Professional Documents
Culture Documents
Action Research
Initial Meeting With Teacher
Student A:
This student was chosen by Mrs. Jordan to join my action research group because
this student struggles with comprehension, decoding, and fluency. This student is an ELL
student with Spanish as their first language and is in the middle tier of the class. The
student may struggle with these aspects due to the confusion that may come from having
Spanish as their first language. Mrs. Jordan believes that by focusing on the students
fluency and decoding skills, the students comprehension skill will increase because they
will be able to spend more time understanding the text and less time figuring out what the
text says.
Student B:
This student was chosen by Mrs. Jordan to join my action research group because
they also struggle with comprehension, decoding, and fluency. This student is also an
ELL student with Spanish as their first language and is in the middle tier of their class.
This student may struggle with their decoding, fluency, and comprehension skills because
English is their second language. Mrs. Jordan believes that the students comprehension
skills will increase when the student is able to decode words and read fluently. When the
student is able to read fluently the will be able to focus on the meaning of the text.
The Question:
After Mrs. Jordan and I discussed that should join my action research
group we developed this question to be the focus of my action research project: How can
Student A and Student Bs fluency and decoding skills be developed to improve their
comprehension abilities? This question was developed due to the fact that both Student A
and Student B struggle with fluency, decoding, and comprehension and the idea that once
a student is able to read fluently they are able to read for comprehension.
Timeline
Pre-Session
Initial Meeting with Mrs. Jordan
Choose students to work with
Discuss what specific area each student needs to grow in
Form question to be answered at the end of project
Session 1
Initial Assessments
Fluency/ Comprehension Passage
Observe Reading
Discuss findings with Mrs. Jordan
Resources Used:
A Wish for Fish Passage
Students books of choice from reading boxes
Session 2
Assessments based on initial assessment performance (fluency focus)
Introduce fluency strategies
Fluency Repeated Readings
Resources Used:
Fluency Strips
Session 3
Assessments based on prior assessment performance (comprehension focus)
Introduce comprehension strategies
Comprehension questions
Observe fluency and decoding skills while students work on comprehension
passages
Resources Used:
Lisa and Henry passage
Goldfish passage
Whos Who matching clue game
Session 4
Skill
Focus
What We Did
Observations
And Data
Reflection
9/25/15
20 minutes (10
per student)
Fluency
Decoding
Comprehension
10/20/2015
20 minutes (10
per student)
Fluency
Repeated reading
of fluency strips
10/22/15
20 minutes (10
per student)
Student A answered
both comprehension
questions incorrectly
and struggled with
decoding and
fluently reading a
couple of words
Student B answered
both comprehension
questions correctly
and decoded words
easily but read with
a slow rate and
lacked expression
Student A read with
expression and was
proficient in reading
the shorter
sentences. When it
came to longer
sentences the student
occasionally
confused words such
as man and men but
they read the
sentences smoother
with each repeated
reading. Student B
read sentences with
a quickened rate and
struggled
recognizing some
words such as tape
and time
Student A correctly
read all of the words
on the Whos Who
document and
correctly labeled
each person. Student
was able to correctly
answer the four
comprehension
questions correctly
when guided to look
back at the text if
Student B
may need to
be asked
tougher
comprehensi
on questions
Student A
needs to
develop their
fluency and
decoding
skills first to
be able to
comprehend
Student A
showed great
improvement
at each
repeated
reading of
the fluency
strips
Student B
struggled
reading the
fluency strips
with proper
rate and
expression
thought they
did read most
of the words
correctly
Student A
does a better
job
comprehendi
ng with short
and simple
passages.
They should
improve from
learning the
look back at
the text
activity
10/27/2015
20 minutes (10
per student)
Decoding
Completed the
Chunking
Practice
worksheet where
students were
guided to find
small words in
bigger words.
Completed the
Middle Sound
Stamp
worksheet
identifying
vowels in the
middle of short
words.
11/17/210520
minutes (10 per
student)
Fluency
Decoding
Comprehe
nsion
they couldnt
remember. Student
B identified one of
the Whos Who
characters
incorrectly and
struggled reading
some of the more
difficult words in the
Goldfish passage
such as memory and
recognize but they
answered all of the
comprehension
questions correctly
and knew to look
back in the text to
find the answers.
Both Student A and
Student B identified
a small word in each
of the bigger words.
Student A was
excited about the
worksheet and was
able to identify
multiple words in
some of the bigger
words while Student
B focused on finding
one word and then
moved on to the next
word. Students both
correctly identified
all of the middle
vowel sounds for the
Middle Sound
Stamp worksheet.
Student A answered
four out of five
comprehension
questions correctly
technique
when they
cant
remember
what
happened in
the text. The
Goldfish
passage may
have been
above
Student Bs
reading level
but they still
comprehende
d it well.
I loved
seeing how
enthusiastic
Student A
was about
decoding the
big words to
find smaller
words. I
think this
strategy will
help them
decode words
while reading
in the future.
Student B
wasnt as
interested in
the
worksheet
still learned a
new strategy
for decoding
new words.
I am
impressed
that Student
A was able to
answered five
multiple choice
comprehension
questions
Strategies Used:
1. Repeated readings
2. Chunking
3. Look back at the text
4. Ask yourself questions as you go
5. Break apart words
Lessons/ Assessments Used:
1.A Wish for Fish Passage
2.Fluency Strips
3.Lisa and Henry passage
4.Goldfish passage
5.Whos Who matching clue game
6. Middle Sound Stamp worksheet
answer four
out of five
comprehensi
on questions
correctly and
that they
could decode
unfamiliar
words. Im
glad that
Student B
brought some
expression to
their reading
and
comprehende
d the material
well.
