Research Project

Exemplary Practice
in a
Balanced Literacy Approach

Research Project Investigation

Home Page	Taking It Forward
Introduction	Additional Resources
Philosophy	Reference page
Abstract	Constance Weaver on Schemata
Thesis Preparation	Synthesis of Guided Reading
Thesis Investigation	Definition of Terms

	Telling the Story This is what I did during the research phase. Design as Consistent with Research Applied What procedures were followed? (an outline of this information is also found on Thesis Preparation page) Alternating-Treatment Design was used for this study. The choice of design was based on the question under investigation. What is the most effective way to evaluate how alternative approaches affect student performance? My purpose in conducting this literacy research is to find out how effective the instructional strategies, phonics approach, meaning-based approach and the balance approach are for either one student or the group of three subjects, as they relate to reading rate.
	Baseline data was determined by recording oral reading only; no previewing (intervention). Scores were recorded in “words read correctly per minute”. Data was recorded and placed onto a graph.
	After acquiring baseline data the following procedures were introduced at approximately the same time each day.
	Each session began with the intervention described, being administered for ten to fifteen minutes between teacher and learner.
	At the end of the prescribed instruction (chosen in random order), the learner read approximately fifty (50) words from a text that was directly associated with the content of the intervention. The reading portion was timed with a stopwatch and miscues were tallied. Results were calculated into "words read correctly per minute". Words read correctly were determined by subtraction miscues form total words read. This figure was divided by time of reading to arrive at a “words read correctly rate/minute”. What assessments were used? 1. Students were assessed using a graph to plot progress in reading rate. Rates were recorded in "words read per minute" and “words read correctly per minute”. The formulas used to determine this score is previously stated in the theses preparation page. A stop watch and pencil and paper list was used to time readings and tally miscues. Growth was determined according to amount of increase in rate, while simultaneously observing and calculating for a decrease in reading miscues. 2. Two oral questionnaires were used to determine student's self-perception as readers, as well as to determine their choices for leisure time. These questions were repeatedly asked at predetermined intervals throughout the investigation. 3. Observations of Desired Outcomes were recorded in chart form. Behaviors noted were those that indicated the student was aware that words are make up of individual sounds. Justification for this documentation is the research supporting phonemic awareness (the awareness that words are made up of individual sounds) is a valuable and reliable indicator of future reading success. 4 Three Running Records were taken using the three approaches; phonics, meaning-based and balanced. Reading rate as well as accuracy rate was calculated for each of the three subjects. 5. Audio tape recordings were taken. The focus of the tapes was to listen for fluency evidence by expression in the reading. A secondary focus was to listen for readers' self-confidence as evidenced through tone and attitude. This is what the graph plotting reading rate looked like. Key: Instruction: phonics - "p" meaning-based - "m" balanced - "b" no instruction - "x" miscue - "o" The same graph was used to record reading rate and miscue count. Scores were first placed on the same graph for comparison of rate and miscues. However, the researcher decided to use two separate sheets instead to maximize visibility of the results. Words read correctly per minute are plotted with a "p", "m", "b" or "x" to symbolize the intervention used. Summary of the Findings for Small Group Subject #1 "Kelly"

Collected Data shown on a line graph for "Kelly"
(sample, first 10 interventions)

Graph of results of all intervention sessions for Kelly

How was the data analyzed?

Detail of Planned Outcomes for Students and Teacher-Researcher

Graphing results of reading rate and miscues expected the researcher to easily determine growth, a 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 proposed to provide the researcher with valuable evidence that would enable students to receive the most effective treatment in the final phase of the instructional period. However, the array of scores revealed in most cases that no one approach proved to be more or less effective for any of the three subjects under this investigation. Therefore, no "most effective" approach could truly be selected for the final phase of the investigation. In reality, one approach that proved to be most effective in relation to reading rate in one session, gave the least positive results in another session. The combination of phonics and meaning-based approaches, known as a "balanced approach" also proved to have similar results. These finding may indicate that approach alone does not solely determine student's reading rate. Other factors such as familiarity with the topic, self-perception as a reader, engagement and motivation, or experience (number of repeated readings/practice) with the selected text might also factor into reading rate and miscue tally.

