ERIC Number: ED438515
Record Type: RIE
Publication Date: 1999-Dec
Reference Count: N/A
Improving Reading Comprehension and Vocabulary Development through Multiple Instructional Strategies and Technology.
Iddings, Scott M.; Ortmann, Tammy L.; Pride, Buddy; Pride, Heidi L.
This report describes a program for enhancing reading comprehension and vocabulary development through the use of multiple instructional strategies and technology. The targeted elementary population exhibits both poor reading comprehension and poor vocabulary acquisition and understanding, which interfere with academic achievement. Evidence for the existence of the problem includes standardized test scores, teacher observation, anecdotal records, and school report cards. Analysis of probable cause data revealed a lack of parental involvement, student readiness, learning difficulties, curricular changes, differences in learning, student motivation, self-discipline, insufficient materials, and teacher training. In order to improve reading comprehension and vocabulary development a variety of strategies and educational software were implemented. Surveys were gathered from students' parents and students themselves. End of the year tests from the 1997-98 and 1998-99 school years were used to provide data for comparison. A review of solution strategies suggested by knowledgeable others combined with the analysis of the problem setting resulted in the selection of five major categories of intervention: vocabulary games, word wall, self-selected reading baskets, parent involvement, and technology. A comparison of data from surveys revealed that an average of 40% of the targeted population improved their attitude toward reading. An analysis of the at-home reading program demonstrated that 74% of the targeted population was reading 60-100 minutes per week at home by the completion of this project. An average of 6 out of 17 students of the targeted population increased at least one reading level, as defined by running records, within their grade range. Analysis of post-test results clearly indicated that the majority of the students were now more successful in reading comprehension and vocabulary development. Teacher researchers strongly recommend the use of multiple instructional strategies and technology when teaching reading and language arts to elementary students. Appendices include a parent reading survey, a Garfield reading survey for children, vocabulary and reading logs, a collection of reading literature, and numerous suggested activities and exercises to develop kids' reading and comprehensive skills. (Contains 50 references.) (Author/RS)
Publication Type: Dissertations/Theses; Tests/Questionnaires
Education Level: N/A
Authoring Institution: N/A
Note: Master's Action Research Project, Saint Xavier University and IRI/Skylight.