Hesitating a moment, I finally click “post” and watch as my final blog entry appears on the screen. Leaning back in the chair that has all but molded to my body, the tears begin to well up. Blinking them back, I check again the assignment list. Sure enough, each assignment is complete and crossed off. Again, the tears well up and I stubbornly blink them back again. Unable or unwilling to leave the computer desk still littered with worn spiral notebooks, marked up research articles and pictures of my students whose voices still echo within my mind, I begin scrolling through my blog entries. Tears again flow, spilling over my lids and slipping down my cheeks refusing to be held back. My mind slips back to the first day of class, sitting at the cold, hard lab tables listening to Shannon describe the seemingly unfathomable journey, insisting we will be researchers and reassuring us that we will walk out of here with a master’s degree. Staring down at the thick book filled with tiny print as her words wash over me, I could not bring myself to believe her words. Even that first night spent agonizing over the tiny print, trying to make sense of the first research article, I could not see two steps in front of me let alone the grandiose ending Shannon described.
Scrolling down through the blog entries, the journey that has taken me leagues from that first day unfolds before me. Pushing away from the dock proved to be the most difficult part of the journey. Finally cutting free of the line that tied me securely to the defining dimensions of land, I allowed myself to be caught up in the current, free to carve my own dimensions into the land. Having conquered the rapids, I’ve navigated the river and now hover at its mouth. Currently, the challenge awaiting me requires the courage to push away from the river and into the open sea. Waves of possibility, depths of understanding, new waters to chart all await a nudge away from the comfort of the river I once feared. Armed with confidence, knowledge, and experience I never imagined for myself to be possible, I refrain. For now, I fold my hands behind my head, leaning back and bask in the glory of my achievement, confident in the knowledge that, when the time is right, I will push myself forth into the open waters of possibility.
References
Brown, S. A. (2006). Investigating classroom discourse surrounding partner reading. Early Childhood Education Journal, 34(1), 29-36.
Chard, D. J., Stoolmiller, M., Harn, B. A., Wanzek, J., Vaughn, S., Linan-Thompson, S., et al. (2008). Predicting reading success in a multilevel schoolwide reading model: A retrospective analysis. Journal of Learning Disabilities, 41(2), 174-188.
Davis, P. (2007). Discourses about reading among seven- and eight-year-old children in classroom pedagogic cultures. Journal of Early Childhood Literacy, 7(2), 219-252.
Evans, M. A., Fox, M., Cremaso, L., & McKinnon, L. (2004). Beginning reading: The views of parents and teachers of young children. Journal of Educational Psychology, 96(1), 130-141.
Henry, G. T., Mashburn, A. J., & Konold, T. (2007). Developing and evaluating a measure of young children's attitudes toward school and learning. Journal of Psychoeducational Assessment, 25(3), 271-284.
Kendrick, M., & McKay, R. (2004). Drawings as an alternative way of understanding young children's constructions of literacy. Journal of Early Childhood Literacy, 4(1), 109-128.
Logan, S., & Johnston, R. (2009). Gender differences in reading ability and attitudes: Examining where these differences lie. Journal of Research in Reading, 32(2), 199-214.
Lynch, J., Anderson, J., Anderson, A., & Shapiro, J. (2006). Parents' beliefs about young children's literacy development and parents' literacy behaviors. Reading Psychology, 27(1), 1-20.
Meisinger, E. B., Schwanenflugel, P. J., Bradley, B. A., & Stahl, S. A. (2004). Interaction quality during partner reading. Journal of Literacy Research, 36(2), 111-140.
Schumm, J. S., Moody, S. W., & Vaughn, S. (2000). Grouping for reading instruction: Does one size fit all? Journal of Learning Disabilities, 33(5), 477-488.
Stahl, S. A., & Heubach, K. M. (2005). Fluency-oriented reading instruction. Journal of Literacy Research, 37(1), 25-60.
Tisdale, K. (2001). Dissention and distress in a cognitive apprenticeship in reading. Reading Research and Instruction, 41(1), 51-82.
Wilson, K. M., & Trainin, G. (2007). First-grade students' motivation and achievement for reading, writing, and spelling. Reading Psychology, 28(3), 257-282.
Monday, July 13, 2009
Free-Choice Reading Dance
“We’ll find out what happens to Ralph and his motorcycle tomorrow,” I add after a dramatic pause; carefully placing the handmade bookmark into the book, I close the worn paperback. I can’t help but smile when the pleas for one more chapter to be read begin and the small hands reach out petitioning for the chance to read it. Handing off the book, I begin my “Free-Choice Reading” chant. “You can get a book from the book corner, a book from your desk, a book from home or a library book.” After adding their eager voices to the chant, the class falls silent awaiting their table number to be called, signaling their chance to find a book and also a friend or two with whom to read. Soon, there are pairs and small groups of children scattered about the room: some at desks, many others on the floor and a few sitting around one child in the teacher’s chair patiently awaiting the story at the reading table. A buzz of voices settles over the room which is often interrupted by sudden shrieks of discovery or fits of giggles as children engage in their books.
Strolling about the room, eavesdropping on conversations, I suddenly notice Hunter and Alex intently focused on a book about ants. Huddled so closely their cheeks often brush together, their fingers follow the same route across the page. I settle myself in a corner gazing across the room and scratching in my notebook desperate that my observation doesn’t disturb the scene unfolding in front of me. Astonished that this most unlikely couple has found each other, I quickly become dumbfounded as I watch a perfectly performed dance presented before me. Hunter, by far the stronger reader, leads as Alex follows a half breath behind her as they move rhythmically through the text. Coming up to an unknown word, Hunter is silenced and I am sure the couple will stumble breaking the enchanting rhythm they’ve created. Without missing a beat however, Alex provides the word and they carry on undeterred. Continuing in the same manner, cheek to cheek the couple waltzes over page after glorious page filling in words for each other when needed, fingers sweeping across the pages together. Amazingly, the book they chose was beyond Alex’s reading level and perhaps just above instructional reading level for Hunter. Puzzled as to how the couple managed, I realize my face must have betrayed my astonishment because feeling my gaze they look up at me, disappointingly ending the ballet.
After weeks of observations, I would come to realize that Hunter and Alex were the norm rather than the exception. All around the room I would witness variations of the same dance. Sometimes, crowds of children with varying degrees of reading ability would form around favorite books, often the Eyewitness animal books, pointing and reading captions, diagrams and headings they often skipped when reading with me at small group reading lessons. Bewildered, I watched these groups of children reading, understanding and discussing books well beyond their supposed reading ability, and I began to realize that it was the collective knowledge and ability of the group that made these books accessible. Reading for young children does not seem to be the solitary, silent activity that it is for adults. I question, then, the insistence upon continuing the common practice of silent reading, at least with very young readers. In all the research I have come across, not once has a study cited silent reading as an effective strategy for improving reading skills or attitudes. On the contrary, much of the research I have read has described various forms of partner reading as a particularly effective means of improving reading fluency and attitudes. One study even suggested children choose their own partners stating, “Children who were allowed to choose their own partners exhibited higher levels of social cooperation than children who were paired by their teacher” (Meisinger et al 2004). Certainly, this was demonstrated in my experience within the unlikely pairing of Hunter and Alex. Also, one study I found calls into question the common practice of providing children with reading material at their instructional levels rather than allowing them free choice. During this study, “children read material that was well above their instructional levels, with a great deal of scaffolding, and appeared to benefit greatly” (Stahl and Heuback 2005). While observing children during Free-Choice Reading time, I found this to be true as well. Silent reading experiences we recall from childhood may not have a place in the classrooms of young children. Research seems to support a more social approach.