Discussion of the Findings

Overall Method of Assessment
    Assessments were made by individually analyzing results of each subject. A synthesis of results was determined after investigation of each individual set of data. The investigator carefully considered the following data:

   1. The Effects of 3 Distinct Interventions of the Rate of Correctly Read Words (recorded in "words read correctly per minute"). Discussion of findings is located further in this document with supporting and clarifying graphs.

    2. A Miscue Analysis as applied to chosen intervention. The number of word recognition miscues was recorded during each intervention. Miscue tally was examined in relation to applied intervention. Number and rage of miscues incurred during each investigation was scrutinized. Results of findings are discussed below with the help of visual representation of data (excell graphs).

Daily records of data was inspected to probe into the possibility of multiple-treatment interference. This review may indicate the presence of confounding of effects due to the presence of the other treatments. An increased reading rate and decrease miscue tally was expected as students became more familiar with the chosen text, as well as a carry-over of learning from one day to the next. This proved true, however, in only one subject "Kyle". Overall, "Kyle's" reading rate increased with each section read from the same selection. Similarly, his miscue tally decreased on average while data was being taken from same text readings. For "Adriana" and "Kelly", however, scores fluctuated in both domains, rate and miscues. There seemed to be no correlation between the number of days with the text and/or familiarity with the text, and reading rate/miscues. Correspondingly, the chosen intervention showed better results on one attempt and the same intervention showed poorer results on the following day, within the same text.

Checklist of Observed Behaviors was taken at sessions 10, 20 and 30, for each subjects. The focus of the checklist was an observation of behaviors that indicated that the student was aware that words are made up of individual sounds (termed "Phonemic Awareness"). Results of this objective data support the claim that phonemic awareness can be learned. Also demonstrated is the claim that students acquire this ability or skill at varied rates. "Kyle" showed the most rapid skill acquisition, recorded as proficient in all subtopics by session 20. "Kelly" showed an more even rate of growth. She was considered proficient in 8 out of 10 subtopics by session 20, and proficient in 10 out of 10 by session 30. "Adriana" showed the slowest growth. It must be emphasized, however, that there was indeed growth. She demonstrated 0 out of 10 identified behaviors in session 10, 5 out of 10 areas showed "beginning" or "proficient" skill, and by session 30 she gained growth labeled "beginning" or "proficient" in 9 out of 10 subtopics. In conclusion results might indicate that phonemic awareness is a good indicator of future reading skill acquisition, and this checklist may indicate that this skill can be learned, but proficiency comes at varying rates according to the unique individual learner.

Oral Questionnaires were used to determine student's self reflections as readers/ Unanimously subjects perceived themselves as readers. Kelly states that she needs 2-3 practice sessions with a text before she feels confidents. Kyle and Adriana both feel that they can read most anything presented to them. This may indicate support of the theory of Sharon Taberski (2000), that success must be within sight or reach for the learner to attempt to achieve it. The students' self-confidence might indicate that they see themselves as able to reach their goal, independent readers. All students chose "reading" when asked "what activity do you usually select when given a choice". This may indicate that they appreciate the power that reading can have in their lives, and that they are motivated to become life-long readers. Responses to "how do you perceive yourself as a reader" were universal. They all saw themselves as someday being excellent readers. This may indicate that they see reading as a self-improving system. Responses may indicate that they see every day's practice and success as a building block towards a level of independence and fluency. They seem to indicate through this questionnaire that they are acquiring skills that accumulate each time they sit down to read.
Oral Questionnaire #2 focused more of students' reflection of reading support. The question posed was "Which activity (intervention) helps you to read the fastest, with the least amount of mistakes?"
A "picture walk" was noted as most supportive for two subject. Reading the whole thing through with a couple of practices was most supportive for subject "Kelly". Most supporting methods fluctuated among subjects with little commonality in response. As no one support or approach has been indicated, this may indicate that students need a balance of support systems within a curriculum.