Student A
Student A correctly answered four out of five comprehension questions proving
that their comprehension skills greatly increased from the time of the initial assessment.
While reading the short passage Student A was able to decode the more difficult, larger
words such as swimming and swallowtail. The student was able to use the decoding skill
they learned where you find small words in bigger words. Student As focus was directed
towards decoding the larger words and understanding the text. Student A knew strategies
to decode words and used these strategies to continue on reading. The students ability to
decode more effectively also led to a more fluent reading of the text with appropriate rate
and accuracy.
Student B
Student B comprehended the passage well, correctly answering four out of five
questions. Student B was able to use their decoding strategies when the came across the
word nectar. Student B read the majority of the passage with accuracy and read with
increased fluency, showing expression and proper rate. The students decreased struggles
in fluency and decoding helped the student focus on the meaning of the text. The student
incorrectly answered the question A swan is a type of what? The answer to this
question was not expressed explicitly in the text but the student may benefit from
learning the strategy of looking at context clues and inferring answers.
Initial vs. Final Data
Student A
Initial Assessment
Initial
Assessment
Student A
Student B
Final Assessment
Student A
Final Assessment
Initial Assessment
Initial Assessment
Student B
Final Assessment
Final Assessment
Category 1
questions from the initial assessment correctly, and missed one on the final assessment,
the final assessment had more questions and there seems to be reason behind the reason
they missed it. The student incorrectly answered the question A swan is a type of what?
The answer to this question was not laid out explicitly in the text so I think this student
would benefit from learning about context clues. I think the student is at the level where
they can move away from simple comprehension questions, and move on to more
abstract questions. If I were to continue working with this student I would supply them
with advance passages and would introduce new strategies to understand these passages.
Student Work and Data
Abstract
This paper explores the best practices for developing fluency and decoding skills in order
to improve a students overall text comprehension. The importance of fluency, decoding,
and comprehension are all stressed as crucial factors that determine a childs future.
Fluency and decoding are each defined and the significance of each aspect to
comprehension is heavily emphasized. Decoding is analyzed in depth in order to
discover the best strategies for improving a students decoding skills. These strategies
include teaching pattern recognition, root words, and word families. Fluency is also
heavily explored to find the best methods for improving a childs fluency skills. These
methods include guided oral reading, repeated readings, and tape-recorded readings. The
strategies found are backed up by research and discussion and are proven to be beneficial
in increasing a students comprehension ability.
Keywords: Fluency, Decoding, and Comprehension
proven to increase childrens comprehension, which is why teachers should stress their
instruction of it, especially in the younger grades.
One of the best techniques for increasing a students fluency ability is to have
students read orally and be given some type of feedback. A study by the National
Reading Panel examined 16 independent studies in which having students practice oral
reading of a text with some kind of feedback led to improved fluency in reading those
texts (Rasinski & Lems, 2012, pg. 21). This can be executed in a couple of different
ways such as choral reading as a class and receiving feedback from the teacher that
pertains to the class as a whole, or students participating in peer reading where they read
in pairs and critique each other on their fluency skills. The most effective way this
method is seen is in small groups or individually with the teacher. The teacher can work
with students on the same reading level and give them all tips and guidance to increase in
their fluency ability or she can work one on one with a struggling student in able to
keenly focus on the specific aspect of fluency that that student needs to work on.
Other fluency strategies include repeated readings, and tape recorded
readings. Repeated readings give students the chance to read a text over and over until
they are comfortable with it. The National Reading Panel concluded that repeated oral
reading procedures that included guidance from teachers, peers, or parents had a
significant and positive impact on word recognition, fluency, and comprehension across a
range of grade levels (Reading Rockets). Not only does this strategy expand a
students fluency ability but student confidence is also increased and children are
encouraged to keep reading more books. Tape-recorded readings give students the
chance to hear a model of accurate speed, expression, and word pronunciation. They are
able to imitate what they hear and apply the examples they listen to to their own reading
All in all, decoding and fluency have both been proven to
be essential components that affect a childs ability to comprehend a text. When a
student has sufficient decoding skills they are able to recognize words automatically and
can even figure out words they have never seen before. When a student is able to read
fluently they are able to read at an appropriate rate with accuracy and expression.
Students that read fluently and can decode words are able to focus on comprehending the
text at hand. I firmly believe that the decoding strategies of teaching pattern recognition,
root words, and word families and the fluency strategies of guided oral reading, repeated
readings, and tape recorded readings, are the best in helping students gain the skills in
order to understand a text.
References
National Institute for Literacy. Key Literacy Component: Decoding. All About
Adolescent Literacy. (2007). Retrieved October 11, 2015.
McKenna, M., & Labbo, L. (2013). International Handbook of Literacy and Technology
Volume II. Hoboken: Taylor and Francis.
Rasinski, T., & Lems, K. (2012). Fluency Instruction: Research-Based Best Practices.
Second Edition. New York, New York: Guilford Press.
Reading Rockets. Developing Fluent Readers. (n.d). Retrieved October 11, 2015
Reading Rockets. Fluency. (n.d). Retrieved October 11, 2015.
Reading Rockets. Word Decoding and Phonics. (n.d.). Retrieved October 11, 2015.