Students Reading Below Grade Level: 4th Grade

Annie La

EDU 7202, Spring 2012

 Table of Contents

Abstract 3

Introduction 3

Statement of the Problem 4

Review of Related Literature 5
Statement of the Hypothesis 7

Method

Participants (N) 8
Instrument(s) 8
Experimental Design 8
Procedure 10

Results 10

Discussion 15

Implications 16

References 17

Appendix (ces)

Appendix 1: Consent Form A: Administrator 19

Appendix 2: Consent Form B: Teacher 20

Appendix 3: Consent Form C: Parents/ Guardian 21

Appendix 4: Student Survey 22

Appendix 5: Teacher Survey 23

Abstract

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 This action research study will identify the effects of guided reading instruction in the
morning in correlation with 12- fourth grade students and their reading level. Six students will be
treated with guided reading instruction in the morning. The remaining six students will not be
treated. This action research will be based on the Quasi-Experimental Design: Non-equivalent
control group. Both groups are pretested, exposed to a treatment and then post-tested. The
students in this action research project will be given a Fountas & Pinnell running record as their
pretest. Student will then be exposed to guided reading instructions in the morning, for 40
minutes, four days a week for six weeks. The Fountas & Pinnell benchmark assessment, level k,
post test will be administered at the end of a six week period. Results indicate that students who
receive guided reading instruction in the morning show a slight increase in the increase in a
students’ reading level.

Introduction

Reading is an important component of education; it is the comprehension of written text.

Teaching reading in schools includes oral language, phonological awareness, phonemic
awareness, fluency, vocabulary, prior knowledge, comprehension, motivation, integrated reading,
writing and texts. Students are able to read when they are able to process and recognize words as
well as comprehending what they read (Pang, Muaka, Bernhardt & Kamil, n.d.). However, a
large number of our nation’s students are not reading on grade level. Students are not reading on
grade level because there is not enough emphasis on the skills and strategies to use during
reading comprehension, within the classroom. It is vital for teachers to model how to implement
and use strategies in reading comprehension. Often times when phonetics and vocabulary are
taught, these skills are not used in readings to comprehend the text (Brenda, Buck & Giles,
2009). Students may be able to understand the vocabulary and are capable of reading the word
but this does mean that the student understands what is being read. These students would become
frustrated when they are not taught how to apply their decoding skills with the text that is being
read (Cooper, n.d.). ]

Elementary students in NYC are required to take state exams such as the English
Language Arts Test. This exam is used to determine the students’ reading proficiency based on a
series of reading passages and questions. All state exams are scored on a four point system.
Based figure 1, if students receive a score of 3 or 4, they are considered to have met the reading
standard and grade level. If students receive a score of 1 or 2, they are below reading level and
do not meet the state standards (New York City Department of Education, 2011).

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 Level 4
(Meeting Learning Student performance demonstrates a thorough understanding of
Standards with the ELA knowledge and skills expected at the grade level.
Meeting Distinction)
Standard Level 3 Student performance demonstrates an understanding of the ELA
(Meeting Learning knowledge and skills expected at the grade level.
Standards)
Level 2 Student performance demonstrates a partial understanding of the
(Partially Meeting ELA knowledge and skills expected at the grade level.
Below Learning Standards)
Standard Level 1 Student performance does not demonstrate an understanding of
(Not Meeting the ELA knowledge and skills expected at the grade level.
Learning Standards)

Figure 1: New York City Department of Education: English Language Arts Scoring Standards
Performance Levels: The four proficiency levels that show how students have mastered the
knowledge and skills that make up the learning standards. When a student is on level 3 or 4, he
or she has exceeded the standard.
According to The Alliance of Excellent Education (2006), factual data shows that eight
million students in the nation read below grade level. These students are able to decode texts but
are unable to comprehend what they read. This fact sheet shows statistics of students in grades 4-
12 that read below grade level.

Statement of Problem

In 2011 the average reading score for fourth grade students in publics schools were
unchanged from 2009 (The National Center for Education Statistics, 2011). Figure 2 displays
statistical data of average reading scores in 2009; 46% of large city public schools in the fourth
grade read below reading level. Compared to the Nation’s public schools, 34% of fourth graders
are below reading level.

