**Most recent information added is at the bottom of this page. **
NIH Training Certificate:
Certificate of Completion
The National Institutes of Health (NIH) Office of Extramural Research certifies that
Teresa Barron successfully completed the NIH Web-based training course
"Protecting Human Research Participants".
Date of completion: 09/10/2017.
Certification Number: 2463519.
Certificate of Completion
The National Institutes of Health (NIH) Office of Extramural Research certifies that
Teresa Barron successfully completed the NIH Web-based training course
"Protecting Human Research Participants".
Date of completion: 09/10/2017.
Certification Number: 2463519.
Three Articles:
(not research based)
When Guided Reading Isn't Working: Strategies for Effective Instruction
http://files.eric.ed.gov/fulltext/EJ1048740.pdf
This article describes what optimal guided reading is, as well as, the findings of a few teachers after a few sessions of coaching labs. They discovered two important findings; First, guided reading had to focus more on changing student behavior and less on students mastering specific skills and second, small changes in the language they used had a huge impact on student success.
Improving Reading Comprehension and Fluency Through the Use of Guided Reading
eric.ed.gov/?q=ED496377&id=ED496377
This Action Research Project looked at 2nd and 5th grade students with low reading and fluency scores. The researchers found multiple contributors to the problem. The result was to identify if implementing guided reading would improve student scores, which they measured with district-provided assessments and teacher surveys.
Guided Reading in First- Fourth Grade: Theory to Practice
files.eric.ed.gov/fulltext/EJ1110820.pdf
This article had information about a partnership between a Elementary School District and University students whom taught guided reading lessons to First- Fourth graders and measured the improvement in reading scores. Both, the elementary school students and the university students benefited from this research. Students' reading scores improved and the university students received guidance and exposure to delivering small group instruction.
More Articles:
(not research-based)
Looking Back to Move Forward with Guided Reading
This article starts off by providing a definition for guided reading which is, “reading instruction in which the teacher provides the structure and the purpose for reading and for responding to the material read”. Then, the authors examine the reasons why the practice has changed. They finish off by discussing their own views about guided reading, as well as, making a prediction as to what path guided reading will take in the future.
Guided Reading: A Research-Based Response to the Challenges of Early Reading Instruction
This article was geared towards teachers of younger-aged students and it highlighted how guided reading could address the difficulties of early reading instruction. It also began with a definition of what guided reading is. It went on to delineate the essential elements of guided reading and the teacher’s role in the process of guided reading.
(not research-based)
Guided Reading: The Romance and the Reality
In this publication, the authors define guided reading as, “an instructional context for supporting each reader’s development of effective strategies for processing novel texts at increasingly challenging levels of difficulty”. They continue by giving the ten things that guided reading should entail, which they term “the romance”. Next they outline what they coin as “the reality” for each of those ten steps. After that they move on to how imperative it is to have strong and power teaching.
Citations
Ford, M. P., & Opitz, M. F., (2011) Looking Back to Move Forward with Guided Reading. Reading Horizons. 50(4), 225-240
Fountas, I. C., & Pinnell, G. S., (2012) Guided Reading: The Romance and the Reality. The Reading Teacher. 66(4), 268-284
Iaquinta, A. (2006) Guided Reading: A Research-Based Response to the Challenges of Early Reading Instruction. Early Childhood Education Journal. 33(6), 413-418
(not research-based)
Looking Back to Move Forward with Guided Reading
This article starts off by providing a definition for guided reading which is, “reading instruction in which the teacher provides the structure and the purpose for reading and for responding to the material read”. Then, the authors examine the reasons why the practice has changed. They finish off by discussing their own views about guided reading, as well as, making a prediction as to what path guided reading will take in the future.
Guided Reading: A Research-Based Response to the Challenges of Early Reading Instruction
This article was geared towards teachers of younger-aged students and it highlighted how guided reading could address the difficulties of early reading instruction. It also began with a definition of what guided reading is. It went on to delineate the essential elements of guided reading and the teacher’s role in the process of guided reading.
(not research-based)
Guided Reading: The Romance and the Reality
In this publication, the authors define guided reading as, “an instructional context for supporting each reader’s development of effective strategies for processing novel texts at increasingly challenging levels of difficulty”. They continue by giving the ten things that guided reading should entail, which they term “the romance”. Next they outline what they coin as “the reality” for each of those ten steps. After that they move on to how imperative it is to have strong and power teaching.
