Plan (I.E.P.) that illustrates their struggles with reading fluency at the elementary level. This is a school wide initiative and is a part of Sunset Elementary's School Improvement Plan. The plan also addresses the need for integration of technology across the curriculum to support the acquisition of 21st century skills and competencies. Our school also has a school wide School Learning Objective (SLO) of 50% increase in reading fluency skills by April 15th with Treasures materials.
For my learning issue, I will be focusing on reading fluency with four fifth grade students in a fifth grade classroom. All four students have learning disabilities and have an Individualized Education Plan (I.E.P.) that illustrates their struggles with reading fluency at the elementary level. This is a school wide initiative and is a part of Sunset Elementary's School Improvement Plan. The plan also addresses the need for integration of technology across the curriculum to support the acquisition of 21st century skills and competencies. Our school also has a school wide School Learning Objective (SLO) of 50% increase in reading fluency skills by April 15th with Treasures materials.
Description of school
Sunset Elementary School is located in Pasadena, Maryland and is a part of Anne Arundel County Public Schools. Sunset has 489 students with an average of 22 students per class. The following chart breaks down Sunset's different ethnic groups.
Sunset Elementary School is located in Pasadena, Maryland and is a part of Anne Arundel County Public Schools. Sunset has 489 students with an average of 22 students per class. The following chart breaks down Sunset's different ethnic groups.
As the music teacher, I teach all of the children at the school. I'm collaborating with a fifth grade teacher who has agreed to work with me and her four students who have learning disabilities. All four of the students I will be focusing on are Caucasian.
Sunset's population (Pasadena area) has a median age of 36.7 years old with an average household income of $86,436.00. 23 percent of Sunset students receive free lunch and 4 percent of students receive reduced lunch.
As for technology, the school hosts an advanced display of technology compared to many schools nearby. Each grade level has an iPad cart with 30 iPads and Macbook pro. All classrooms have Smart boards and our computer lab hosts 35 PC computers. There is also a laptop cart with 30 laptops as well. Sunset is a wireless school with WiFi internet technology throughout the building. Every classroom has at least one student and one teacher computer available. Our administration thrives to be on the cutting edge with technology to create a 21st century learning environment.
Sunset's population (Pasadena area) has a median age of 36.7 years old with an average household income of $86,436.00. 23 percent of Sunset students receive free lunch and 4 percent of students receive reduced lunch.
As for technology, the school hosts an advanced display of technology compared to many schools nearby. Each grade level has an iPad cart with 30 iPads and Macbook pro. All classrooms have Smart boards and our computer lab hosts 35 PC computers. There is also a laptop cart with 30 laptops as well. Sunset is a wireless school with WiFi internet technology throughout the building. Every classroom has at least one student and one teacher computer available. Our administration thrives to be on the cutting edge with technology to create a 21st century learning environment.
Individuals involved
I will focus on four students from a fifth grade class. Savannah B., Antonio (sometimes goes by Reese) C., Jake C., and Kevin W. all have documented learning disabilities and receive Individualized Education Plans. Below is a chart displaying results from the 2012 MSA test.
I will focus on four students from a fifth grade class. Savannah B., Antonio (sometimes goes by Reese) C., Jake C., and Kevin W. all have documented learning disabilities and receive Individualized Education Plans. Below is a chart displaying results from the 2012 MSA test.
The chart indicates that all four students scored proficient on the test, but did receive aid including a special education teacher who read to them. That means that scores do not indicate reading fluency levels. The green scores break down the different types of reading testing including general reading processes, informal reading, and literature reading. Three of the four students scored higher on the informal reading portion. The orange scores are from county benchmark testing. These scores are percentages. Savannah averaged a 68.3%. Antonio averaged a 62.8%. Jake averaged a 72.1%. Kevin averaged a 78.6%.
The Woodcock-Johnson III Tests of Achievement are a series of tests that identify student academic levels. Classroom teachers identify students who may qualify for special education. Three of the four students in the focus group scored below average (see chart below) with Savannah B. scoring on the low end of an average score on the reading fluency test.