Figure 2: The Nations Report Card: Grade 4: Year 2009

Achievement- Level Percentages and Average Score Results

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 Students that read below grade level struggle with reading comprehension. The inability
to read at grade level will prevent a student from excelling in other subjects; from simple tasks of
reading directions to analyzing scientific research (Mounce, n.d.). Successful reading
comprehension prepares many students for college. Students will not be ready for the future if
they don’t know how to read at their level. This in turn will affect their future career (ACT, n.d.).

When teachers encourage reading as a lifelong habit, this motivation increases a student’s
reading level naturally. Teachers should model reading as a form of encouragement and
importance to literature. Giving students the ability to choose text of their interest will increase
knowledge and reading skills. It is also important that students have time to read independently
in school and out of school because this independent reading is used to build on reading skills
such as fluency, vocabulary and comprehension (Duncan, 2010). However, not all students
receive the opportunity to read for pleasure and to build on these reading skills. The only
availability is during classroom time in school.

In the research by Begeny (2011), 40% of fourth grade students in the Unites States are
not fluent readers. His research study focuses on building fluency instructional strategies.
Reading fluency is an important part of improving a struggling reader’s reading level. Without
effective reading programs, such as guided reading, many students will not read on grade level.

Review of Related Literature

Current Instructional Strategy

The instructional strategies currently used in New York City’s classrooms are read aloud
and guided reading. Read aloud is the process in which an educator reads a text to a group of
students out loud. The strategy of read aloud increases a student’s ability to comprehend the text,
build on vocabulary and to become familiar with sound (Cummins & Stellmeyer-Gerade, 2011).
Campbell (2001) researches the impact that teachers have on the increase in literacy rate of
students by conducting an interactive read aloud in the classroom. Children learn from teachers
as they model how to read and are able to develop an understanding of the text through
interactive class discussions. When teachers’ model read aloud students are able to enhance their
reading fluency (Kruse, 2007). Learning activities that encourage discussion, creative thinking
and art, all improves a student’s reading level.

Despite the cultural differences in students, all students benefit from read aloud (Furtado,
2008). Using Yopp’s Preview- Predicit- Confirm (PPC) model, this study shows that read-alouds
are effective in all diversified age groups. The PPC model is used to determine comprehension of
a text. This strategy allows students to preview the book by using illustrations to make inferences
and by asking questions. As the teacher reads the book, students are able to predict what will
happen in the story by combining prior knowledge with new knowledge. Answering lingering
questions and understanding the main idea will help students to confirm their comprehension of
the storyline. The general idea of the PPC model is effective as an instructional strategy (Furtado,
2008).

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 When teachers combine the PPC model with read alouds, it increases the students’
fluency rate. According to Adamson, Adamson, Anderson, Clausen-Grace, Earnes, Einarson, &
…Wooten (2006), the importance of read aloud is vital in aiding teachers with the skills
necessary to nurture a student’s reading comprehension through fluency. Fluency is an important
component of bridging the gap on standardized tests.

However, as Brenda, Buck and Giles (2009) has mentioned, students who are below
reading level, struggle with reading due to basic skills such as phonetics and phonemes.
Although read aloud is important, students should also learn the basic phonetic skills to read
independently. Instead of becoming familiar with the sound of a letter, being able to phonetically
read and comprehend the alphabetic letter is also important. According to Cummings, Dewey,
Latimer and Good III (2011), reading comprehension begins with basic strategy skills that
students learn in school such as nonsense word fluency (NWF) and oral reading fluency (ORF).
Nonsense word fluency has a basic focus on decoding strategies; sound by sound, word blending,
whole words, decoding and recoding. Both skills and strategies are taught early in the school
year to increase reading comprehension. Kruse (2007) notices that read aloud prevents beginning
readers from reading independently. Some students rely on the comfort of teachers modeling
how to read while other students lose focus and interest in the text. It is difficult to determine
when and if students listen during read aloud. Regardless, students should be able to use reading
strategies and skills to read on their own for comprehension as oppose to having the teacher
read aloud to them.