Running Records were taken for each student. Three sets of data were taken to cover the three imposed interventions. No running record was taken for a "no intervention" session. Again, results suggest that no one intervention produced significantly better reading rates or less miscues than any other intervention. Students performed within a 6% rage of variability for accuracy as the three approaches were applied. Reading rate also showed little deviation among interventions. Subject "Kelly" remained within 10 words per minute for rate, regardless of intervention. Reading rate for phonics approach was 62.8 wpm, meaning-based approach, 50 words per minute, and reading rate achieved using the the balanced approach was 52.2 words per minute. Overall deviation of rate between interventions was about 10 words per minute. This may indicate little significant advantage of one method over another.

    (Completed samples of the data and oral questionnaires can be viewed below)

This is what I found

Summary of the Findings for small group:

Three subjects were used in this investigation. Individual results are discussed, and then compiled into comprehensive summary of findings, analyses, conclusions and implications.

One advantage of the alternating treatment design chosen was that it was easy to make comparisons of the different approaches relatively quickly (on a daily basis). The learner's performance for each treatment was calculated in “words per minute” as well as “words read correctly per minute”. Miscues were included in the calculations and also placed on a graph for easy analysis.

SUBJECT #ONE "Kelly"

-Subject #1 will be named “Kelly”. Kelly was administered three distinct treatments (independent variables) over a period of 41 consecutive sessions. Treatments were alternated randomly. Kelly read from a book series titled “Sails” published by the Rigby publishing company. Texts were leveled for difficulty using the Fountas & Pinnell leveling system. To avoid confounding variables, Kelly was given a constant reading level (“F”) text throughout this investigation.

Findings are described in the following:

Words Read Correctly Per Minute Rate:

Kelly was able to reach a rate of 75 words read correctly per minute on session #25, intervention used was the meaning-based approach. The next closest to this score was on session #12, where Kelly read 55 words correctly per minute, with a balanced approach used for the intervention. eighteen scores were 30 words read correctly per minute (wrcpm) or above, and eighteen scores were below 30 wrcpm. Only 3 scores were obtained at or above the 30 wrcpm mark using the phonics approach. In considering scores above the 30 wrcpm mark, 12 were reached using a balanced instructional approach. 3 were reached using a meaning-based approach. Kelly was able to read at the fastest rate (words read correctly per minute) when the intervention applied was the balanced approach. In conclusion the balanced approach was the most effective treatment for Kelly. This was the chosen intervention, therefore, for the final phase of the intervention.

Kelly reached the highest rate of "words read correctly per minute" (75 wrcpm) on session #25. The balanced approach was determined to be the most effective treatment for Kelly.

Miscue Analysis:

Kelly scored zero miscues when reading 8 times in 36 attempts. 6 of these scores were achieved when the balanced approach was applied to the task. The remaining 2 events of zero miscues appeared when the meaning-based intervention was used. Highest record of miscues were achieved when the phonics approach was implemented. Session #29 shows 10 miscues, followed by session # 5 resulting in 7 miscues. In both instances the phonics approach was the imposed method.

Kelly made the most reading miscues during the phonics interventions. She made the least amount (0 miscues) when the balanced and meaning-based approaches were the chosen interventions (0 miscues scored 6 times with the balanced approach, 0 miscues 2 times with the meaning-based approach).

Discussion of Observations

Observations of the results of this sample indicate for Kelly a greater success using balanced approach over other methods. Meaning-based approach shows better results for Kelly than the phonics approach. Running Record scores were consistent with these findings. Kelly's scores show a need for lively discussion of the text before reading coupled with letter-sound association and word-work when appropriate. Kelly did not show success when given decoding “rules” alone, nor did her performance excel when meaning only was the given. Kelly seems to perform optimally when given systematic code instruction coupled with meaningful connected reading. The intensity of these methods fluctuated during the instruction. The observers experience shows that Kelly was more in need of, and more receptive to, meaning-based instruction at the start of a selection and attention seemed to move towards the phonics approach after the “gist” of the story was gained via discussion.

