Effective components for primary students.
What are effective components of reading interventions for primary students?
LTCY 536 Research Proposal Poster
The purpose of the study is to investigate the effects of the University of Florida Literacy Initiative (UFLI) model (Lane, Pullen, Hudson & Konold, 2009) on the reading achievement of first graders participating in small group reading intervention.
University of Florida Literacy Initiatives (UFLI)
UFLI is comprised of 5 steps. Below is a description of each step, including the ideal time frame for each step.
Step 1: Gaining Fluency (8-9 minutes) The teacher will select a text “that the students [have] read before and is able to read with 90-100% accuracy” (Lane, Pullen, Hudson & Konold, 2009, p.282). As the student is reading this text, the teacher will calculate and graph the students’ words per minute.
Step 2: Measuring Progress (3-4 minutes) The teacher “takes a running record of the child’s reading of the previous sessions’ new book to determine the appropriate level for today’s new book and to identify areas of for future coaching and instruction” (Lane, Pullen, Hudson & Konold, 2009, p.283)
Step 3: Writing for Reading (8-10 minutes) The teacher will then look at words from the reading or from daily use and practice analyzing and reading these words. The teacher may use Elkonin boxes to apply segmenting strategies (Lane, Pullen, Hudson & Konold, 2009).
Step 4: Reading a New Book (7-9 minutes) “Reading a new book provides a chance for the child to learn new reading strategies and to practice the application of previously learned strategies with progressively more difficult text (Lane, Pullen, Hudson & Konold, 2009, p. 283). The teacher will use the knowledge of the running record of the previous “new book” to determine which book would be appropriate for instruction, today. This part of the intervention would include “the most intensive and applied reading instruction” (Lane, Pullen, Hudson & Konold, 2009, p.283).
Step 5: Extending Literacy (4-8 minutes) During this part of the intervention, a variety of text genres and text features will be explored. “An important aspect of this step is that the student generalizes strategies beyond the leveled books (Lane, Pullen, Hudson & Konold, 2009, p. 284).
Total time: 30-40 minutes
Source: Lane, H. B., Pullen, P. C., Hudson, R. F., & Konold, T. R. (2009). Identifying Essential
Instructional Components of Literacy Tutoring for Struggling Beginning Readers. Literacy Research And Instruction, 48(4), 277-297.
Methodology for the Study
There will be 4-5 students per group and as stated, there will be two groups participating in the study. My school has implemented a 30 minute intervention block. During that time, students in a grade level are divided into intervention groups based on needs and Fountas and Pinnell levels. For this study, however, I will use the results of the pre-assessment to determine the group I will work with for the duration of the study and intervention. Teachers serve as interventionist during this intervention time, taking the lowest group. Without a program to guide instruction, I would like conduct a study to test the UFLI model, to determine if the components are effective components of an intervention for beginning readers.
The treatment group will receive about 7 weeks of instruction or about 35 intervention sessions. The time frame was decided based on the study done by Lane, Pullen, Hudson, and Konold (2009) as they based their data and results off of 35 sessions. Using the UFLI model for reading intervention and these students will be instructed by me. The control group will be following a previous method of intervention and will be instructed by my colleague, another first grade teacher in my building. During interventions, teachers will record both attendance of students and what was completed in each intervention time. This is how I will ensure triangulation with the data.
After seven weeks of instruction, the students in the intervention will take the post-assessment, which will be the Gates MacGinite Reading Test.
Teachers' record of activities and instruction for each intervention session will be collected to compare at the end of the study. This notes will be used to triangulate the data.
This model supports Common Core State Standards by focusing on informational text, literature, and reading foundational skills. It can be adapted to a variety of strategies depending on needs of students and the current classroom focus or unit of study.