Reading seems to be a very social activity and reading skills are, my experience suggests, socially constructed. Among other changes that I have incurred this school year in hopes of improving reading ability and attitudes, re-inventing silent reading time into social reading time has been, I believe, the most beneficial change. How much of an impact it had on the superb reading scores my students achieved is still to be determined instead but I believe it to be significant. Encouraged by research and my own observations, I will continue to provide Free-Choice reading time for young readers.
Meisinger, E. B., Schwanenflugel, P. J., Bradley, B. A., & Stahl, S. A. (2004). Interaction quality during partner reading. Journal of Literacy Research, 36(2), 111-140.
Stahl, S. A., & Heubach, K. M. (2005). Fluency-oriented reading instruction. Journal of Literacy Research, 37(1), 25-60.
Schumm, J. S., Moody, S. W., & Vaughn, S. (2000). Grouping for reading instruction: Does one size fit all? Journal of Learning Disabilities, 33(5), 477-488.
Strolling about the room, eavesdropping on conversations, I suddenly notice Hunter and Alex intently focused on a book about ants. Huddled so closely their cheeks often brush together, their fingers follow the same route across the page. I settle myself in a corner gazing across the room and scratching in my notebook desperate that my observation doesn’t disturb the scene unfolding in front of me. Astonished that this most unlikely couple has found each other, I quickly become dumbfounded as I watch a perfectly performed dance presented before me. Hunter, by far the stronger reader, leads as Alex follows a half breath behind her as they move rhythmically through the text. Coming up to an unknown word, Hunter is silenced and I am sure the couple will stumble breaking the enchanting rhythm they’ve created. Without missing a beat however, Alex provides the word and they carry on undeterred. Continuing in the same manner, cheek to cheek the couple waltzes over page after glorious page filling in words for each other when needed, fingers sweeping across the pages together. Amazingly, the book they chose was beyond Alex’s reading level and perhaps just above instructional reading level for Hunter. Puzzled as to how the couple managed, I realize my face must have betrayed my astonishment because feeling my gaze they look up at me, disappointingly ending the ballet.
After weeks of observations, I would come to realize that Hunter and Alex were the norm rather than the exception. All around the room I would witness variations of the same dance. Sometimes, crowds of children with varying degrees of reading ability would form around favorite books, often the Eyewitness animal books, pointing and reading captions, diagrams and headings they often skipped when reading with me at small group reading lessons. Bewildered, I watched these groups of children reading, understanding and discussing books well beyond their supposed reading ability, and I began to realize that it was the collective knowledge and ability of the group that made these books accessible. Reading for young children does not seem to be the solitary, silent activity that it is for adults. I question, then, the insistence upon continuing the common practice of silent reading, at least with very young readers. In all the research I have come across, not once has a study cited silent reading as an effective strategy for improving reading skills or attitudes. On the contrary, much of the research I have read has described various forms of partner reading as a particularly effective means of improving reading fluency and attitudes. One study even suggested children choose their own partners stating, “Children who were allowed to choose their own partners exhibited higher levels of social cooperation than children who were paired by their teacher” (Meisinger et al 2004). Certainly, this was demonstrated in my experience within the unlikely pairing of Hunter and Alex. Also, one study I found calls into question the common practice of providing children with reading material at their instructional levels rather than allowing them free choice. During this study, “children read material that was well above their instructional levels, with a great deal of scaffolding, and appeared to benefit greatly” (Stahl and Heuback 2005). While observing children during Free-Choice Reading time, I found this to be true as well. Silent reading experiences we recall from childhood may not have a place in the classrooms of young children. Research seems to support a more social approach.
Reading seems to be a very social activity and reading skills are, my experience suggests, socially constructed. Among other changes that I have incurred this school year in hopes of improving reading ability and attitudes, re-inventing silent reading time into social reading time has been, I believe, the most beneficial change. How much of an impact it had on the superb reading scores my students achieved is still to be determined instead but I believe it to be significant. Encouraged by research and my own observations, I will continue to provide Free-Choice reading time for young readers.
Meisinger, E. B., Schwanenflugel, P. J., Bradley, B. A., & Stahl, S. A. (2004). Interaction quality during partner reading. Journal of Literacy Research, 36(2), 111-140.
Stahl, S. A., & Heubach, K. M. (2005). Fluency-oriented reading instruction. Journal of Literacy Research, 37(1), 25-60.
Schumm, J. S., Moody, S. W., & Vaughn, S. (2000). Grouping for reading instruction: Does one size fit all? Journal of Learning Disabilities, 33(5), 477-488.
Friday, July 10, 2009
Home Visit Interview
Approaching the vaguely familiar house, the butterflies begin to buzz and I clutch my worn, wide ruled notebook, comforted by its familiar dimension as my fingers find their places between the coils of its spiral binding. Led by Jennifer, we climb the steps and letting herself in, she shows me into the kitchen. We are greeted by gleeful exclamations of, "Aunt Jenn" that are suddenly silenced as two pairs of eyes find me in the doorway. Jennifer beckons me further into view.
"Logan, Ethan, "Jennifer begins in her usual kindness. "This is Miracle, my friend that I told you about. She's going to ask you some questions."
Six year old Ethan scampers off out of sight as we move through the kitchen. Two and a half year old Logan returns my smile as he launches into an excited description of his new shoes.
"Miracle," he shouts with surprising articulation. "Miracle, I have two of them."
Galloping off, Logan leaves his mother Erin, Jennifer and I as we convene in the living room. Ethan climbs into "Aunt Jenn's" lap and we are quickly rejoined by Logan brandishing his shoes that he has fit neatly over his hands. Intently listening to Logan's proud descriptions of his shoes and interjecting ululations of agreement, I am suddenly startled by Ethan's interruption and sudden presence at my side.
"I have shoes like that," he offers. With exaggerated interest I ask, "Oh, really?"
"Yeah!" he proudly answers.
Now it's Ethan's turn to disappear and in an instant there are two boys before me brandishing identical pairs of shoes slipped over their hands. Soon, I was bouncing back and forth between excited conversations as both boys volleyed for my attention. Rescuing my notebook from the sea of toys that had accumulated on my lap and finding the page that held my interview questions I asked, "Well, can I ask you those questions now?" Just as Logan leaned forward onto the notebook answering, "Yeah!" Ethan folded back towards "Aunt Jenn."
"Logan, do you have some favorite books?" I inquire with a smile.
"Yes!" he declares and jumps backwards nearly falling over the elaborate racetrack set up on the floor behind him.
After a fit of giggles, he balances on one of the tracks and with hand thrown in the air repeats, "Yes!"
"Can you show them to me or tell me about them?" I implore.
"Yes!" he sings flinging his arms back into the air and with a leap he disappears only to emerge seconds later clutching two books above his head.
Logan marches to my side and plops two books onto the couch beside me.