Below are examples of fluency checks given by the classroom and special education teachers. Fluency checks are timed and come from the Treasures diagnostic assessment that is used county wide. Data shows that these four students continue to struggle with reading fluency and are in need of help. My goal is to incorporate technology into this practice with the intent of increasing their scores.
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This chart shows that results vary from each student. Antonio seems to be much higher than the rest. Kevin had the lowest score but made the most improvement after the second read. The Fluency Norms displayed below state that a student's scores should fall within a range of ten WCPM above or below 110 for the fall of fifth grade in the 50 percentile. While Antonio (Reese) comes close, all four students are below the 50 percentile.
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Approval from administration
I emailed my principal, Dr. Toni asking for permission to pursue this project. She sent her permission to Dr. Green and below is email communication between Dr. Green and myself.
I emailed my principal, Dr. Toni asking for permission to pursue this project. She sent her permission to Dr. Green and below is email communication between Dr. Green and myself.
Technology-based solution
My school, with the help from our PTA, has iPads in all grade levels. 30 iPads are available to each grade to share and encouraged to incorporate into their lessons. At times, teachers find it challenging to use iPads as they are "not the same as computers". But in some ways, they can be better. They are portable and are a cheaper alternative to using school purchased laptops. Our county requires teachers and schools to purchase through a bid list which is about $1,000 per laptop.
My solution is to use iPads to practice reading fluency. After talking with my special ed team, they all agreed that more practice is what all four of these students need. If there was a way for the students to practice fluency checks on their own, this would most like increase scores. With the integration of the iPad app Read With Me Fluency, I believe we will see higher test scores from these students. Here are short videos that explain what Read With Me Fluency is all about.
My school, with the help from our PTA, has iPads in all grade levels. 30 iPads are available to each grade to share and encouraged to incorporate into their lessons. At times, teachers find it challenging to use iPads as they are "not the same as computers". But in some ways, they can be better. They are portable and are a cheaper alternative to using school purchased laptops. Our county requires teachers and schools to purchase through a bid list which is about $1,000 per laptop.
My solution is to use iPads to practice reading fluency. After talking with my special ed team, they all agreed that more practice is what all four of these students need. If there was a way for the students to practice fluency checks on their own, this would most like increase scores. With the integration of the iPad app Read With Me Fluency, I believe we will see higher test scores from these students. Here are short videos that explain what Read With Me Fluency is all about.
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Retrieved from http://youtu.be/q9FGE7H4edM Retrieved from http://youtu.be/tag4j8hucxg
This tool will be highly motivating for the students. Even when I give a test, when I use iPads in my classroom, students are excited to use them. The bright screen makes the words easier to read. Students with vision impairments can make the text larger. The use of the video camera will motivate the students to do their best. The app also makes it much easier to track progress and send detailed reports home to parents. Students and parents can also practice at home as well.
This tool will be highly motivating for the students. Even when I give a test, when I use iPads in my classroom, students are excited to use them. The bright screen makes the words easier to read. Students with vision impairments can make the text larger. The use of the video camera will motivate the students to do their best. The app also makes it much easier to track progress and send detailed reports home to parents. Students and parents can also practice at home as well.
Research Based Evidence
Literature Review
This literature review is a synthesis of scholarly references that show how technology integration can improve reading fluency skills with students. The findings from this review will provide insight for my capstone project to improve reading fluency skills with four fifth grade students at my school. This literature review is organized by theme. I used Education Research Complete with such keywords as reading fluency and technology, digital literacy and fluency and other similar terms.