Citations
Ford, M. P., & Opitz, M. F., (2011) Looking Back to Move Forward with Guided Reading. Reading Horizons. 50(4), 225-240
Fountas, I. C., & Pinnell, G. S., (2012) Guided Reading: The Romance and the Reality. The Reading Teacher. 66(4), 268-284
Iaquinta, A. (2006) Guided Reading: A Research-Based Response to the Challenges of Early Reading Instruction. Early Childhood Education Journal. 33(6), 413-418
Data Collection Instruments
In my research, I will have a mixture of quantitative data and qualitative data. My quantitative data will be in the form of assessments scores utilizing the Developmental Reading Assessment and my qualitative data will be in the form of a survey that I will give the teachers whom are implementing the guided reading curriculum during our Excel block.
docs.google.com/forms/d/110q0fZ4txhqweHVKG5aZTZV08IoXZwtQVU50AY53dxc/edit
https://docs.google.com/forms/d/110q0fZ4txhqweHVKG5aZTZV08IoXZwtQVU50AY53dxc/edit
In my research, I will have a mixture of quantitative data and qualitative data. My quantitative data will be in the form of assessments scores utilizing the Developmental Reading Assessment and my qualitative data will be in the form of a survey that I will give the teachers whom are implementing the guided reading curriculum during our Excel block.
docs.google.com/forms/d/110q0fZ4txhqweHVKG5aZTZV08IoXZwtQVU50AY53dxc/edit
https://docs.google.com/forms/d/110q0fZ4txhqweHVKG5aZTZV08IoXZwtQVU50AY53dxc/edit
Link to my Research paper with Methodology complete.docs.google.com/document/d/1AplVFhDznfnx_bsafFh6K1Q8kk8e5yw5ztNHKO6e8Lo/edit#
https://docs.google.com/document/d/1AplVFhDznfnx_bsafFh6K1Q8kk8e5yw5ztNHKO6e8Lo/edit#
MethodologyStudy Design
This is a mixed methods study using descriptive and naturalistic methods. In order to answer my research question, I will analyze ex post facto student reading data from the first year of the new reading program. I will also examine the current reading scores, as well as, survey teachers who participated in the first year of the reading program. These two data collection methods will provide quantitative and qualitative information about how much students progressed over the first year of the program. Furthermore, it will survey how their teachers evaluate and reflect on the program and its effect on the students. I will use the summative reading assessment, Developmental Reading Assessment (DRA) scores, as the measure of student progress. No randomization or controls be used.
The convenience sample is composed of first and second grade students in a dual immersion program that are below and far below proficient reading levels. Fifty-seven students from First Grade and Second Grade will be included. Some students are Native English speakers, some are Native Spanish speakers and some are bilingual speakers of both languages. Out of these students, four of them have IEPs. At Edwin Markham Elementary School, 72% of students receive free or reduced lunch and 47% of students are English Language Learners, (https://www.ed-data.org). The students to be included in the research are students who are reading below their grade level expectation and have been designated to receive guided reading instruction in a small intervention group. This is the best method for collecting the data, which I will be collecting and analyzing myself. I will maintain student confidentiality on the information from the study.
https://docs.google.com/document/d/1AplVFhDznfnx_bsafFh6K1Q8kk8e5yw5ztNHKO6e8Lo/edit#
MethodologyStudy Design
This is a mixed methods study using descriptive and naturalistic methods. In order to answer my research question, I will analyze ex post facto student reading data from the first year of the new reading program. I will also examine the current reading scores, as well as, survey teachers who participated in the first year of the reading program. These two data collection methods will provide quantitative and qualitative information about how much students progressed over the first year of the program. Furthermore, it will survey how their teachers evaluate and reflect on the program and its effect on the students. I will use the summative reading assessment, Developmental Reading Assessment (DRA) scores, as the measure of student progress. No randomization or controls be used.
The convenience sample is composed of first and second grade students in a dual immersion program that are below and far below proficient reading levels. Fifty-seven students from First Grade and Second Grade will be included. Some students are Native English speakers, some are Native Spanish speakers and some are bilingual speakers of both languages. Out of these students, four of them have IEPs. At Edwin Markham Elementary School, 72% of students receive free or reduced lunch and 47% of students are English Language Learners, (https://www.ed-data.org). The students to be included in the research are students who are reading below their grade level expectation and have been designated to receive guided reading instruction in a small intervention group. This is the best method for collecting the data, which I will be collecting and analyzing myself. I will maintain student confidentiality on the information from the study.
Final Draft of my Research Paper
https://docs.google.com/document/d/1AplVFhDznfnx_bsafFh6K1Q8kk8e5yw5ztNHKO6e8Lo/edit#
https://docs.google.com/document/d/1AplVFhDznfnx_bsafFh6K1Q8kk8e5yw5ztNHKO6e8Lo/edit#
Final Presentation
drive.google.com/file/d/1W2BQrLWJWiBN3IWIlpIuq2KP6wcmjvGe/view
drive.google.com/file/d/1W2BQrLWJWiBN3IWIlpIuq2KP6wcmjvGe/view