Many public schools in New York City offer guided reading as a tool for instructional
strategy. Guided reading is when teachers provide structure, instruction and purpose to reading
by responding to literature. The practice of guided reading was implemented in the 1900’s and
from there changed over time. In 1946, Emmitt Betts determined that students need directions
and instructions on learning how to read (Ford & Opitz, 2011). Although Betts implemented this
idea through a directed reading activity, it was none the less the beginning of the formation of
guided reading. In a directed reading activity students read literature silently and independently
to apply what they know to comprehension. About 10 years later, Lillian Gray and Dora Reese
changed Bett’s guided reading to include strategic lessons and questioning to motivate reading
comprehension. Ford & Opitz (2011) also mentioned that the mini lessons that are taught during
guided reading often times include the skills and strategies needed to enhance reading
comprehension, accuracy, fluency and vocabulary. Through practice and understanding, students
are able to become independent readers. Ferguson and Wilson (2009) provides an emphasis that
guided reading builds comprehension strategies. Some of these comprehension strategies include
context clues, making inferences, sequence of event and understanding the main idea.

However, Ferguson and Wilson (2009) also mentions the negative aspects of guided
reading. Many of the strategies taught in guided reading are redundant and can be seen in other
lessons throughout the day. For example, one teacher states that she conducts reading pairs,
leading questions, completes K-W-L chart, word study, and a mini lessons consisting of: fluency,
comprehension and reading strategies. The content that is learned during regular class time can
also be seen during guided reading. Often times reading skills and strategies are taught as part of
a lesson within the curriculum. If guided reading is implemented during class time it reiterates

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strategies that are taught throughout the day in class. Some teachers feel as though this repetition
wastes valuable learning time within other content subject areas.

Practitioners and Theorists

The comprehension of any type of literature begins with the mental structure of each
individual. The purpose of the English Language Arts Test is to examine the students’ ability to
comprehend what they read. The practice of mental measurement has been observed since the
early 1900’s. Caldenhead (1987) explains that the idea of grading a student’s ability to read
originated from William McGuffy’s practice that different age groups need different reading
materials. For example, some students are able to comprehend news paper articles while others
can only benefit from reading chapter books. The reading comprehension is based on the
difficulty of the text and the individual reading the text. However, measuring reading levels
stemmed from Francis Galton’s theory of mental measurement. Social and psychological
development arises from knowledge. Complexities such as mental thinking can be measured.
James Cattell believed that anything complex can be measured and reduced to a simplistic
version. Mental measuring was introduced to public schools in 1922. Lewis Terman was the first
person to suggest that all students should be given an intelligence test (Caldenhead, 1987).

Since a person’s mind can be measured based on retention and comprehension of various
educational knowledge, synthesis of text through questioning, reading levels and text gradients
were discovered. Beck and McKeown (2001) are practitioners that examine the benefits of read
aloud to young children. The interaction between the teacher and student is what guides read
aloud and critical questioning. The two main features of read aloud are text and talk. The text of
a book is important because students should be able to comprehend the content yet the text also
needs to provide a challenge. Talking about the book and text helps students to synthesize their
ideas into deep thoughts.

The idea of text gradients and reading levels stem from Fountas and Pinnell. These
theorists uses small group guided reading practices to develop comprehension skills based on a
student’s reading level. It was from this practice that Fountas and Pinnell’s found a need of using
A-Z text gradients (Thomas, n.d.). The idea of guided reading to improve reading comprehension
has created an influence in the proposed intervention of this study to change the current
instructional strategy. Moving from read aloud into guided reading would increase the reading
level of struggling students.

