Analysis, Conclusions, and Implications
Analysis of students' Change
(Response to Intervention)
How was the data analyzed?
Graphing
results of reading rate and miscues was intended to determine growth, leveling ability, or
a decrease in reading skill.
The visual allowed for a comparison of achievements between the three
subjects, as well as a comparison of interventions within individual learners.
Graphing results provided the researcher with valuable evidence that
enabled individual students to receive the most effective treatment in the final phase
of the instructional period. No
treatment, however, resulted in ranking as a superior method of instruction
as compared to the others. No treatment resulted in ranking as
superior for an individual student from this particular study. Therefore, the researcher was prohibited
from selecting, and delivery of, the most effective treatment during the
final phase of the study.
Samples
to Support Analysis
The
graphs below depict a range of results of the three subjects, as
interventions are compared. Note the absence of a constant superior
method or intervention. The balanced approach was found to provide the
highest and lowest scores for all subjects. In other words, a chosen
approach that proved to provide the greatest "rate of words read
correctly per minute" in one session, also scores as the least
effective method in subsequent sessions.
Kelly's graph shows a majority of scores above 40 words per minute (4 entries)
using the balanced approach, however, she scores almost that many high
scores (3) using the meaning-based approach. The graph also indicates
the lowest score to be on session #13, where the balance approach was the
chosen intervention.
Similar mixed results are depicted below as you view the graph of results
for Adriana. The best rate is recorded using the balanced
approach. Five scores were above 35 words read correctly per minute
using the balanced approach. Buyer beware, Adriana's lowest scores
were also recorded using the balanced approach.
Finally, lets again examine the performance of Kyle. It is evident that
in all three subjects the best scores were obtained when the intervention
chosen was the balanced approach. It must be mentioned, however, that
like the other subjects, Kyle's worst rate of reading was on session #31
using the balanced approach.
Analysis and
Conclusions
A comprehensive analysis of the investigation has led to the conclusion
that no one approach to reading instruction is the most effective
method for these emergent readers. Evidence for this claim comes
from data taken over the course of the investigation clearly showing in
some subjects, an
increase in reading rate coupled with a decrease in miscues using the
combination of approaches to instruction, in various intensity. As stated
on the introductory page
of this website, the International Reading Association (1999), in their position statement,
conclude "There is no single method or
single combination of methods that can successfully teach all children to
read. Therefore, teachers must have a strong knowledge of multiple methods
for teaching reading and a strong knowledge of the children in their care so
they can create the appropriate balance of methods needed for the children they
teach." The contents of this study supports the position of the
IRA.
What are the
limitations in the conditions of this experiment?
The results of this study are limited to the
performance of these three students at this time and in this place.
As with most worthy research methods, this single subject design requires
continuing replication across settings and among different participants.
At this point, we can confidently determine whether or not these three
students did benefit from the intervention.
We also can be assured of which, if any, intervention was responsible for the most
growth in reading rate for each individual.
A
consideration is multiple-treatment interference, which refers to the
confounding of effects due to the presence of other treatments and the
possibility that the effects of one treatment may have influenced or had carry over
to another treatment.
What is evidenced, therefore, is a combination of treatments rather than
one treatment alone.
Caution must be taken in the area of multiple-treatment interference.
Independent variables must be carefully selected to avoid this
contaminating of one treatment with another.
Teacher
Reflection
In response to the analysis and conclusions of the study, the
balanced approach fills the definition of "combination of
approaches". In
each case, no approach showed to be superior
over another. Time and practice also seemed to show as a contributing cause for improved
reading rate. Self-perception as a reader, along with engagement and
motivation were other significant roles related to improved performances. This investigator feels that the
diversity of the approaches
was beneficial to the learners. This is in opposition to one intervention
being more effective over the others. Data consistently revealed for all subjects,
that no one
approach seems to be superior to the others in respect to words read correctly
per minute and the least amount of
miscues scored. It is also quite possible that change of reading rate was
due to a combination of treatments rather than caused by just one treatment
alone. Because the treatments were on consecutive school days it is quite
possible that one may have influenced or had a carry over effect into
another. If this study is to be replicated, it would be advisable to
distance each intervention with time and distinctly different content
material.
Implications
for Future Instruction,
Putting all we have learned
into meaningful practice.
Issues
surrounding emergent reading instruction
Completion
of this study produced strong issues that may be applied to emergent reading
instruction. Consequences of this investigation suggest strong
consideration of the following recommendations.
1. Balance
the approach according to need, use guided reading and it's
flexibility to accomplish this mix of approaches.
2. Method must match the
student.
Some need strong story introductions with lots of discussion to build prior
knowledge, and to introduce important story elements.
Some readers need extensive word work.
Some readers will need extensive instruction in both.
3. Balance should not refer only to some meaning and
some phonics instruction in all lessons, but instead, balance should mean
the intensity of one approach as it
relates to another should also be thoughtfully balanced.
Implications
for further instruction derived from this study
Implications
for instruction can
be made from study findings. Results imply that teachers should
balance the approach according to student need. Diversity in
approach, and diverse intensity of each approach, as appropriate, seemed to
improve reading rate.
Guided reading, with
it's flexibility in intensity of phonics and meaning-based instruction,
can be used to accomplish this mix of approaches and the
intensity of each.
Results indicate that methods must match the student.
Some need strong introductions with lots of discussion to build
prior knowledge, and to introduce important story elements.
Some readers need extensive word work.
Some readers will need extensive instruction in both. Some students
need and are open to different methods on different school days.
Balance should not refer to some meaning and some phonics instruction in
all lessons, but instead, balance should include the intensity of one
approach as it relates to another. We should remember that we are
teaching the "reader" not teaching "reading".
Therefore we should not allow our methods to be "fixed"
regardless of the learner.
How to achieve a balance in instruction?
Guided Reading has been slotted as a "hot" topic
according to the International Reading Association's publication Reading
Today (December 2002/January 2003). The association
also states that Guided Reading "should be" hot. Implications
for instruction gleaned from this research show a need for guided reading in
classrooms for emergent readers. Guided Reading taught effectively is conducive
to balanced instruction as the needs of the students are met on an individual
basis. Intensity of phonics and meaning-based approaches are met
appropriately with this approach. Many experts have written text on the
subject. All agree that guided reading is planned, focused instruction
based on student need, as opposed to a basil's scope and sequence. The
ultimate goal is to foster independent readers. Guided reading is a means to
this end and not an end itself (Opitz & Ford, 2001). To learn more about
common elements of guided reading as well as the different perspectives on
Guided Reading, click Synthesis
of Guided Reading.