"Dog," Logan explains. Along with some unintelligible chatter, he points to the dog on the cover of Biscuit's Pet and Play Halloween.
"Why do you like this book?" I ask.
"I like it," he states.
"Why?" I pry.
"After a hesitation and a slight shrug of his shoulders, Logan points to Biscuit again and repeats his “dog” proclamation. Moving 10 Bedtime Stories to the top of the pile, I ask, "What about this one? Why do you like it?"
Logan grabs the book and holding it above his head exclaims, "I like it!"
"Why?"
With the book still held high above his head, Logan points to an orange and black striped character bouncing on a coiled tail.
"Who is that?" his mother interjects.
Bringing the book down in front of him he looks closely and says, "Tiger."
"Tiger," I repeat and Logan nods.
"When do you read these?" I ask holding the books.
Logan replies by saying what sounds like, "The pumpkin man eats pickles!" while pointing to the Jack-o-lantern on the cover of Biscuit's Pet and Play Halloween. Repeating his thought, I expect Logan to elaborate, but he merely nods. Before I have the chance, his mother rephrases my question for me, "What time do you read?"
Logan moves towards his mother answering, "Nigh time!"
"Who reads to you?" I ask.
Pointing to Jennifer and giggling, Logan replies, "Aunt Jenn."
"Aunt Jenn," I repeat questioningly expecting Logan to elaborate, but he just nods in agreement.
Again, before I am able to form my question, his mother intercedes, "Who else reads to you, Logan?"
"Mommy," he happily replies pointing to her.
"I read to him," offers Ethan who has since left Jennifer's lap and has slowly crept to the center of the room.
"You read to your brother, Ethan?" I ask encouragingly. "How very nice of you!"
Still focused on Logan, his mother asks, "Who else reads to you?"
"Brother," Logan says as he runs over to his brother flinging his arms around his neck.
Peeling Logan's arms from his neck Ethan offers, "I have a favorite book. I'll get it."
Ethan disappears into one of the doorways along a short hallway. Quickly emerging, he trots over and unloads a Clone Wars Game Guide magazine next to me over the armrest of the couch.
Immediately noticing the magazine that Ethan has chosen as his favorite book, his mother sounds her objections. "Come on Ethan. You have a ton of books in that room of yours and you bring out the game magazine."
Turning to address me she adds, "He has so many books at his reading level in there that we read every night. If you would have asked him during the school year when we were doing the AR [accelerated reader] program, he would have shown you those books."
"It's summer time. This is fine," I assure her. "I'd expect to get different answers than if I'd asked them during the school year in a classroom."
Moving my attention again with Ethan I ask, "Why did you pick this out as your favorite?"
"I like the game. The Clone Wars game for Wii is really fun." Ethan explains as he absently flips through the pages of the magazine.
"How do you use this magazine with the game?" I ask.
"To play powerful stuff so you can look at the pictures. You can change different sizes and different clothes." As Ethan explains he points to pictures displaying different character options.
Mentally preparing to ask my next question, my reassurances to Erin echo in my mind and I realize how inappropriate they are for this setting. Curiously, I ask anyway.
"Ethan, think about when you were at school this year. Would you like to have more or less time in class to spend reading?"
"More," Ethan answers without much thought.
"Really?" I ask betraying my surprise. "Why?"
"Because it's fun," Ethan pauses closing the magazine. "Because I like reading. I like to read to my friends and to my teacher. Everyone gets to have a chance."
Satisfied, I move onto my last question. "Do you enjoy learning new things from books?"
Tilting his head to the side and contorting his face, deep in thought, Ethan pauses then flatly answers, "No."
Beating me to a response again, Erin intervenes, "Oh, come on. Think about the animal books, insect books. All those books you have."
"Franklin," Ethan offers questioningly.
"Okay, what did you learn from Franklin?" I ask.
Ethan shrugs and begins to shoot cars across the floor. Joining in, Logan sends one flying towards the flat screen TV, successfully knocking the Wii sensor off the stand. Jumping to her feet, Erin sets the sensor straight and asks her boys to drive the cars in the opposite direction of the TV. Grabbing handfuls of cars the boys engage themselves in play, clearly bringing the interview to an end.
Contrasting my interview experiences, I find the differences significant but unsurprising. While interviewing seven year olds within the context of the classroom we had shared for seven months, I found the process to be smooth and productive. The information I received during the interviews proved to be quite useful in planning for next year. Having already developed relationships and established expectations with my students, I found that extensive pre-interview interactions were unnecessary. Conducting the interviews within the classroom, I found children were in an academic frame of mind, so their answers were on topic and purposeful. The benefit from the classroom interviews lies in the information gathered rather than the experience of conducting the interview.
Contrarily, preparing to interview two children with whom I was unfamiliar outside the school setting proved much more labor intensive. Finding children of the ages required by the assignment took some networking as well as coordination of schedules. Developing age appropriate questions proved perplexing until I read a research article whose survey questions I adapted. Unfortunately, including the question regarding reading at school was an obvious blunder on my part, since the question didn’t quite fit the context, but Ethan did provide a relevant answer suggesting that his reading experiences in school were memorable. Also, I was a bit unprepared and taken aback at first by the mother’s interjections that suggested her dissatisfaction with her son’s answers. Whether she was worried that I wouldn’t get the information that I needed or that she felt I would somehow make a judgment on these answers is unclear.
Forming a relationship and earning credibility in the eyes of my interview subjects was a concern. Having arrived at the house with “Aunt Jenn” certainly increased my credibility and made the interview process much easier. Time spent with Logan further increased my credibility with Ethan, inspiring his volunteered engagement in the conversation. I’ve found one can never predict and exactly prepare for encounters with children, so being able to react and adapt is essential. Certainly, the determining factor in a successful interview is having built a report with the children involved in the interview. Engaging in this wholly new experience existing beyond my comfort zone challenged my skills as a researcher. The benefit here is found in experiencing the interview rather than the information gathered.
Logan, S., & Johnston, R. (2009). Gender differences in reading ability and attitudes:
Examining where these differences lie. Journal of Research in Reading, 32(2),
199-214.
"Logan, Ethan, "Jennifer begins in her usual kindness. "This is Miracle, my friend that I told you about. She's going to ask you some questions."
Six year old Ethan scampers off out of sight as we move through the kitchen. Two and a half year old Logan returns my smile as he launches into an excited description of his new shoes.
"Miracle," he shouts with surprising articulation. "Miracle, I have two of them."
Galloping off, Logan leaves his mother Erin, Jennifer and I as we convene in the living room. Ethan climbs into "Aunt Jenn's" lap and we are quickly rejoined by Logan brandishing his shoes that he has fit neatly over his hands. Intently listening to Logan's proud descriptions of his shoes and interjecting ululations of agreement, I am suddenly startled by Ethan's interruption and sudden presence at my side.
"I have shoes like that," he offers. With exaggerated interest I ask, "Oh, really?"
"Yeah!" he proudly answers.
Now it's Ethan's turn to disappear and in an instant there are two boys before me brandishing identical pairs of shoes slipped over their hands. Soon, I was bouncing back and forth between excited conversations as both boys volleyed for my attention. Rescuing my notebook from the sea of toys that had accumulated on my lap and finding the page that held my interview questions I asked, "Well, can I ask you those questions now?" Just as Logan leaned forward onto the notebook answering, "Yeah!" Ethan folded back towards "Aunt Jenn."
