Reading (Middle school)

This study investigated the effect of teaching reading through the content area of science on the reading achievement test scores of middle school below level readers when the science teachers received extensive staff development. Therefore, the staff development model developed and implemented by the researcher was an important part of this study. Participants were 811 seventh and eighth grade students who scored between the 21st and 50th percentile on a standardized measure administered each spring. Four hundred and five students served as the experimental group and 406 students served as the control group. The control group received reading instruction in separate reading classes taught by certified reading teachers. There were 16 teachers from 10 middle schools who volunteered to be a part of this study. The 10 science teachers received 60 hours of staff development that included modeling, coaching, and feedback. There were four full days of training prior to school opening, after school seminars, on site assistance with lesson planning, modeling of lessons, coaching, and feedback. A 2X2 ANCOVA was used to determine statistical relationships between the method of instruction (reading taught through science and reading taught in separate classes) and the grade level of the students (seventh and eighth grades). Informal qualitative data was gathered on the teachers' knowledge base for teaching reading and teacher attitudes regarding their responsibility for teaching reading. A pre- and posttest of teacher knowledge and a pre- and post survey of teacher attitudes were administered to each teacher involved in this study. The results indicated that there was no significant difference in the reading achievement test scores of seventh and eighth grade below-level readers who received reading instruction in science and those who received reading in separate classes of reading taught by certified reading teachers. The informal data showed that the science teachers who were involved in the study did significantly increase their knowledge base about teaching reading through their content area. This was reflected in the difference between their pretest and posttest scores on the test of teacher knowledge. There was also a change in their attitudes about the responsibility for teaching reading. On the pre survey they indicated that the science content should be their main instructional responsibility. On the post survey they indicated that teaching reading should be a major focus of their instruction.

Struggling readers need guided and motivating instruction on a daily basis in order to improve their literacy skills in a significant way. One approach for providing this type of instruction is through the use of an at-home literacy program. In this study, parents were given training and feedback in the use of simple, inexpensive, yet motivating reading techniques which they used at home with their children. A comprehensive literature review on the Neurological Impress Method (NIM), oral reading fluency, and the connection between parent involvement and student achievement and/or literacy development was conducted. Based on information obtained from the literature review, the study examined the effect of the NIM, used in an at-home program on the oral reading fluency, and word recognition in struggling readers. The study followed an experimental design in which a treatment group and a control group simultaneously completed a ten week at-home program. At the end of the program, two parents in each group were interviewed, and a NIM questionnaire was given to parents in the treatment group. The study showed no significant difference in the gain in oral reading fluency, and increase in word recognition for struggling readers whose parents used the NIM compared to the struggling readers whose parents used the read aloud technique. Based on parent responses obtained from the interviews and the NIM questionnaire, the study also showed that parents demonstrated an attitude of interest and support for the at-home literacy program. The findings of this study can serve as a reference point for educators interested in creating at-home literacy programs, as well as a topic for further research. It appears that the at-home literacy program seemed to create opportunities for parent/child bonding. Since the at-home program offered parents an opportunity to spend one-to-one quality time with their children, it seems likely that the at-home program would have a positive effect on the parent/child relationship. Because this form of parent involvement could motivate children's interest in learning, and perhaps lead to increased literacy development and academic achievement, further research in this area should be conducted.

Proficient reading is a necessary skill for a quality life. While educators would like to believe that most students master the art of reading and can understand what they read, national reports indicate that learning to read and becoming a skilled reader is not mastered by all (No Child Left Behind Act, 2001 ; NICHD, 2000a). One component of successful reading is the ability to read a text with appropriate speed, accuracy, and prosody. The National Assessment of Educational Progress (Pinnell et al., 1995) reported that 44% of the nation's fourth grade students were not able to read at an acceptable level of fluency that was considered necessary for comprehension. Since the publication of that report, research has shown that with direct instruction and remediation of fluency, students in the elementary grades can increase their reading rate. One of the most common fluency intervention techniques is repeated readings (Samuels,1979). However, most of the studies completed include ele mentary students and were focused on increasing their reading rate. Some students are arriving at the secondary level with reading problems which include fluency and comprehension. Therefore, the purpose of this study was to determine the effect of repeated readings on the rate, accuracy, and comprehension of students with disabilities at the secondary level. This study involved a total of 35 students with learning disabilities in grades 6-9. A quasi-experimental design was used for this study. The treatment group received a total of 20 sessions of repeated reading with immediate feedback., goal setting, and independent practice with graphing of reading rate. The comparison group continued their reading instruction with no fluency intervention.The results indicate that this combination of repeated readings had a significant influence on reading rate only.