Proposed Intervention

If students are not taught the strategies and skills necessary to learn how to read then they
will not be able to read at grade level (Thames, 2008). Throughout a student’s academic
education, it is important to teach skills that strategically enhance the application of phonetics
into comprehension of the text. Some students can understand how to decode words and texts but
are not able to apply these skills into reading (Cooper, n.d). Therefore, it is highly valuable for
teachers to model, teach and practice basal reading skills and application into various types of
readings. The intervention would include guided reading programs that are offered to students
early in the morning. Even with a focus on reading during classroom activities, many students

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that are below reading level require additional time and guidance to develop basic reading skills,
which are necessary to read at grade level. Providing students with opportunity for additional
reading help in the morning enables students to increase their reading skills. Santa and Hoien
(1999) found the main difference between struggling readers and average readers are the rate and
process of comprehending instructional phonetics. Offering guided reading programs will give
students the opportunity to gain skills in word recognition, reading texts and writing. However,
improvement in reading level varies depending on the time of day. This study is focused on
guided reading programs for students in the morning, before class begins.

Statement of Hypothesis

Providing the first group of 6 - fourth grade students in P.S. X, Brooklyn, NY with guided
reading instruction for 40 minutes, every morning, four days a week for six weeks, will increase
students’ reading level as measured by Fountas and Pinnell’s running record.

Providing the second group of 6 - fourth grade students in P.S. X, Brooklyn, NY will not
receive guided reading instruction in the morning. These students’ reading level will be measured
by Fountas and Pinnell’s running record.

Participants

There would be two focus groups in this intervention. The first group consists of 6- fourth
grade students that gain additional help in using comprehension strategies through guided
reading, in the morning. The second group consists of 6- fourth grade students that will not
receive any additional help through guided reading programs. Groups are randomly assigned;
however, the 12 students in both groups will consist of ELL and IEP learners.

Instruments

All groups will be assessed through a running record. Prado and Lee (2011) researches
the effects of reading strategies and the ways in which these skills can increase a student’s ability
in achieving higher reading levels. Running records can assess a student’s use and understanding
of the various comprehension skills. Ross (2004) conducts a research to prove that running
records are effective in improving a student’s reading. Teachers are able to assess a student’s
fluency in reading and reading comprehension. The running record will determine areas of
improvement for each student as well as their strengths. Students in treated schools that used
running records outperformed those students in near treated schools by 12%.

Experimental Design

This action research will be based on the Quasi-Experimental Design: Non-equivalent

control group. In this design two groups are pretested, exposed to a treatment and then post-

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tested. The groups are randomly assigned and the individuals are not. The students in this action
research project will be given a Fountas & Pinnell running record as their pretest. Student will
then be exposed to guided reading instructions in the morning, for 40 minutes, four days a week
for six weeks. A post test will be administered at the end of a six week period. This post test will
be the Fountas & Pinnell running record. The symbolic design of this type of study is; O X1 O
and O X2 O.

Threats to Internal Validity

There are various threats to internal validity that would affect the outcome of the research
study. The possible internal threats are history, maturation, testing/ pre-testing, instrumentation,
mortality, statistical regression and selection-maturation interaction.

There many events that are not part of the treatment which causes an internal threat. Such
events include students arriving late to the morning program, students that miss the program all
together, schedule changes, interruptions from other teachers and students. Over the course of six
weeks, physical and emotional changes of each student may be present. Some students may have
stayed up late and come to school exhausted. Mentally, these students are not engaged in reading
during the morning programs. Since some students are IEP, emotional changes are highly likely
to impact the treatment. Each student has different maturation rate; especially in terms of
reading. Students that miss the morning program will affect the result of the post test given after
6 weeks.

The reading surveys are given to the students and teachers to determine whether or not
reading affects the students’ comprehension, fluency, accuracy and vocabulary. The survey is
also used to determine if classroom teachers are providing their students with effective reading
strategies. There may be biasness when students and teachers take the survey. The Fountas &
Pinnell running record is based on the teacher’s accurate judgment. However, not all tests given
are accurate because the teacher may have not caught certain errors that needed to be counted for
or may have counted a self correction as an error. Students that do extremely well in the post test
will affect the average mean because the students’ reading growth would be able to remove these
students’ from being categorized as a struggling reader.

Threats to External Validity

There are various threats to external validity that would affect the outcome of the
research study. The possible threats to external validity include ecological validity and the
novelty effect.