"Logan, do you have some favorite books?" I inquire with a smile.
"Yes!" he declares and jumps backwards nearly falling over the elaborate racetrack set up on the floor behind him.
After a fit of giggles, he balances on one of the tracks and with hand thrown in the air repeats, "Yes!"
"Can you show them to me or tell me about them?" I implore.
"Yes!" he sings flinging his arms back into the air and with a leap he disappears only to emerge seconds later clutching two books above his head.
Logan marches to my side and plops two books onto the couch beside me.
"Dog," Logan explains. Along with some unintelligible chatter, he points to the dog on the cover of Biscuit's Pet and Play Halloween.
"Why do you like this book?" I ask.
"I like it," he states.
"Why?" I pry.
"After a hesitation and a slight shrug of his shoulders, Logan points to Biscuit again and repeats his “dog” proclamation. Moving 10 Bedtime Stories to the top of the pile, I ask, "What about this one? Why do you like it?"
Logan grabs the book and holding it above his head exclaims, "I like it!"
"Why?"
With the book still held high above his head, Logan points to an orange and black striped character bouncing on a coiled tail.
"Who is that?" his mother interjects.
Bringing the book down in front of him he looks closely and says, "Tiger."
"Tiger," I repeat and Logan nods.
"When do you read these?" I ask holding the books.
Logan replies by saying what sounds like, "The pumpkin man eats pickles!" while pointing to the Jack-o-lantern on the cover of Biscuit's Pet and Play Halloween. Repeating his thought, I expect Logan to elaborate, but he merely nods. Before I have the chance, his mother rephrases my question for me, "What time do you read?"
Logan moves towards his mother answering, "Nigh time!"
"Who reads to you?" I ask.
Pointing to Jennifer and giggling, Logan replies, "Aunt Jenn."
"Aunt Jenn," I repeat questioningly expecting Logan to elaborate, but he just nods in agreement.
Again, before I am able to form my question, his mother intercedes, "Who else reads to you, Logan?"
"Mommy," he happily replies pointing to her.
"I read to him," offers Ethan who has since left Jennifer's lap and has slowly crept to the center of the room.
"You read to your brother, Ethan?" I ask encouragingly. "How very nice of you!"
Still focused on Logan, his mother asks, "Who else reads to you?"
"Brother," Logan says as he runs over to his brother flinging his arms around his neck.
Peeling Logan's arms from his neck Ethan offers, "I have a favorite book. I'll get it."
Ethan disappears into one of the doorways along a short hallway. Quickly emerging, he trots over and unloads a Clone Wars Game Guide magazine next to me over the armrest of the couch.
Immediately noticing the magazine that Ethan has chosen as his favorite book, his mother sounds her objections. "Come on Ethan. You have a ton of books in that room of yours and you bring out the game magazine."
Turning to address me she adds, "He has so many books at his reading level in there that we read every night. If you would have asked him during the school year when we were doing the AR [accelerated reader] program, he would have shown you those books."
"It's summer time. This is fine," I assure her. "I'd expect to get different answers than if I'd asked them during the school year in a classroom."
Moving my attention again with Ethan I ask, "Why did you pick this out as your favorite?"
"I like the game. The Clone Wars game for Wii is really fun." Ethan explains as he absently flips through the pages of the magazine.
"How do you use this magazine with the game?" I ask.
"To play powerful stuff so you can look at the pictures. You can change different sizes and different clothes." As Ethan explains he points to pictures displaying different character options.
Mentally preparing to ask my next question, my reassurances to Erin echo in my mind and I realize how inappropriate they are for this setting. Curiously, I ask anyway.
"Ethan, think about when you were at school this year. Would you like to have more or less time in class to spend reading?"
"More," Ethan answers without much thought.
"Really?" I ask betraying my surprise. "Why?"
"Because it's fun," Ethan pauses closing the magazine. "Because I like reading. I like to read to my friends and to my teacher. Everyone gets to have a chance."
Satisfied, I move onto my last question. "Do you enjoy learning new things from books?"
Tilting his head to the side and contorting his face, deep in thought, Ethan pauses then flatly answers, "No."
Beating me to a response again, Erin intervenes, "Oh, come on. Think about the animal books, insect books. All those books you have."
"Franklin," Ethan offers questioningly.
"Okay, what did you learn from Franklin?" I ask.
Ethan shrugs and begins to shoot cars across the floor. Joining in, Logan sends one flying towards the flat screen TV, successfully knocking the Wii sensor off the stand. Jumping to her feet, Erin sets the sensor straight and asks her boys to drive the cars in the opposite direction of the TV. Grabbing handfuls of cars the boys engage themselves in play, clearly bringing the interview to an end.
Contrasting my interview experiences, I find the differences significant but unsurprising. While interviewing seven year olds within the context of the classroom we had shared for seven months, I found the process to be smooth and productive. The information I received during the interviews proved to be quite useful in planning for next year. Having already developed relationships and established expectations with my students, I found that extensive pre-interview interactions were unnecessary. Conducting the interviews within the classroom, I found children were in an academic frame of mind, so their answers were on topic and purposeful. The benefit from the classroom interviews lies in the information gathered rather than the experience of conducting the interview.
Contrarily, preparing to interview two children with whom I was unfamiliar outside the school setting proved much more labor intensive. Finding children of the ages required by the assignment took some networking as well as coordination of schedules. Developing age appropriate questions proved perplexing until I read a research article whose survey questions I adapted. Unfortunately, including the question regarding reading at school was an obvious blunder on my part, since the question didn’t quite fit the context, but Ethan did provide a relevant answer suggesting that his reading experiences in school were memorable. Also, I was a bit unprepared and taken aback at first by the mother’s interjections that suggested her dissatisfaction with her son’s answers. Whether she was worried that I wouldn’t get the information that I needed or that she felt I would somehow make a judgment on these answers is unclear.
Forming a relationship and earning credibility in the eyes of my interview subjects was a concern. Having arrived at the house with “Aunt Jenn” certainly increased my credibility and made the interview process much easier. Time spent with Logan further increased my credibility with Ethan, inspiring his volunteered engagement in the conversation. I’ve found one can never predict and exactly prepare for encounters with children, so being able to react and adapt is essential. Certainly, the determining factor in a successful interview is having built a report with the children involved in the interview. Engaging in this wholly new experience existing beyond my comfort zone challenged my skills as a researcher. The benefit here is found in experiencing the interview rather than the information gathered.
Logan, S., & Johnston, R. (2009). Gender differences in reading ability and attitudes:
Examining where these differences lie. Journal of Research in Reading, 32(2),
199-214.
Tuesday, June 23, 2009
Pilot Survey
Under the engulfing darkness of the abandoned school, we make the exchange. Taking the pilot survey, I surrender the large café mocha I promised her. This feels a little sketchy, but researchers bribe their participants all the time, right? So, I quickly shake off the guilt and ask my fellow first grade teacher how the survey went. Thinking that since she had experienced the March is Reading Month Challenge with her first grade class as well, she’d be the perfect person to pilot my survey. Enticed by the idea of a parent survey next year and of course by the café mocha, Jenn graciously agreed to complete my pilot survey regarding parent/child participation in and attitudes toward the March is Reading Month Challenge.