Why Fluency is Important
We all want our students to read as much as possible. Reading is vital tool that we all need to succeed in school and in life. But before checking out books from the library, students must first learn how to read. As a music teacher, I get a glimpse of student struggles with reading fluency skills when I ask them to read a short passage from our text book. You can tell right away if a student has problems reading. Sometimes it can be the simplest sound or word but can be an embarrassing nightmare for them. Reading well comprises not only a functional skill, but it remains one of the most critical skills for adult competence in todays’ society (Riccomini & Stecker, 2005). The 2011 report of The Nation’s Report Card (National Center for Education Statistics [NCES], 2011) indicated that one third (33%) of all elementary-age students enrolled in the fourth grade in the U.S. and nearly a quarter (24%) of students in the eighth grade were found to read below a “Basic” skill level of reading proficiency required for their grade level. Students with learning disabilities score even lower. Pikulski and Chard (2005) described fluency as a bridge from word recognition accuracy to text comprehension. If students have to use too much cognitive energy to decode the words in text, they have little remaining for the more important task in reading -- comprehension. These students are marked by their slow, laborious, and staccato reading of texts (Rasinski, 2012). While some tend to overlook fluency, if a child leaves elementary school with issues with decoding words, they will find themselves behind in secondary school. As the case with Kevin, he is a very bright student with major fluency issues. On a recent IQ test, he scored very high but still remains held back by his reading and writing issues. Some question whether oral reading is worthwhile as the silent occurs more frequently as students advance. Some texts have embedded in them a strong sense of voice (Culham, 2003). It remains good practice for students to hear what they are reading.
Motivation
Newer technologies are making today’s learners less dependent on text-based media to express themselves and acquire knowledge, resulting in these individuals questioning the need to develop their reading and writing skills (Gunter, 2012). If educators can access new technologies such as iPads and other digital media, we can motivate students and teach them how to use 21st century skills at the same time. iPads and other new technologies have features that books and pens and paper will never have. Reading instruction that incorporates digital texts can serve to motivate students to want to read and help increase students’ reading fluency in the classroom today (Thoermer & Williams 2012). Larson (2009) explains that touch devices and e-books employ multimodal features- such as video, audio, and hyperlinks as well as interactive tools. You can highlight text and insert notes without ruining the original material as well as manipulate the page format, text size and screen layout. That can be very important to a student with vision problems. One of my students, Jake, has documented severe hearing and vision impairments and would benefit from text zoom as well as wearing proper headphones and listening to text playback to read along with or even listening to himself.
Teachers Need Training
In order to incorporate any technology correctly into the classroom, there needs to be adequate training. If we simply hand teachers iPads with a fluency app, only a small percentage of them will implement the technology. Research has shown that a considerable number of classroom teachers tend to be insecure about the value of using technology during teaching strategies, which interferes with their ability to consistently and properly integrate it into their instruction. (Gunter, 2012.) In my own experiences, I worry that my school’s technology is going to waste as technology becomes obsolete quicker than ever. School systems need to provide proper professional development to train teachers on whatever technology the school purchases. Without the training, it can be waste of money. You also have to keep in mind that some teachers will be stuck in their ways and are very hard to change.
Technology
So the question that always comes about with technology is… will it actually improve learning or just make it different. A study done by Gibson, Cartledge and Keyes (2011) showed success integrating technology into the classroom. They provided 8 low testing students with a supplemental reading program on computers and received amazing results. The chart below shows almost 100% success. The technology does not always have to be high tech or super savvy. Getting and Swainey (2012) state that they found the voice memo app that comes free with the iPad was very useful for fluency checks.
This literature review is a synthesis of scholarly references that show how technology integration can improve reading fluency skills with students. The findings from this review will provide insight for my capstone project to improve reading fluency skills with four fifth grade students at my school. This literature review is organized by theme. I used Education Research Complete with such keywords as reading fluency and technology, digital literacy and fluency and other similar terms.