Ecological Validity is an external threat because public schools in New York City have
the ability to implement guided reading programs into their morning extended day. This research
can be replicated and students will be able to improve on their reading level. The Novelty Effect
can also impact the research study. Although guided reading is usually conducted with physical
books, if students were able to read the same book online the level of interest would increase and
so would the students’ productivity in reading.

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 Procedure

The students in both the treated and non-treated groups were assessed in January using
Fountas & Pinnell’s, Level K, running record. Students that receive an accuracy score of 95%-
100% can read at level K independently. Students that receive a score of 90%-95% represents
difficulty reading a level K text and needs instructional guidance. This will then be the student's
guided reading level. Student that can read independently at level K were determined to have an
instructional reading level at L. Students that receive a score between 90%-95% is determined to
need instructional guidance at level K. Students that receive an accuracy score below 90% were
re-tested deemed to be reading and comprehending at level J. In March, students received a
Fountas and Pinnell, level K, running record post test to determine the growth of each
individual’s reading level.

Results

There will be two groups of 6 students; 12 students total. Both groups will receive the
Fountas & Pinnell: Level K pre-test. The Groups randomly assigned but individuals are not,
individual students are grouped based on reading level: J/K. Some groups may include IEP and
ELL learners. Group 1, O X1 O, will receive guided reading instruction in the morning. Group 2,
O X2 O, will not receive guided reading instruction. The average pre-test scores for group 1 is
88% and the average post test is 93%. The average pre-test for group 2 is 85.5% and the average
post test is 87%.

Figure 3 represents the pre-test and post test scores for Group 1 (the treatment group).
The pre test was given in January and the post test was given in March. The six students
receiving treatment have been assessed on the Fountas and Pinnell running record: Level K.

January March January March

Pre-Test: Post-Test: Reading Reading
Student K K Level Level
1 78 91 j K
4 82 90 j K
8 90 99 k L
9 91 87 k K
10 91 92 k K
12 94 98 k L

Descriptive
Statistics
Pre-Test Post-Test
Mean 87.667 92.833

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Based on figure 3, 67% of students that received guided reading instruction in the morning show
an increase in reading level. Within a 6 week time frame, students increased their reading level
by one letter. Students that were reading at level J, in January are now reading at level K.
Students that were reading at level K are now reading at level L. However, 33% of students were
not impacted by the extra guided reading instruction. These students were reading at level K in
January and are still on level K in March.

Figure 4 represents pre-test and post test scores of Group 2 (the non-treatment group).
The pre test was given in January and the post test was given in March. The six students have
been assessed on the Fountas and Pinnell running record: Level K.

January March January March

Pre- Post- Reading Reading
Student Test: K Test: K Level Level
2 94 97 k L
3 71 68 j J
5 89 90 j K
6 92 95 k K
7 93 92 k K
11 74 90 j K

Descriptive Statistics
Pre-Test Post-Test
Mean 85.500 88.667

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Based on figure 4, only 50% of students that did not receive guided reading instruction show an
increase in reading level. Students that were reading at level J, in January are now reading at
level K. The remaining 50% of students were not impacted by the extra guided reading
instruction. The students that are reading at level K in January are still on level K in March.

Figure 5 represents the pre-test and post test scores for all twelve students. The pre test
was given in January and the post test was given in March. The twelve students have been
assessed on the Fountas and Pinnell running record: Level K.

January March January March

Pre-Test: Post-Test: Reading Reading
Student K K Level Level
1 78 91 J K
2 94 97 K L
3 71 68 J J
4 82 90 J K
5 89 90 J K
6 92 95 K K
7 93 92 K K
8 90 99 K L
9 91 87 K K
10 91 92 K K
11 74 90 J K
12 94 98 K L

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 Descriptive Statistics
Pre-Test Post-Test
Mean 86.583 90.750

Based on figure 5, 58% of all twelve students show an increase in reading level. The remaining
42% of students were not impacted by the extra guided reading instruction. Guided reading does
show a slight change in post-test scores.