“So how’d it go?” I asked, a little too loudly as my question snapped back at me after bouncing around the vacant hallway.
“Oh, fine,” she answered in a somewhat softer tone, her words reverberated and gracefully faded. “I think I answered more like a teacher, but I really tried to answer like a parent. I gave answers that I thought I would like to know as a teacher. You know…to make the challenge better or see if it even makes a difference.”
Bingo! I thought. If she’s getting excited and is realizing the benefit of the survey, maybe, just maybe, we might be able to pique the interest of the other first grade teachers.
Suppressing the satisfaction threatening to make its presence known, I calmly state, “Well, that was the idea, really. Thank you so much for doing this.” Curiously I ask, “How can I improve the survey do you think? Is there any other information you’d look for in a parent survey?”
“Well, I actually think it’s really good as it is,” Jenn replied. Then, after taking another long sip added, “If I had to pick something to change, I’d also like to know how much reading the parents did with their child and how much of the reading was independent. I guess I’d also like to know if the amount of time spent reading was sustained after the challenge.”
Agreeing to come up with a survey we’d like to pilot with the rest of our team, Jenn strolled off to enjoy her mocha and I found my way into my classroom to ponder her responses to the survey. Looking over the first three questions, I realized the quantitative data didn’t hold much meaning without other surveys to calculate trends. Jenn’s answer to the fourth question, “How has participation in the reading challenge changed your child’s reading habits and attitude toward reading?” didn’t offer any interesting or particularly useful information either. In fact, I realized that it seemed very similar to the previous question, “How would you best describe your child’s attitude to
ward reading during the reading challenge?” which required the selection of five choices. I thought, then, that I might just take out the fourth question and replace it with a question Jenn suggested regarding the nature of the reading activities taking place during the reading challenge i.e. reading with a parent, sibling, another adult or independently for the next pilot. The question that I received the most information from involved describing the strengths and weaknesses of the challenge. Jenn suggested, in her answer, that “her child” focused more on getting the stories read rather than understanding or enjoying the story. This information can really help us to look at the challenge and try different ways to address this flaw. I enjoyed the experience of creating and piloting a survey, especially when I believe it may have some real use in the future. The idea that I may engage in research with my fellow colleagues to inform the practices we engage in as a grade level team is exhilarating. Flipping through next year’s school calendar, I sat sipping my large coffee, two creams one sugar, relishing the thought.
“So how’d it go?” I asked, a little too loudly as my question snapped back at me after bouncing around the vacant hallway.
“Oh, fine,” she answered in a somewhat softer tone, her words reverberated and gracefully faded. “I think I answered more like a teacher, but I really tried to answer like a parent. I gave answers that I thought I would like to know as a teacher. You know…to make the challenge better or see if it even makes a difference.”
Bingo! I thought. If she’s getting excited and is realizing the benefit of the survey, maybe, just maybe, we might be able to pique the interest of the other first grade teachers.
Suppressing the satisfaction threatening to make its presence known, I calmly state, “Well, that was the idea, really. Thank you so much for doing this.” Curiously I ask, “How can I improve the survey do you think? Is there any other information you’d look for in a parent survey?”
“Well, I actually think it’s really good as it is,” Jenn replied. Then, after taking another long sip added, “If I had to pick something to change, I’d also like to know how much reading the parents did with their child and how much of the reading was independent. I guess I’d also like to know if the amount of time spent reading was sustained after the challenge.”
Agreeing to come up with a survey we’d like to pilot with the rest of our team, Jenn strolled off to enjoy her mocha and I found my way into my classroom to ponder her responses to the survey. Looking over the first three questions, I realized the quantitative data didn’t hold much meaning without other surveys to calculate trends. Jenn’s answer to the fourth question, “How has participation in the reading challenge changed your child’s reading habits and attitude toward reading?” didn’t offer any interesting or particularly useful information either. In fact, I realized that it seemed very similar to the previous question, “How would you best describe your child’s attitude to
ward reading during the reading challenge?” which required the selection of five choices. I thought, then, that I might just take out the fourth question and replace it with a question Jenn suggested regarding the nature of the reading activities taking place during the reading challenge i.e. reading with a parent, sibling, another adult or independently for the next pilot. The question that I received the most information from involved describing the strengths and weaknesses of the challenge. Jenn suggested, in her answer, that “her child” focused more on getting the stories read rather than understanding or enjoying the story. This information can really help us to look at the challenge and try different ways to address this flaw. I enjoyed the experience of creating and piloting a survey, especially when I believe it may have some real use in the future. The idea that I may engage in research with my fellow colleagues to inform the practices we engage in as a grade level team is exhilarating. Flipping through next year’s school calendar, I sat sipping my large coffee, two creams one sugar, relishing the thought.
Monday, May 25, 2009
Reading Apprenticeship
As a wave of towering Seniors from my husband’s high school English class rolls into our room, I am filled with the nervous energy emitted by my first graders now lost among the waves. Gathering the little ones on our carpet, a familiar island, I reveal Pickles to Pittsburgh and a calm washes over us as we fall into the story. Lost, along with the characters, amongst the oversized meatballs and immense vegetables, the presence of the seniors fade from our minds and I’m only vaguely aware of my husband periodically moving to scribble something on the board. Too soon, the story is over and we are jolted back to reality by my husband’s commanding voice. Standing near the board, I can now make out his scribbles. Documented before me, I’m amazed, are my own words and he presents them to his students as reminders of the metacognition prompts they had gone over earlier. Reeling from the excitement and energy my students displayed during the story, I’m reminded of our purpose. Having spent three years in my husband’s class experiencing “Reading Apprenticeship” strategies, the seniors were here to practice their skill by apprenticing my novice readers. “Reading Apprenticeship” is a professional development series that all teachers in all subject areas at Armada High School and Middle School have been trained in and allows teachers to become facilitators of effective reading strategies such as “talking to the text,” deciphering words using context clues and breaking words down into affixes and root words.