Why Fluency is Important
We all want our students to read as much as possible. Reading is vital tool that we all need to succeed in school and in life. But before checking out books from the library, students must first learn how to read. As a music teacher, I get a glimpse of student struggles with reading fluency skills when I ask them to read a short passage from our text book. You can tell right away if a student has problems reading. Sometimes it can be the simplest sound or word but can be an embarrassing nightmare for them. Reading well comprises not only a functional skill, but it remains one of the most critical skills for adult competence in todays’ society (Riccomini & Stecker, 2005). The 2011 report of The Nation’s Report Card (National Center for Education Statistics [NCES], 2011) indicated that one third (33%) of all elementary-age students enrolled in the fourth grade in the U.S. and nearly a quarter (24%) of students in the eighth grade were found to read below a “Basic” skill level of reading proficiency required for their grade level. Students with learning disabilities score even lower. Pikulski and Chard (2005) described fluency as a bridge from word recognition accuracy to text comprehension. If students have to use too much cognitive energy to decode the words in text, they have little remaining for the more important task in reading -- comprehension. These students are marked by their slow, laborious, and staccato reading of texts (Rasinski, 2012). While some tend to overlook fluency, if a child leaves elementary school with issues with decoding words, they will find themselves behind in secondary school. As the case with Kevin, he is a very bright student with major fluency issues. On a recent IQ test, he scored very high but still remains held back by his reading and writing issues. Some question whether oral reading is worthwhile as the silent occurs more frequently as students advance. Some texts have embedded in them a strong sense of voice (Culham, 2003). It remains good practice for students to hear what they are reading.
Motivation
Newer technologies are making today’s learners less dependent on text-based media to express themselves and acquire knowledge, resulting in these individuals questioning the need to develop their reading and writing skills (Gunter, 2012). If educators can access new technologies such as iPads and other digital media, we can motivate students and teach them how to use 21st century skills at the same time. iPads and other new technologies have features that books and pens and paper will never have. Reading instruction that incorporates digital texts can serve to motivate students to want to read and help increase students’ reading fluency in the classroom today (Thoermer & Williams 2012). Larson (2009) explains that touch devices and e-books employ multimodal features- such as video, audio, and hyperlinks as well as interactive tools. You can highlight text and insert notes without ruining the original material as well as manipulate the page format, text size and screen layout. That can be very important to a student with vision problems. One of my students, Jake, has documented severe hearing and vision impairments and would benefit from text zoom as well as wearing proper headphones and listening to text playback to read along with or even listening to himself.
Teachers Need Training
In order to incorporate any technology correctly into the classroom, there needs to be adequate training. If we simply hand teachers iPads with a fluency app, only a small percentage of them will implement the technology. Research has shown that a considerable number of classroom teachers tend to be insecure about the value of using technology during teaching strategies, which interferes with their ability to consistently and properly integrate it into their instruction. (Gunter, 2012.) In my own experiences, I worry that my school’s technology is going to waste as technology becomes obsolete quicker than ever. School systems need to provide proper professional development to train teachers on whatever technology the school purchases. Without the training, it can be waste of money. You also have to keep in mind that some teachers will be stuck in their ways and are very hard to change.
Technology
So the question that always comes about with technology is… will it actually improve learning or just make it different. A study done by Gibson, Cartledge and Keyes (2011) showed success integrating technology into the classroom. They provided 8 low testing students with a supplemental reading program on computers and received amazing results. The chart below shows almost 100% success. The technology does not always have to be high tech or super savvy. Getting and Swainey (2012) state that they found the voice memo app that comes free with the iPad was very useful for fluency checks.
Gibson, L., Cartledge, G., & Keyes, S. (2011).
Every single student with one exception had increased scores in reading fluency growth rates, comprehension scores, and benchmark score.
Conclusion
My findings have concluded that technology when used properly can have a major positive effect on reading and reading fluency. There is a great need for change in education as the numbers show that students are struggling to read and are unmotivated. Research also shows that using iPads in my school to battle with fluency problems with students will be a worthwhile decision. Since my school already has the necessary equipment, the hardest part is over. My principal is looking for ways to incorporate iPads in the classroom. Motivating the students to practice reading more will be paramount in the success of this project and I believe iPads will deliver.
References
Culham, R. (2003). 6 + 1 Traits of Writing. New York: Scholastic.
Getting, S., & Swainey, K. (2012). First Graders with iPads?. Learning & Leading With Technology, 40(1), 24-27.