Discussion of Students' Samples Subject #1 "Kelly"

Samples of Kelly's responses to questionnaire #2 reveal Kelly's preference when applied to method of instruction. Her first choice to answer the posed question, “What activity do you think helps your reading rate the most?” was not listed on the questionnaire. Her response is interesting and important to support this research, however. Kelly most enjoys reading the whole passage through to get the “gist” of the selection. She states that then she prefers to go back and practice 2 times. This method is what Kelly indicates makes her read the fastest with the least amount of mistakes. Kelly rated the balanced approach (some flashcards and word sorting coupled with a ‘picture walk') as her second preference to reading instruction. Both of these descriptions could be inferred to be a “Balanced or Comprehensive” reading approach, as they incorporate the best elements of phonics instruction with meaning-based instruction. The method least preferred for Kelly is no instruction before reading.

Sample of Questionnaire

Oral Questionnaire #2

Name:_Kelly_____________

Date: February 21, 2003_

Intervention #__41___

What activity do you think helps your reading rate the most? In other words, which activity helps you to read the fastest, with the least amount of mistakes? Rate your choices from 1 to 5, 1 being the most helpful activity.

You feel that you are supported the most when we have:

Flashcard practice with sounds Rating: 5

Flashcard practice with words and word sorting (the star game)
(phonics) Rating: 4

Picture walk through text with lots of discussion
(meaning) Rating: 3

Flashcard practice with sounds, word sorting and picture walk
(balanced) Rating: 2

No flashcards or picture walk before reading
(no instruction) Rating: 6, least helpful

Rating: 1, most helpful - Reading the whole thing through with a couple of practices, like two practices.

Discussion of Documentation (videotapes, audiotapes, pictures, etc.) Subject #1 "Kelly"

Kelly was audio taped reading a selection. Each intervention was imposed during the session. Kelly was most fluent and confident after a combination of interventions (both phonics and meaning-based). She also showed much improved reading rate after two practice sessions with the text. Confidence in her ability was evidenced by an increase in expression while reading, particularly when reading "bold" print.

Running Records Subject #1 "Kelly"

An analysis of running records support the hypothesis stating that no approach is significantly more effective as compared to another. Kelly's accuracy rate remained between 96% and 100% using phonics, meaning and the balanced approach to instruction. “Significant miscues” is defined by deviations from the printed words that significantly change the sentence meaning. Significant miscues were highest (2) using the balanced approach, one miscue using the meaning-based approach, and zero scored using the phonics approach. It might suggest that the phonics approach resulted in the least amount of reading miscues for Kelly at this time of testing. Reading rate acquired during the running record data collection was highest (62.8) using the phonics approach. Meaning and balanced methods produced similar rates (approximately 50 words per minute).

SUBJECT #TWO "Kyle"

-Subject #2 will be named “Kyle”. Kyle was administered three distinct treatments (independent variables) over a period of 40 consecutive sessions. Treatments were alternated randomly. Kyle read from a book series titled “Sails” published by the Rigby publishing company. Texts were leveled for difficulty using the Fountas & Pinnell leveling system. To avoid confounding variables, Kyle was given a constant reading level (“F”) text throughout this investigation.

Findings are described in the following:

Words Read Correctly Per Minute Rate Subject #2 "Kyle":
Kyle reached his highest reading rate (60 wrcpm) on session#23, using the meaning-based approach. Kyle's next best score (58 wrcpm) on sesson #18, also using the meaning-based approach. All scores above 50 wrcpm were reached using the meaning-based or the balanced approach with one exception (52 wrcpm with no intervention). The meaning-based approach was the most effective treatment in promoting an increase in words read correctly per minute for Kyle. The phonics approach earned the lowest reading rate in this investigation (13 wrcpm) on session #6. In light of the results, the meaning-based approach and the balanced approach will be the implemented during the final phase of the intervention, as Kyle scored highest rates using both of these interventions.

Graph of Kyle's results, "Words Read Correctly Per Minute" as of session #27

Kyle's averages of reading rates for each intervention are shown below. Results indicate that the balanced and the meaning-based approach proved to be just slightly more effective than the no-instruction and phonics approaches. Consistent with the other two subjects included in this study, no one approach has shown to be significantly more effective for improving reading rate per minute for these grade one students at this time.