We begin to partner off the timid and reluctant readers, one senior to one first grader. Attempting to ease the awkwardness, my husband and I cheerfully introduce students and model interest in the reading material selected by the first graders. Watching the seniors fumble around the miniature desks and chairs, my husband and I guide the overflow of bodies into the hallway. Armed with my camera, I search for an engaged pair of readers. I settle near a pair, only to be interrupted by my husband and a senior who explains the reading material his partner has chosen is much too diff
icult. Mentally making a note to review the reading material choices before the seniors arrive next year, I scramble to find an appropriate book. Again with video camera in hand, I return to the engaged pair of readers only to find another pair has settled in near them. Finding their discussions difficult to decipher because of their proximity, I search out a pair of readers in the hallway. Here, the background buzz seems to be much less. However, the voices used by the readers are significantly lower and isn’t being picked up by the camera. Frustrated and worried that I was losing precious data, I thrust a notebook at my husband and ask him to take anecdotal notes. With a blank stare he takes the notebook, pauses then asks what he should be writing down. Deciding this was not the time to give a lesson on anecdotal notes, I grab the notebook and thrust the camera into his hands. I implore him to do his best to capture video with audio we will be able to decipher later. With time slipping away, I scramble to find an engaged pair of readers I can perch next to and take notes. Unfortunately, not used to being recorded or transcribed, the seniors clam up when I approach and, taking their lead, so do the first graders. Stealthily moving about the classroom, acting as though I’m not listening, I am able to capture a few snippets of conversation in my notebook. I also include a note to discuss strategies with my husband that will allow the high school students to be more comfort around the camera and note-taking. Finally, as time has run out, amongst moans of protest against leaving new found friends, we lead the classes to our respective shores.Pining after the data long lost at sea, my students’ exclamations of excitement over the experience drag me back to the present. Before I am able to formulate the thought, a student asks, “Can we write about this?” Marveling at her magnificent suggestion, I pass out paper allowing the class to draw and write about their experience. Sailing about the room on the waves of excited chatter, I record each student’s thoughts in my notebook. Overwhelmingly, the students commented on how they felt while reading with their high school partner. Many students described feeling “nervous” or “shy” at first or observing that their partner was “shy” implying that they felt increasingly comfortable as they “got used to it.” All the drawings depicted smiling faces often accompanied by cheerful conversation bubbles or dialogue. At first, I was surprised that few children sighted the use of reading strategies. A few students noted “sounding out words” with their partner, but it was often connected with the idea that they liked how their partner “helped” them wit
h this strategy. Most students described how much they enjoyed the relationship that was formed during the short time they spent with their high school partner. Students remarked that their partner “was nice,” “was fun,” and “were friendly.” Some noticed that their partner, “love to read with me” or appreciated that “the high schoolers told the teacher that we read well.” While reviewing the students’ drawings and writings along with the anecdotal notes, I was reminded that the focus for my research was not if my students can use reading strategies, but rather it was to examine their confidence and attitudes towards reading as well as the use of reading strategies that I’m interested in.After reviewing the detailed reflections from the high school students, I was pleasantly surprised to read how the first graders, also, inspired very distinct inspirations in the high school students: altruistic pleasure from being mentors and renewed confidence in their abilities as readers. One student remarked that seeing, “someone learn from you and enjoy that time is really special.” Another reflected that “to share my knowledge to those who are open is awesome.” As to their “reading apprenticeship” skills, many students reflected on how working with first graders and “metacognitive strategies” that were “simplified” allowed them to appreciate their own skills. After expressing awe of his first grade partner’s ability to read and comprehend a Harry Potter book, one student stated, “This activity showed me how often you really do use these strategies. Most of the time I don’t think I really use them, but you really do.” Another student mused, “It, the whole process, actually helped me understand how the use of open metacognition can help anyone learn…It kind of made me want to metacognate and when I did, I saw the light turn on in the child’s head and that only lead me to understand why we do it.”
Clearly, the “Reading Apprenticeship” partner reading activity was a mutually beneficial activity for the high school and first grade students involved. Each group enjoyed the positive relationship formed while reading. Highly skilled and confident, each group felt comfortable using and discussing the reading strategies while also being open to learning from the partner. When reflecting on the activity, both parties felt empowered and expressed enthusiasm for future partner reading experiences. My husband and I agree that the success of this experience depends heavily on the skill level of the participants. Establishing a strong phonics base and reading fluency rate is required along with experience using reading comprehension skills for the first graders. Though tempted, we will not attempt this activity near the beginning of the year when first graders are just learning basic literacy skills. Also, because a certain level of mastery and maturity is required to apprentice novice readers and establish positive relationships only seniors who have had several years experience in “Reading Apprenticeship” in my husband’s English classes will be partnered with first graders.
While our “Reading Apprenticeship” activity appears similar to that described in a case study described by Tisdale (2001), we did not experience any of the negative interactions that occurred during the Tisdale case study. Some “silliness” occurred on the part of a few first graders, but the high school students were able to redirect the behavior or asked for teacher assistance. Still, the Tisdale case study reminds us that negative interactions can occur. My husband and I plan to prepare students in terms of behavior expectations and provide strategies to both the high school and first grade students enabling them to overcome any distracting or negative interactions that may occur. Overall, this was an exhilarating and successful experience that my husband and I are eager to share with our colleagues.
Tisdale, K. (2001). Dissention and distress in a cognitive apprenticeship in reading. Reading Research and Instruction, 41(1), 51-82.
Saturday, May 9, 2009
If I Only Had a Brain
“If I only had a brain, a heart, the nerve.” Echoed by so many young children in our care, especially those with special rights (or special needs as we say in the United States), the desire to experience success, to love and be loved and have the courage to try must be foremost in our minds as early childhood educators. Beginning her presentation on children with special rights with the familiar characters from the wizard of Oz, Barbara Acton emphasized our role to assist all children in their realization of their potential and their discovery of self-worth. While Acton used this metaphor throughout her presentation, I believe it can be extended further to include the Wizard’s role in the journey to discover one’s self and place in the world.
Challenging us to ponder what and how we communicate with children, Acton portrayed teaching as more than talking. Holding children with special rights in mind, Acton asked us to question what we communicate when we choose to protect children rather than challenge children. Our words may say, “You can” while our hands may say “You can’t” as we help a child over an obstacle. Words become incredulous over time when our actions continue to contradict them. When the scarecrow asked the Wizard of Oz for a brain it wasn’t the diploma that stood as proof, rather it was the experiences along the yellow brick road that allowed the scarecrow to believe he truly had a brain.
During the break, it was impossible to stop the images of struggling students from flooding my mind. How have my actions contradicted my words? When have I said, “You can” yet my hands shown, “You can’t.” Young Brandon, we’ll call him, stood foremost in my mind. One, morning Brandon waltzed into the classroom brandishing a new pair of glasses and explaining that they were for reading. Without having heard a word from Brandon’s mother, I gently questioned him. Despite a convincing story about a doctor and “the glasses store,” I remained skeptical. To me, the glasses looked too much like adult reading glasses. Unable to reach his mother, we continued with our day. During math, I noticed that Brandon had taken off the glasses. When I inquired as to why he had taken off the glasses, he resolutely stated that they were for reading and not math. The glasses were to help him become a better reader. He was already good at math. Then of course I knew the glasses were not his. Completely devastated that after all the words of encouragement I had given him, he continued to see himself as unsuccessful. I now realize my words held no meaning for him when they were continually contradicted by my hands.
Unable to undo all the ways I have shown Brandon “You can’t,” I must charge forward with hands that show “You can.” With a clever brain, I must show Brandon the road he has followed and the successes he has experienced. No longer limiting the books he has access too or what centers he can attempt and not providing separate seatwork may be a few ways I can begin to communicate, “You can.” With a kind heart, I must understand his need to be loved and to belong rather than feeling separated. Brandishing courage, I must attempt new ways to show Brandon he is worthy. Perhaps mixing up guided reading groups rather than keeping the “low group” in lower levels will prove to Brandon he is worthy. Acting the wise and simple Wizard of Oz, I must charge him with saving Dorothy, a mission usually reserved for heroes, thus making him the hero. Perhaps then he will truly feel at home in the classroom, and when he goes looking for his heart’s desire, he won’t go further than his own backyard.