Figure 6 provides the following data set that displays a low positive correlation between
the amount of time a student spends reading outside of school and their pre-test results. The .rxy
= 0.229

Student x y
1 4 78
2 5 94
3 1 71
4 4 82
5 4 89
6 4 92
7 3 93
8 5 90
9 2 91
10 3 91
11 5 74
12 4 94

Based on figure 6, there is a low possibility that students who read at least 3-5 times a week, if
not every day, will do better on the Fountas & Pinnell's, reading level K, pre-test. Overall, 67%

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of students read at least 3-5 times a week if not every day. Of those 67% of students, 50%
received a pre-test score of 90% or above.

Figure 7 provides the following data set that displays a high positive correlation between
the amount of time a student spends reading outside of school and their post-test results. The .rxy
= 0.797

Student X y
Based on figure 7, students that read at least 3-5 times a week, 1 4 91
if not every day, will do better on the Fountas & Pinnell's, 2 5 97
reading level K, post-test. Overall, 67% of students read at least 3 1 68
3-5 times a week if not every day. Of the 67% of students, 4 4 90
100% of those students received a score of 90% and above.
5 4 90
Figure 8 provides the following data set that displays no
correlation between a student's ethnic group and their pre-test 6 4 95
results. The number of visual, structural and meaning errors on 7 3 92
the Fountas & Pinnell's pre-test does not correlate with the 8 5 99
student's ethnic group. The .rxy = 0.004 9 2 87
10 3 92
11 5 90
12 4 98

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 Student x y
1 4 78
2 4 94
3 1 71
4 4 82
5 4 89
6 3 92
7 2 93
8 4 90
9 4 91
10 1 91
11 4 74
12 2 94

Based on figure 8, the numbers 1, 2, 3, and 4 represents each student’s ethic group. White/
Caucasian (1), Puerto Rican/ Other Hispanic (2), Black/ African American (3), and Asian/
Middle Eastern (4). Students’ pre-test scores are not impacted on the individual ethnic group.

Figure 9 displays the bell curve of both treated and non-treated pre-test scores. Bell
curves are used to identify the normal distribution to determine which students fall within the
average range between 78.42% and 94.75%.

Based on figure 9, the mean of the pre-test score is 86.58%. The standard deviation is 8.16 and
the variance is 66.63. Each standard deviation is 8.16 away from the mean. Nine out of twelve
students fall between the average distribution with a score between 78.42% and 94.75%. The
remaining 3 students fall between 70.26% and 8.42%.

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 Figure 10 displays the bell curve of both treated and non-treated post-test scores. This
bell curves identifies the normal distribution to determine which students fall within the average
range between 82.69% and 98.81%.

Based on figure 10, the mean of the post-test score is 90.75%. The standard deviation is 8.01 and
the variance is 64.93. . Each standard deviation is 8.01 away from the mean. Ten out of twelve
students fall between the average distribution with a score between 82.69% and 98.81%. One
student scored below average at 68% and another student scored above average at 99%.

Discussion

Many fourth grade students are reading below grade level due to lack of implementation
of reading skills and strategies. If students are not taught the strategies and skills necessary to
learn how to read then they will not be able to read at grade level (Thames, 2008). Therefore, it is
important for students to learn reading strategies and to apply strategies for comprehension of
text. Guided reading is a program that focuses on the implementation of reading strategies for
struggling readers.

The purpose of this action research project was to determine if additional guided reading
instruction would increase the reading level of struggling fourth grade students. The results
suggest that additional guided reading instruction increases the students’ reading level by one
grade level.

Implications

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 The results suggest that 67% of students in the treatment group show a significant
increase in reading level. While only 50% of students in the non-treatment group increased their
reading level. Over the course of six weeks, there was a slight increase of 5% between those
students that received guided reading instruction compared to those who did not. However,
further research is needed because the period of study was conducted for only six weeks. If the
research study extended for a longer period of time, greater possibilities can impact results
towards further accuracy.

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from http://nces.ed.gov/nationsreportcard/pdf/main2011/2012457.pdf

O’Connor-Petruso, S. (2012). Descriptive Statistics Threats to Validity [PowerPoint slides].