Ranges of rate scores for Kyle are shown in the graph below. The inconsistency of scores both high and low are evident from the graph. Meaning-based and balanced approaches seem to result in the greatest range of high and low rate scores. This inconsistency indicates that no one approach is consistently effective in improving reading rate for Kyle. A graph depicting results from all sessions with Kyle clearly shows that scores fluctuated greatly using the same approach to instruction. No one approach consistently provided a higher reading rate for Kyle. This might suggest that a “balanced” approach to instruction may be most effective as it provides balance to the instruction. Student needs are met on an individual and daily basis with the balanced approach. In the second chart below, notice the variability in scores while using the same instructional approach.

Miscue Analysis for Kyle is shown on the chart below. The average miscue score is shown for each intervention. Kyle made more miscues with the phonics intervention. The meaning-based approach showed the least amount of reading miscues for Kyle at this time of testing. No approach seems to show a significant increase or decrease in miscues over another method.

A careful analysis of Kyle's graphs and scores indicate a slight advantage for Kyle when the meaning-based or the balanced approach is the chosen intervention. Kyle scores a small amount of improvement in rate with the meaning-based and balanced approaches, and scores more miscues when the phonics approach is chosen. Results indicate for Kyle that most of his instruction should include balanced and meaning-based approaches to emergent reading instruction. Kyle needs to understand the gist of the selection and use that information as a strong cuing system for decoding strategy. Oral Questionnaire#2 supports this claim as Kyle selected “picture walk” with lots of discussion is the method where he feels he is most supported.

Miscue Analysis Subject #2 "Kyle":
Ironically, Kyle scored the highest amount of miscues using the balanced approach, in spite of his better rate using this method. He made 12 miscues on session #4, and 9 miscues on session #5 when the balanced approach was the chosen intervention. Kyle scored 11 miscues on session #2 using the meaning-based approach. Results indicate that Kyle scores less miscues using the phonics approach, however, his reading rate is markedly slower when he incurred less miscues.
Graph of Kyle's results "Miscue Analysis"

SUBJECT #THREE "Adriana"

-Subject #2 will be named “Adriana”. Adriana was administered three distinct treatments (independent variables) over a period of 40 sessions with some interruptions due to illness. Treatments were alternated randomly. Adriana read from a book series titled “Sails” published by the Rigby publishing company. Texts were leveled for difficulty using the Fountas & Pinnell leveling system. To avoid confounding variables, Adriana was given a constant reading level ( “F”) text throughout this investigation.

Findings are described in the following:

Words Read Correctly Per Minute Rate:
Adriana scored below 30 wrcpm consistently during the first part of the study (sessions #1-15). Beginning with session #16, Adriana's scores shoot up primarily above 35 wrcpm. There seems to be an even distribution of interventions with these better reading rate results. Adriana's highest rate (54 wrcpm) was obtained using the meaning based approach on session #17. This is followed by the three next best scores (43, 50, 47 wrcpm) all earned using the balanced approach. Scores of 37 and 36 wrcpm were the next highest, obtained using the phonics approach. Results seem to indicate that Adriana is most effective when receiving a blend of approaches coupled with time and practice.
Graph of Adriana's results, "Words Read Correctly Per Minute" as of session #27

Miscue Analysis Subject #3 "Adriana":
Adriana scored the most miscues when the balanced approach was the method applied (20 miscues in session #8). This trend continued as she scored 18 miscues with the balanced approach in session #4. Adriana scored 15 miscues in session #2 during the meaning-based intervention application. Scores tend to be distributed evenly, however, for this subject. The lowest number of miscues recorded (1 miscue in session #23) was obtained when the balanced approach was used, in fact the three lowest records of miscues where found with the balanced and meaning-based approaches. In summary, Adriana scored the most and the least amount of miscues with the balanced approach. A consistent implication for this subject at this time, is that the most effective treatment is also governed by time and practice with the material, coupled by the use of various approaches and intensity of each. No one approach seems to be superior to the others in respect to the least amount of miscues scored.
Graph of Adriana's Miscue Analysis as of session #27