Challenging us to ponder what and how we communicate with children, Acton portrayed teaching as more than talking. Holding children with special rights in mind, Acton asked us to question what we communicate when we choose to protect children rather than challenge children. Our words may say, “You can” while our hands may say “You can’t” as we help a child over an obstacle. Words become incredulous over time when our actions continue to contradict them. When the scarecrow asked the Wizard of Oz for a brain it wasn’t the diploma that stood as proof, rather it was the experiences along the yellow brick road that allowed the scarecrow to believe he truly had a brain.
During the break, it was impossible to stop the images of struggling students from flooding my mind. How have my actions contradicted my words? When have I said, “You can” yet my hands shown, “You can’t.” Young Brandon, we’ll call him, stood foremost in my mind. One, morning Brandon waltzed into the classroom brandishing a new pair of glasses and explaining that they were for reading. Without having heard a word from Brandon’s mother, I gently questioned him. Despite a convincing story about a doctor and “the glasses store,” I remained skeptical. To me, the glasses looked too much like adult reading glasses. Unable to reach his mother, we continued with our day. During math, I noticed that Brandon had taken off the glasses. When I inquired as to why he had taken off the glasses, he resolutely stated that they were for reading and not math. The glasses were to help him become a better reader. He was already good at math. Then of course I knew the glasses were not his. Completely devastated that after all the words of encouragement I had given him, he continued to see himself as unsuccessful. I now realize my words held no meaning for him when they were continually contradicted by my hands.
Unable to undo all the ways I have shown Brandon “You can’t,” I must charge forward with hands that show “You can.” With a clever brain, I must show Brandon the road he has followed and the successes he has experienced. No longer limiting the books he has access too or what centers he can attempt and not providing separate seatwork may be a few ways I can begin to communicate, “You can.” With a kind heart, I must understand his need to be loved and to belong rather than feeling separated. Brandishing courage, I must attempt new ways to show Brandon he is worthy. Perhaps mixing up guided reading groups rather than keeping the “low group” in lower levels will prove to Brandon he is worthy. Acting the wise and simple Wizard of Oz, I must charge him with saving Dorothy, a mission usually reserved for heroes, thus making him the hero. Perhaps then he will truly feel at home in the classroom, and when he goes looking for his heart’s desire, he won’t go further than his own backyard.
Sunday, April 19, 2009
Course Correction Par 2: The Interview
Interview with 7 year old “A”, First Grader
March 26, 2009
11:12 pm
A-I’ve got some ideas
M-You’ve got some ideas?
A-MmmHm!
M-You seem very excited. Why did you want to come over here to talk to me?
A-Because it’s like so much that It’s just like a big challenge it’s like so fun
M-It’s so fun. Ok.
A-We should do this more often like when you we have a new class you should do this the second day.
M-You think we should do this at the beginning of the year? Why?
A-‘cause so they so they like go one step ahead
M-Oh you think it would get them one step ahead
A-Yeah and it will be real nice
M-Oh, thank you for that idea
A-Yeah and we should ask them the details too.
M-Like what?
A-Like if we get enough money we could change the office, change the centers and you guys can by a plant. We could make a lot of money by this
M-How could we raise the money?
A-Some how. You know the trash bags?
M-Yes
A-That’s pretty much what we are doing. Putting them up in the hall. If they like them they might pay us. They might. I don’t know.
M-Who might pay us?
A-I don’t know. Just people who will like it. I don’t know.
M-Ok. Thanks for the idea
A-Who do you want next?
M-Can I ask you a couple more questions?
A-Yes
M-What is this a picture of?
A-The pictures of the cars in the hallway
M-How many do we have?
A-No
M-How would you find out if you wanted to know?
A-Count them by tens. 10-20-30-40-50-60-70-80-90-100-110-120-130-140-150-160-170-180-190-200-210-220-230-240-250-260-270-280-290-300-310-320-320-340-350-351-352-353-354-355. 355!
M-What do you think about that?
A-Real nice! I think we have so much that we could give everyone ten.
M-Give everyone ten what?
A-Everyone in the whole school…our cars
M-That’s an interesting suggestion
A-That’s a lot
M-That is a lot
A-That’s what I think.
M-Can I ask you, when do you read usually?
A-Well I read when at night because even though there’s not much light that’s the only time
M-That’s the only time.
A-Even on school nights my brother reads so I read. I finished the book Freddie Fernortner - Fearless First Grader
M-Oh, I remember that book. You showed it to me. What did you think about that book?
A-There’s kids go on a adventure and this kid named Freddie there’s this cat named Mr. Chewy
M-Mr.Chewy
A-And there’s chipper
M-Chipper. Ok
A-And they found this flying bike and there’s a lot of pictures not like on every page but like when you turn to like a different page there’s like a picture
M-Oh
A-Not like on every page. One they like got chased by a bear but they survived.
M-They did?
A-Yeah, then they found an eagle
M-Oh!
A-A circling eagle
M-A circling eagle. Do you like…do pictures make a book better?
A-Yeah, because they’re more enjoyed
M-They’re more enjoyed?
A-You enjoy them.
M-Can I ask you one more question?
A-MmHuh
M-Why do you think the first grade teachers wanted to give their students a reading challenge?
A-I don’t uh I think to just like get them learning more how to read.
M-Get them learning how to read
A-Well they get one step ahead
M-Do you feel like you are one step ahead
A-Yeah
M-Yeah, is there anything else you wanted to share with me about the reading challenge? Anymore of your ideas?
A-I’m gonna come up with some more. Just give me some time and let some other people so I have some time and I’ll tell you when I have an idea
M-Alright
A-Who do you want next and I’ll go.
M-Ummm, I’m actually gonna take a break now.
A-Ok.
Riding the wave of excitement that swelled from the “March is Reading Month” challenge that has engulfed the class, I conducted interviews in hopes of discovering the thoughts and attitudes of some first graders who participated in the challenge. As described previously (see Course Correction Part 1), this wave obliterated my previous course and sent me whirling on a new path of exploration. I conducted and recorded nine interviews at the behest of curious students. With each interview, I continually refined my course by rephrasing questions, dropping some questions and adding new ones. It seemed, surprisingly, that I didn’t really understand what I wanted to know until the children told me! Much of the research I’ve read has been quantitative in nature where interview or survey questions are static and answers are coded. Whereas I’m engaging in qualitative research, where answers form new questions and drive the research into new directions. Within, at least, my corner of the universe, I find the qualitative research significantly more useful than the quantitative research.
By the time I interviewed “A” (the fifth interview), I had a more refined idea about what I wanted to know. Because the students were so excited and anxious to be part of the interview process, I began the interviews by asking the students why they were so excited to come over to interview with me at the reading table during center time. Many answered by citing their enthusiasm for the challenge like “A” did. Some questions I had planned to ask didn’t offer interesting answers so I stopped asking. One student began to describe the sorts of books he’d been reading. Shocked I hadn’t thought to include that in the interviews, I began asking students what they enjoyed reading. During the interviews I made a list of the books students described so that I might include them in the classroom library. By far the best strategy I used during the interviews was to repeat the last thing students said. I believe this was an effective strategy which encouraged students to continue talking without influencing their ideas by passing judgment. Feeling free to discuss their ideas, students opened up avenues of exploration that hadn’t occurred to me before. Many students discussed and described reading as a social and interactive event. I’d noticed students clustering and chatting around books during reading time at school. It seems that for novice readers, reading is a social activity rather than a solitary activity as it is for adults. I’d like to explore this phenomenon further in this project.
