ERIC Number: ED456414
Record Type: RIE
Publication Date: 2001-May
Reference Count: N/A
Improving Reading Skills.
Lowe, Kristine; Nelson, Amy L.; O'Donnell, Katie; Walker, Megan C.
This report describes a program for improving pre-reading and reading skills. Some students of the targeted kindergarten, first, and fourth grade classes typically exhibited poor reading development due to personal, social, and educational problems. The documents that supported this evidence were observational checklists, parent surveys, pretests, and posttests. Analysis of the probable causes in the targeted kindergarten and first grade classes indicated poor language development, lack of preschool experience, limited parental involvement, unidentified learning disabilities, and health and nutrition problems. The fourth grade students of the targeted school showed lack of critical thinking, comprehension, and vocabulary. A review of solution strategies suggested from knowledgeable others, combined with an analysis of the problem setting, resulted in the selection of three major categories of intervention: concentrated units of study with emphasis on phonemic awareness; multiple intelligences through daily lessons; and Breakthrough to Literacy, an interactive literacy program. Post intervention data indicated improvement in pre-reading and reading skills, listening skills, and writing ability. An increased interest in books and reading was also developed. (Contains 26 references and 12 figures of data. Appendixes contain a phonemic awareness pre/posttest; checklists; the parent survey [pre and post]; a student survey; a consent form; and a book list.) (RS)
Descriptors: Action Research, Critical Thinking, Elementary Education, Grade 1, Grade 4, Instructional Effectiveness, Kindergarten, Listening Skills, Multiple Intelligences, Parent Attitudes, Phonemic Awareness, Reading Achievement, Reading Improvement, Reading Instruction, Reading Skills, Student Attitudes, Writing Achievement
Publication Type: Dissertations/Theses
Education Level: N/A
Authoring Institution: N/A
Note: Master of Arts Action Research Project, Saint Xavier University and SkyLight Professional Development Field-Based Master's Program.