Subject #3 "Adriana "

Graphs indicate the following:
Lowest rate of words read per minute was obtained using the phonics approach (11.4 wrcpm). Highest rate was obtained using the meaning approach (53.7 wrcpm). The balanced approach provided the highest number of scores over 35 wrcpm for Adriana. Adriana scored above 35 wrcpm using the balanced approach 4 times, using the meaning approach, one time (but it was the highest score of all) and with the phonics approach Adriana crossed the 35 wrcpm mark two times. However, scores below 15 wrcpm included the balanced approach as well. The balanced approach led to six out of ten of the scores on or below 15 wrcpm. Implications to these results seem to indicate other factors beyond approach to instruction as influencing reading rate. No one approach was significantly more effective, as it relates to the increase of reading words correctly per minute, than any other approach, for this subject.

Running Records: Adriana read with accuracy rates between 85% and 90% on each running record. Scores fluctuated little in response to changes in instructional approaches. Adriana showed a much higher self-correction rate (1:6) using the phonics approach, as compared to meaning approach (1:21) and the balanced approach (1:16). Number of miscues stayed approximately the same using all three types of approaches.

The graph above indicates that the balanced approach was most effective and often least effective for improving reading rate for Adriana. Average of the effect scores for each approach are shown in the chart below. No specific intervention significantly improved reading rate over any other intervention. One very high and one very low score caused the height of the “no intervention” rate. Adriana's oral questionnaire responses tend to match her ability scores. Her top two self rated supporting methods where the meaning-based and phonics approaches. She indicates that she feels a “picture walk” gives her most support, followed second in support by flashcards that practice sound association. Adriana's best rates taken by use of the stopwatch were also demonstrated in the meaning-based and phonics approaches.

Range of Words Read Per Minute was greatest for Meaning-Based and next, Balanced Approach. Adriana's best and worst scores were achieved using these interventions. It is significant to attend to the large range of scores using a specific approach to instruction. Such large ranges of scores indicate inconsistency in performance with a single approach.

Discussion of Observations:
The following chart was used to observe changes in student behaviors over the course of the investigation. Highlights of the changes observed are given.

Checklist of Observed Behaviors for Small Group

Rate behaviors that indicate the student is aware that words are made up of individual sounds. An awareness that language is composed of these small sounds is termed Phonemic Awareness.

Behaviors to Notice/Observe Key: 0=not observed, X=observed, a/t=at times, b=beginning

Student K.L. Student A. Student K.M.

Day Day Day

10 20 30 10 20 30 10 20 30

Pays close attention to print 0 X X 0 a/t B X X X

Notices features of letters and words O X X O B B X X X

§              Notices phonemes, their                    X            X      X               0        0       B        X      X    X
     existence and ability to be
        separated.

§ Able to analyze words into 0 X X 0 0 B X X X
sounds

§             Able to listen to the sameness,          0         0        X            0        0         X        X        X X
         difference, number, and order
         speech sounds.

§            Uses visual information such              X        X        X            a/t       X      X           X        X X
        the first letter of the word to
        read known and new words

§ Remembers and uses letter 0 X X a/t X X 0 X X
patterns to decipher text.

§             Solves new words using                     0        X        X            0        0    B              0      b X
        knowledge of sound/letter
        relationships and word parts

§ Figures out some longer words by 0 0 X 0 0 O 0 0 O
taking them apart

§             Reads for meaning but checks            0        X        X           a/t         X X         0        X X
        with the visual aspects of
        print (letters, sounds, words)

References:

Adams, M.J., Foorman, R.R., Lundberg, I., Beeler, T. (1998). Phonemic Awareness in Young
Children. Baltimore, MD: Paul H. Brooks Publishing Co.

Pinnell, G.S. (2000). Scholastic Guided Reading Program. New York, NY: Scholastic Inc.

