Chapter 4: Results
Outcomes were measured using the same assessment tool used for the baseline data.
The following outcomes were projected for this research project. Of a population of
20 ESL students:
1. 40% will score proficient in the phonological awareness domain. This outcome was met: 45% did mastered i-ready growth in the phonological awareness domain.
2. 55% will score proficient in the phonics domain. This outcome was met: 60% mastered i-ready growth in the phonics domain.
3. 35% will score proficient in high-frequency domain. This outcome was met: 45%
mastered the high-frequency domain.
4. 20% will score proficient in vocabulary domain. This outcome was not met: 8% did not master the vocabulary domain.
5. 18% will score proficient in the Comprehension: Literature domain. This outcome was not met: 9% did not master the Comprehension: Literature domain.
6. 15% will score proficient in the Comprehension: Informational Text domain. This outcome was not met: 10% did not master the Comprehension: Informational Text domain.
Although not all outcomes were met, students achieved gains in the following domains: 5% of students made gains in phonological awareness this gain was reflective of the writer implementing small group, one-on-one and intervention while employing strategies to increase understanding. The greatest impact on phonological awareness was achieved with the interaction with print, along with paying specific attention to phonemes, sound/word structure. When students saw the words, heard the sounds, and practiced the structure with the writer it allowed them to make the connection between what they see and hear, a crucial skill for reading. ESL students also made a 5% learning gain on the phonics domain. This increase was due to the writer implementing phonics maintenance into the instruction delivery. After each sound-spelling was introduced, the writer wrote the spelling on an index card, the writer used the index card deck to review all the sound-spellings. Writer displayed one card at a time while having students chorally state the sound that the spelling stands for. When writer showed the b card, students chorally said /b/. This strategy really improved student’s phonic skills.
Students made a 10% measurable gain in the high-frequency word domain. This significant improvement was based on repetition students were given the opportunity to read, write and draw new high-frequency words in their journals. The more exposure to the high-frequency words, the more likely students will remember them. The comprehension domain was the most difficult students were not proficient in this area. The writer feels that students had difficulty decoding and recognizing unfamiliar words which often leads to reading comprehension difficulties. ESLs experience intense problems in content area learning because they have not yet acquired the language proficiency needed to succeed in understanding subject matter content.
Based upon the results, the writer recommends different reading strategies that should be implemented throughout the remainder of the year and next school year. The writer also agreed that Response to Intervention (RTI) is essential to the development and growth of ESL students. One modification that would possibly need to be taken into consideration would be if Response to Intervention (RTI) could not be done when specified. If this were to occur, the writer would have to modify instruction and adjust the amount of time she could devote to struggling students. To a future teacher researcher, I would suggest that the teacher implement Response to Intervention (RTI) groups to focus on different needs. Hopefully the future teacher will realize the immense benefits of intervention and how Response to Intervention (RTI) provides opportunities for in-depth understanding of words through reading, writing, listening, and speaking.
As the writer conducted this research, she observed herself and tried to metacognate her learning process. She noted that she tends to learn very independently. She preferred to absorb lots of information before analyzing it herself. After formulating her own hypothesis, she enjoyed exploring the situation, the possibilities, and the decisions with others. Talking aloud and sharing not only helped her reexamine her process and decisions, but also provided motivation when moving to another level. She frequently resisted formalizing any hypothesis too early, waiting for patterns to emerge naturally. Even though she considers her opinions valid, she seeks ways of confirming them. Lastly, analyzing i-ready reading diagnostic assessment and i-reading reading assessment AP3 data the writer has concluded that the reading strategies that were implemented throughout the project were successful. The writer feels that the strategies were beneficial at increasing student’s overall reading achievement through the use of Response to Intervention (RTI) one-on-one and different strategies implemented throughout the school year. ESL students were provided ample support and time to utilize these new strategies.
Chapter 4: Results