Gibson, L., Cartledge, G., & Keyes, S. (2011). A Preliminary Investigation of Supplemental Computer-Assisted Reading Instruction on the Oral Reading Fluency and Comprehension of First-Grade African American Urban Students. Journal Of Behavioral Education, 20(4), 260-282. doi:10.1007/s10864-011-9136-7
Gunter, G. A. (2012). Digital Booktalk: Creating a Community of Avid Readers, One Video at a Time. Computers In The Schools, 29(1/2), 135-156. doi:10.1080/07380569.2012.651426
Larson, L. C. (2009). e-Reading and e-Responding: New Tools for the Next Generation of Readers. Journal Of Adolescent & Adult Literacy, 53(3), 255-258.
National Center for Education Statistics (2011). The Nation’s Report Card: Reading 2011 (NCES 2012–457). National Center for Education Statistics, Institute of Education Sciences,
Pikulski, J.J., & Chard, D.J. (2005). Fluency: Bridge between decoding and reading comprehension. The Reading Teacher, 58(6), 510519.
Rasinski, T. V. (2012). Why Reading Fluency Should be Hot. Reading Teacher, 65(8), 516-522. doi:10.1002/TRTR.01077
Riccomini, P. J., & Stecker, P. M. (2005). Effects of Technology-Enhanced Practice on Scoring Accuracy of Oral Reading Fluency. Journal Of Special Education Technology, 20(3), 5- 12.
Thoermer, A., & Williams, L. (2012). Using Digital Texts to Promote Fluent Reading. Reading Teacher, 65(7), 441-445. doi:10.1002/TRTR.01065
Every single student with one exception had increased scores in reading fluency growth rates, comprehension scores, and benchmark score.
Conclusion
My findings have concluded that technology when used properly can have a major positive effect on reading and reading fluency. There is a great need for change in education as the numbers show that students are struggling to read and are unmotivated. Research also shows that using iPads in my school to battle with fluency problems with students will be a worthwhile decision. Since my school already has the necessary equipment, the hardest part is over. My principal is looking for ways to incorporate iPads in the classroom. Motivating the students to practice reading more will be paramount in the success of this project and I believe iPads will deliver.
References
Culham, R. (2003). 6 + 1 Traits of Writing. New York: Scholastic.
Getting, S., & Swainey, K. (2012). First Graders with iPads?. Learning & Leading With Technology, 40(1), 24-27.
Gibson, L., Cartledge, G., & Keyes, S. (2011). A Preliminary Investigation of Supplemental Computer-Assisted Reading Instruction on the Oral Reading Fluency and Comprehension of First-Grade African American Urban Students. Journal Of Behavioral Education, 20(4), 260-282. doi:10.1007/s10864-011-9136-7
Gunter, G. A. (2012). Digital Booktalk: Creating a Community of Avid Readers, One Video at a Time. Computers In The Schools, 29(1/2), 135-156. doi:10.1080/07380569.2012.651426
Larson, L. C. (2009). e-Reading and e-Responding: New Tools for the Next Generation of Readers. Journal Of Adolescent & Adult Literacy, 53(3), 255-258.
National Center for Education Statistics (2011). The Nation’s Report Card: Reading 2011 (NCES 2012–457). National Center for Education Statistics, Institute of Education Sciences,
Pikulski, J.J., & Chard, D.J. (2005). Fluency: Bridge between decoding and reading comprehension. The Reading Teacher, 58(6), 510519.
Rasinski, T. V. (2012). Why Reading Fluency Should be Hot. Reading Teacher, 65(8), 516-522. doi:10.1002/TRTR.01077
Riccomini, P. J., & Stecker, P. M. (2005). Effects of Technology-Enhanced Practice on Scoring Accuracy of Oral Reading Fluency. Journal Of Special Education Technology, 20(3), 5- 12.
Thoermer, A., & Williams, L. (2012). Using Digital Texts to Promote Fluent Reading. Reading Teacher, 65(7), 441-445. doi:10.1002/TRTR.01065