Discussion of Observed Behaviors for Small Group:
Results of observation show clearly that "Kelly" has gained skill and ability to recognize that language is made up of individual speech sounds. She demonstrated constant improvement throughout the investigation.
Results of observation show that "Adriana" is making slow progress in the area of phonemic awareness. Adriana is just beginning to show signs of noticing features of letters and words. She is slowly shifting from a "random guesser" to one who uses graphophonics as one of her cueing systems.
Results of observation show that "Kyle" show that he has readily gained momentum in the area of phonemic awareness. Kyle has moved from being unaware of the segmental nature of words towards competence in almost all areas.

Concluding results demonstrate that phonemic awareness can be taught and learned at different rates in individuals. Results also prove that phonemic awareness can be learned and can be acquired using the context of authentic literature with a meaning-based, phonics, and a balanced approach to instruction.

Discussion of Documentation (video tape and audiotape) Repeated practice with the selection effected the success of the students studied. Familiar text was read with more expression, therefore indicating a shift in attention from decoding to meaning making. Fluency acquisition was also evidenced by increased reading expression. Students' attitude was evidence through tone of voice. Repeated practice might have been a contributor to gains in both fluency and positive attitude.

Outline of Multiple Assessments

Assessments used for this investigation included the following:

· Students were given instruction using the phonics approach, meaning-based approach, balanced approach or no instruction prior to reading a passage of approximately 50 words. Reading rate was timed and recorded after each reading. Rates were recorded in words read per minute, and calculated in words read correctly per minute. Miscues were also tallied. Miscues were defined as any deviation the reader makes from the actual words of the text. Interventions were chosen randomly.

· Students were asked to determine the method of instruction that they felt they were most supported. This information was gained through two oral questionnaires. Samples of these questionnaires with responses are included in this report.

· Students were judged on their understanding of phonemic awareness at three evenly spaced intervals throughout the study. Although a subjective assessment, student growth in the acquisition of phonemic awareness skill is shown by this documentation.

· Running Records of student oral reading was taken using each intervention. A running record is a graphic account of a child's oral reading. Using the running record a child's miscues are analyzed to identify which cueing systems and strategies he/she is using and to learn which ones he/she might need to learn to use more effectively (Taberski, 2000. p45). The purpose of running records at this time was also to look for an increase use of one cuing system over another in response to chosen intervention.

Detail of Reflective Practice and Teacher Reflection

The research design included reflection on results of timed readings. These scores allowed a close look at the influences of particular approaches to instruction of emergent readers. The results provided evidence that might support the inclusion of varied approaches to daily instruction. Evidenced by the extensive range of rate scores for each method, a balance of approach may be the most effective method.

Reflection on the information gained from talking to students via questionnaire, supported the hypothesis. Students' answers and ratings demonstrated that they felt most supported when a mix of phonics and meaning-based approaches were the given intervention.

Reflection on the checklist of observed behaviors showed slow growth toward the acquisition of phonemic awareness for one student, and a much more rapid progress for the remaining two subjects. Implications suggest that phonemic awareness can be taught. Also revealed through reflection is that students acquire phonemic awareness skill at varying rates. The subjects who had more phonemic awareness skills earlier in the study, also read at a faster rate and with less miscues than the subject who came into the study with very few understandings in phonemic awareness.

Reflection of the running record provided a clear comparison of reading behaviors among interventions. Accuracy rates and reading rates could be compared between approaches as well as between students. Student needs were easily determined upon analyzing the running record. The document provided the information needed to inform the instructor of which cuing system, if any, was being used to decode unfamiliar words. The ability to compare the number of miscues occurring during each intervention was valuable information, later used to compare the instructional methods.

Reflections on the audio taped readings were valuable clues to consider student fluency and confidence. Repeated practice with a text may have been the cause of increased confidence heard in the tape. Students read with more enthusiasm when they had previously read the selection. This finding supports Clay's (1993) call for lots of practice with familiar text.

For a discussion of Analysis, Conclusions, and Implications click on Taking It Forward.