Retrieved from http://bbhosted.cuny.edu/webapps/portal/

Pang, E., Muaka, A., Bernhardt, E., & Kamil, M. (n.d.). Teaching reading: Educational practices
series- 12. International Academy of Education, 6-24.

Prado, L., & Lee, P. (2011). Increasing reading comprehension through the explicit teaching of
reading strategies: Is there a difference among the genders? Reading Improvement, 48 (1),
32-43.

Ross, J. (2004). Effects of running records assessment on early literacy achievement. Journal of
Education Research, 97(4), 186-194.

Santa, C., & Hoien, T. (1999). An assessment of early steps: A program for early intervention of
reading problems. Reading Research Quarterly. 34, 54-79.

Thames, D., Reeves, C., Kazelskis, R., York, K., Boling, C., Newell, K., & Yang, W. (2008).
Reading comprehension: Effects of individualized, integrated language arts as a reading
approach with struggling readers. Reading Psychology, 29, 86-115.

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Thomas. (n.d.). Fountas and Pinnell- Early literacy experts offer new reading intervention
program. Retrieved from http://www.openeducation.net/2009/05/15/fountas-and-pinnell-
early-literacy-experts-offer-new-reading-intervention-program/

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Appendix 1: Consent form A: Administrator

Dear Administrator(s),

Brooklyn College has been very fortunate to receive the opportunity to work with your

school. As a student teacher at your school, I and requesting permission to conduct an action

research project with the fourth grade class. Over the course of six weeks, five days a week,

struggling readers are offered guided reading during the 40 minutes extended time in the

morning. The purpose of the research is to use guided reading programs to increase the reading

level of the two groups of six students used during research.

I appreciate your time and consideration. Please feel free to contact me for further

information.

Sincerely,

Annie La

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Appendix 2: Consent form B: Teacher

Dear Classroom Teacher,

As a student teacher in your fourth grade class, I and requesting permission to conduct

an action research project with the fourth grade class. Over the course of six weeks, five days a

week, struggling readers are offered guided reading during the 40 minutes extended time in the

morning. The purpose of the research is to use guided reading programs to increase the reading

level of the two groups of six students used during research.

With your consent I will include a parent/student consent form for the participating

students. I appreciate your time and consideration. Please feel free to contact me for further

information.

Sincerely,

Annie La

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Appendix 3: Consent form C: Parents/Guardian

Dear Parents/Guardian,

Brooklyn College has been very fortunate to receive the opportunity to work with P.S. X .

As a student teacher in your child’s fourth grade class, I and requesting permission to conduct an

action research project which includes your child’s involvement. Over the course of six weeks,

everyday, two groups of six students are offered guided reading during the 40 minutes extended

time in the morning. The purpose of the research is to use guided reading programs to increase

the reading level of these six students.

I appreciate your time and consideration. Please complete the form below and have your

child return the cut off to the classroom teacher.

Sincerely,

Ms. La

---------------------------------------------------------------------------------------------------------------------

I understand that my child ____________________ will receive the opportunity to work with the

teacher and student teacher during guided reading, in the morning, for 40 minutes. This research

is conducted in two groups of six- fourth grade students over the course of six weeks, within 5

days a week.

Date: ________________

Parent Signature: __________________________

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Appendix 4: Student Survey

Introduction:
How often do you read? Do you enjoy reading on your own time? These are some of the
questions that can be answered from this survey.

Part I: Frequencies
Directions: Fill in the lettered box corresponding to your answer.

Example: (1) (2) (3) (4) (5)

Never- Once 2-3 times 4-5 times Everyday
0 times per week per week per week

1. I spend time reading outside of school. 1.__________

2. I spend time reading in school. 2. __________
3. I borrow books from the school library. 3. __________
4. I borrow books from the public library. 4. __________
5. My parents read to me when I was 2-4 years old. 5. __________
6. I read books on the kindle. 6. __________
7. I read books on the I-pad. 7. __________
8. I spend time reading over summer. 8. __________

Part II: Attitudes

Directions: Fill in the lettered box corresponding to your answer.