Quantitative research has its place in the classroom. On a weekly basis, I collect data on students’ reading skills using the DIBELS (Dynamic Indicators of Basic Literacy Skills) assessment system. Data is collected, graphed and used to determine instruction and intervention according to the RTI (Response To Intervention) model. Students are “prescribed” reading programs that address the skill shown to be deficit by the DIBELS assessment. In my eyes, it’s a two-dimensional solution to a three-dimensional problem. This system does not address the whole child as a reader and thus rarely produces a successful reader (in my experience).
This quantitative research coupled with qualitative research, such as I’ve experienced so far in this project, has significant potential in affecting the achievement of growing a successful reader. Experiencing children’s open-ended drawings and listening to their ideas during the interview process, I’ve been able to delve into their minds uncovering their motivations, attitudes and beliefs about reading. Armed with this data, I am able to form an environment tailored to my students’ needs and desires. I truly envision myself engaging in the type qualitative research and the blogging documentation I’ve experienced during my master’s project throughout my teaching career.
March 26, 2009
11:12 pm
A-I’ve got some ideas
M-You’ve got some ideas?
A-MmmHm!
M-You seem very excited. Why did you want to come over here to talk to me?
A-Because it’s like so much that It’s just like a big challenge it’s like so fun
M-It’s so fun. Ok.
A-We should do this more often like when you we have a new class you should do this the second day.
M-You think we should do this at the beginning of the year? Why?
A-‘cause so they so they like go one step ahead
M-Oh you think it would get them one step ahead
A-Yeah and it will be real nice
M-Oh, thank you for that idea
A-Yeah and we should ask them the details too.
M-Like what?
A-Like if we get enough money we could change the office, change the centers and you guys can by a plant. We could make a lot of money by this
M-How could we raise the money?
A-Some how. You know the trash bags?
M-Yes
A-That’s pretty much what we are doing. Putting them up in the hall. If they like them they might pay us. They might. I don’t know.
M-Who might pay us?
A-I don’t know. Just people who will like it. I don’t know.
M-Ok. Thanks for the idea
A-Who do you want next?
M-Can I ask you a couple more questions?
A-Yes
M-What is this a picture of?
A-The pictures of the cars in the hallway
M-How many do we have?
A-No
M-How would you find out if you wanted to know?
A-Count them by tens. 10-20-30-40-50-60-70-80-90-100-110-120-130-140-150-160-170-180-190-200-210-220-230-240-250-260-270-280-290-300-310-320-320-340-350-351-352-353-354-355. 355!
M-What do you think about that?
A-Real nice! I think we have so much that we could give everyone ten.
M-Give everyone ten what?
A-Everyone in the whole school…our cars
M-That’s an interesting suggestion
A-That’s a lot
M-That is a lot
A-That’s what I think.
M-Can I ask you, when do you read usually?
A-Well I read when at night because even though there’s not much light that’s the only time
M-That’s the only time.
A-Even on school nights my brother reads so I read. I finished the book Freddie Fernortner - Fearless First Grader
M-Oh, I remember that book. You showed it to me. What did you think about that book?
A-There’s kids go on a adventure and this kid named Freddie there’s this cat named Mr. Chewy
M-Mr.Chewy
A-And there’s chipper
M-Chipper. Ok
A-And they found this flying bike and there’s a lot of pictures not like on every page but like when you turn to like a different page there’s like a picture
M-Oh
A-Not like on every page. One they like got chased by a bear but they survived.
M-They did?
A-Yeah, then they found an eagle
M-Oh!
A-A circling eagle
M-A circling eagle. Do you like…do pictures make a book better?
A-Yeah, because they’re more enjoyed
M-They’re more enjoyed?
A-You enjoy them.
M-Can I ask you one more question?
A-MmHuh
M-Why do you think the first grade teachers wanted to give their students a reading challenge?
A-I don’t uh I think to just like get them learning more how to read.
M-Get them learning how to read
A-Well they get one step ahead
M-Do you feel like you are one step ahead
A-Yeah
M-Yeah, is there anything else you wanted to share with me about the reading challenge? Anymore of your ideas?
A-I’m gonna come up with some more. Just give me some time and let some other people so I have some time and I’ll tell you when I have an idea
M-Alright
A-Who do you want next and I’ll go.
M-Ummm, I’m actually gonna take a break now.
A-Ok.
Riding the wave of excitement that swelled from the “March is Reading Month” challenge that has engulfed the class, I conducted interviews in hopes of discovering the thoughts and attitudes of some first graders who participated in the challenge. As described previously (see Course Correction Part 1), this wave obliterated my previous course and sent me whirling on a new path of exploration. I conducted and recorded nine interviews at the behest of curious students. With each interview, I continually refined my course by rephrasing questions, dropping some questions and adding new ones. It seemed, surprisingly, that I didn’t really understand what I wanted to know until the children told me! Much of the research I’ve read has been quantitative in nature where interview or survey questions are static and answers are coded. Whereas I’m engaging in qualitative research, where answers form new questions and drive the research into new directions. Within, at least, my corner of the universe, I find the qualitative research significantly more useful than the quantitative research.
By the time I interviewed “A” (the fifth interview), I had a more refined idea about what I wanted to know. Because the students were so excited and anxious to be part of the interview process, I began the interviews by asking the students why they were so excited to come over to interview with me at the reading table during center time. Many answered by citing their enthusiasm for the challenge like “A” did. Some questions I had planned to ask didn’t offer interesting answers so I stopped asking. One student began to describe the sorts of books he’d been reading. Shocked I hadn’t thought to include that in the interviews, I began asking students what they enjoyed reading. During the interviews I made a list of the books students described so that I might include them in the classroom library. By far the best strategy I used during the interviews was to repeat the last thing students said. I believe this was an effective strategy which encouraged students to continue talking without influencing their ideas by passing judgment. Feeling free to discuss their ideas, students opened up avenues of exploration that hadn’t occurred to me before. Many students discussed and described reading as a social and interactive event. I’d noticed students clustering and chatting around books during reading time at school. It seems that for novice readers, reading is a social activity rather than a solitary activity as it is for adults. I’d like to explore this phenomenon further in this project.
Quantitative research has its place in the classroom. On a weekly basis, I collect data on students’ reading skills using the DIBELS (Dynamic Indicators of Basic Literacy Skills) assessment system. Data is collected, graphed and used to determine instruction and intervention according to the RTI (Response To Intervention) model. Students are “prescribed” reading programs that address the skill shown to be deficit by the DIBELS assessment. In my eyes, it’s a two-dimensional solution to a three-dimensional problem. This system does not address the whole child as a reader and thus rarely produces a successful reader (in my experience).
This quantitative research coupled with qualitative research, such as I’ve experienced so far in this project, has significant potential in affecting the achievement of growing a successful reader. Experiencing children’s open-ended drawings and listening to their ideas during the interview process, I’ve been able to delve into their minds uncovering their motivations, attitudes and beliefs about reading. Armed with this data, I am able to form an environment tailored to my students’ needs and desires. I truly envision myself engaging in the type qualitative research and the blogging documentation I’ve experienced during my master’s project throughout my teaching career.
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