	1. The Effects of 3 Distinct Interventions of the Rate of Correctly Read Words (recorded in "words read correctly per minute"). Discussion of findings is located further in this document with supporting and clarifying graphs.
	2. A Miscue Analysis as applied to chosen intervention. The number of word recognition miscues was recorded during each intervention. Miscue tally was examined in relation to applied intervention. Number and rage of miscues incurred during each investigation was scrutinized. Results of findings are discussed below with the help of visual representation of data (excell graphs).
	Daily records of data was inspected to probe into the possibility of multiple-treatment interference. This review may indicate the presence of confounding of effects due to the presence of the other treatments. An increased reading rate and decrease miscue tally was expected as students became more familiar with the chosen text, as well as a carry-over of learning from one day to the next. This proved true, however, in only one subject "Kyle". Overall, "Kyle's" reading rate increased with each section read from the same selection. Similarly, his miscue tally decreased on average while data was being taken from same text readings. For "Adriana" and "Kelly", however, scores fluctuated in both domains, rate and miscues. There seemed to be no correlation between the number of days with the text and/or familiarity with the text, and reading rate/miscues. Correspondingly, the chosen intervention showed better results on one attempt and the same intervention showed poorer results on the following day, within the same text.
	Checklist of Observed Behaviors was taken at sessions 10, 20 and 30, for each subjects. The focus of the checklist was an observation of behaviors that indicated that the student was aware that words are made up of individual sounds (termed "Phonemic Awareness"). Results of this objective data support the claim that phonemic awareness can be learned. Also demonstrated is the claim that students acquire this ability or skill at varied rates. "Kyle" showed the most rapid skill acquisition, recorded as proficient in all subtopics by session 20. "Kelly" showed an more even rate of growth. She was considered proficient in 8 out of 10 subtopics by session 20, and proficient in 10 out of 10 by session 30. "Adriana" showed the slowest growth. It must be emphasized, however, that there was indeed growth. She demonstrated 0 out of 10 identified behaviors in session 10, 5 out of 10 areas showed "beginning" or "proficient" skill, and by session 30 she gained growth labeled "beginning" or "proficient" in 9 out of 10 subtopics. In conclusion results might indicate that phonemic awareness is a good indicator of future reading skill acquisition, and this checklist may indicate that this skill can be learned, but proficiency comes at varying rates according to the unique individual learner.
	Oral Questionnaires were used to determine student's self reflections as readers/ Unanimously subjects perceived themselves as readers. Kelly states that she needs 2-3 practice sessions with a text before she feels confidents. Kyle and Adriana both feel that they can read most anything presented to them. This may indicate support of the theory of Sharon Taberski (2000), that success must be within sight or reach for the learner to attempt to achieve it. The students' self-confidence might indicate that they see themselves as able to reach their goal, independent readers. All students chose "reading" when asked "what activity do you usually select when given a choice". This may indicate that they appreciate the power that reading can have in their lives, and that they are motivated to become life-long readers. Responses to "how do you perceive yourself as a reader" were universal. They all saw themselves as someday being excellent readers. This may indicate that they see reading as a self-improving system. Responses may indicate that they see every day's practice and success as a building block towards a level of independence and fluency. They seem to indicate through this questionnaire that they are acquiring skills that accumulate each time they sit down to read. Oral Questionnaire #2 focused more of students' reflection of reading support. The question posed was "Which activity (intervention) helps you to read the fastest, with the least amount of mistakes?" A "picture walk" was noted as most supportive for two subject. Reading the whole thing through with a couple of practices was most supportive for subject "Kelly". Most supporting methods fluctuated among subjects with little commonality in response. As no one support or approach has been indicated, this may indicate that students need a balance of support systems within a curriculum.
	Running Records were taken for each student. Three sets of data were taken to cover the three imposed interventions. No running record was taken for a "no intervention" session. Again, results suggest that no one intervention produced significantly better reading rates or less miscues than any other intervention. Students performed within a 6% rage of variability for accuracy as the three approaches were applied. Reading rate also showed little deviation among interventions. Subject "Kelly" remained within 10 words per minute for rate, regardless of intervention. Reading rate for phonics approach was 62.8 wpm, meaning-based approach, 50 words per minute, and reading rate achieved using the the balanced approach was 52.2 words per minute. Overall deviation of rate between interventions was about 10 words per minute. This may indicate little significant advantage of one method over another. (Completed samples of the data and oral questionnaires can be viewed below)