Example: (1) (2) (3) (4)

Strongly Agree Agree Disagree Strongly Disagree

1. I enjoy reading. 1. __________

2. I enjoy reading during summer. 2. __________
3. I enjoy reading outside of school. 3. __________
4. I enjoy reading in school. 4. __________
5. My parents enjoy reading. 5. __________

Part III: Short Response

1. What are some of your favorite books to read?

________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

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 2. How many books do you own? ______________________________________________

3. What does the word “reading” mean to you?

________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

4. Is there anything else you would like to say about reading?

________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

Part IV: Background Information

Directions: Fill in completely the lettered box corresponding to your answer.

Example: Answer page =a= =b= =c= =d= =e=

1. Gender: 1. __________
a. Male b. Female

2. Where were you born? 2. __________

a. USA
b. South/ Central America
c. Europe or Canada
d. Asia
e. Africa

3. Where was your mother born? 3. __________

a. USA
b. South/ Central America
c. Europe or Canada
d. Asia
e. Africa

4. Where was your father born? 4. __________

a. USA
b. South/ Central America
c. Europe or Canada
d. Asia
e. Africa

5. Are both your parents living? 5. __________

a. Yes b. No

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 6. Which of the following now live in your household? 6. __________
a. Mother
b. Father
c. Stepmother
d. Stepfather
e. Other female or male guardian

7. Father’s education: 7. __________

a. Less than high school
b. High school graduate
c. Some college
d. College graduate
e. MD/ PHD/ Lawyer

8. Mother’s education: 8. __________

a. Less than high school
b. High school graduate
c. Some college
d. College graduate
e. MD/ PHD/ Lawyer

9. Ethnic group: 9. __________

a. White, Caucasian
b. Puerto Rican, Other Hispanic
c. Black, African American
d. Asian

10. If Asian: 10. _________

a. Japanese
b. Chinese
c. Southeast Asia (Korea, Vietnam, etc.)
d. Indian (India, Pakistan)
e. Pacific Islands (Philippines, Hawaii, etc)

Thank you for your cooperation 

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Appendix 5: Teacher Survey

Introduction:
How often do you incorporate reading into your lesson plans? Do you provide your students with
sufficient reading strategies? These are some of the questions that can be answered from this
survey.

Part I: Frequencies
Directions: Fill in the lettered box corresponding to your answer.

Example: (1) (2) (3) (4) (5)

Never- Once 2-3 times 4-5 times Everyday
0 times per week per week per week

1. My lesson plans are interdisciplinary with reading. 1. ____

2. I conduct read aloud in my classroom. 2. ____
3. I implement guided reading in my classroom. 3. ____
4. I implement Literacy circles in my classroom. 4. ____
5. I model reading to my students. 5. ____
6. I equip students with the necessary reading skills. (Skill such as comprehension,
accuracy, fluency and vocabulary) 6. ____
7. Often times I reinforce and guide my students with theses reading skills. 7. ____
8. I am involved in early morning and/or after school programs that relate to reading.8. ____

Part II: Attitudes

Directions: Fill in the lettered box corresponding to your answer.

Example: (1) (2) (3) (4)

Strongly Agree Agree Disagree Strongly Disagree

1. My lesson plans are interdisciplinary with reading. 1. ____

2. I conduct read aloud in my classroom. 2. ____
3. I implement guided reading in my classroom. 3. ____
4. I implement Literacy circles in my classroom. 4. ____
5. I model reading to my students. 5. ____
6. I equip students with the necessary reading skills. (Skill such as comprehension,
accuracy, fluency and vocabulary) 6. ____
7. Often times I reinforce and guide my students with theses reading skills. 7. ____
8. I am involved in early morning and/or after school programs that relate to reading.8. ____
9. I am comfortable with teaching reading. 9. ____
10. More than half the students in my class are ESL or Special Ed. 10. ____
11. I teach the talented and gifted eagle class. 11. ____
12. I model reading to my students. 12. ____

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