Early Reading Early Reading Matters: Matters:

A Study of Effective Reading Strategies for A Study of Effective Reading Strategies for Every LearnerEvery Learner

by Maria Hatziminadakisby Maria Hatziminadakis ED 702.22, Spring 2008ED 702.22, Spring 2008

Table of Contents: Table of Contents: Introduction• Statement of the Problem• Review of Literature• Hypothesis

Methods • Participants• Instruments • Procedure

ResultsDiscussionImplications

IntroductionToday kindergarten is a dynamic place for a child. There is a lot of learning that takes place; it is integrated and multi-leveled, especially in literacy. Young children come to school and they are full of questions. They want to explore and learn. Children

need to have many language experiences. Oral language, vocabulary, and other language concepts are crucial

foundations for success in reading. In order for a child to develop language, they have to be exposed to discussions such

as, talking about previous experiences they had, and making predictions. When a child is curious about things, a teacher

must take this opportunity and link it to teaching, especially to reading.

Statement of the Problem:Statement of the Problem:

• Comprehension is the reason for reading. If readers can identify the words but do not understand what they are reading, they have not achieved the goal of reading comprehension.

Review of the Literature:Review of the Literature:“The kindergarten Dilemma” When is a child ready?

• Ackerman & Barnett (2000)• Hill (2004)

Review of the Literature:Review of the Literature:

Home environment:

Limited exposure to English

• Steensel (2006)

• Coyne & Harn (2006)

Review of the Literature:Review of the Literature: Techniques that will increase children’s reading

comprehension

• Gray & McMutchen (2006)• Dickinson & McCabe (2001)• Moore (1998)• Foy & Mann (2006)• Zeece (2006)• Richards, Leafstedt & Gerber (2006)• Cunningham & Shagoury (2005)• Fuchs & Fuchs (2005)• Myers (2005)• Pinnell (2007)• Jalongo & Ribblett (1997)• Rule, Dockstader, Stewart (2006)• Doyle &Bramwell (2006)

Review of the Literature:Review of the Literature:Other factors:

Dyslexic parents

• Elbro & Petersen (2004)

Behavior, social neurological factors

• Noble &McMandiss (2005)

Hypothesis:Hypothesis:HR: Ms. H’s reading skills and strategy

methods will improve the reading comprehension for 17 ELL kindergarten students.

MethodsMethods• Participants: The participants are

17 ELL Kindergarten students from K-3 at P.S 105 in district 20. More than ½ of the participants have low reading skills and relatively little reading experience with adults or others at home.

• Instruments: -Parental

questionnaire-Student

questionnaire-Consent form-Benchmark

assessment-Interview

Threats to Internal ValidityThreats to Internal Validity• History• Maturation• Testing• Instrumentation• Differential Selection of subjects• Multiple treatment• Ecological Validity

Procedure Procedure • March 13th –Parental Questionnaire/

Consent Form

• March 20th –Student Questionnaire

• March 27th –Interview Students

• April 1st – Pre-test

• April 17th – Post-test

Fluency & ComprehensionFluency & Comprehension• Read-aloud• Shared reading• Guided reading• Independent reading• Phonics• Word study -provide instruction that gives children the opportunity to

experience and enjoy authentic texts and to practice the skills and strategies necessary for fluency and comprehension.

The knowledge and skills that children The knowledge and skills that children need for proficiency in reading:need for proficiency in reading:

• Oral language• Prior knowledge and experience• Concepts about print• Phonemic awareness• Letter-sound relationships• Vocabulary for reading • Semantics and syntax• Metacognition and comprehension

strategies• Higher- order thinking skills

• Predicting

• Making connections

PersonalWorldText

• Synthesizing

• Inferring

Thinking about what will follow while reading continuous text

Searching for and using connections to knowledge that readers have gained through their personal experiences, learning about the world, and reading other text.

Putting together information from text and from the reader’s own background knowledge in order to create new understandings.

Going beyond the literal meaning of a text to think about what is not there but is implied by the writer.

Research DesignResearch Design

Quasi Experimental:• Pre-test, Posttest -single group is pretested (o), exposed to

a treatment (x) and posttested (o) -symbolic design: OXO

• One designated treatment group -individuals are not randomly assigned

Pre-test scores

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post-test

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Pre-test (blue) & Post-test (pink)

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B E D J J L S E G I A K M D T L Y

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Survey Q: Survey Q: (Parental Questionnaire)(Parental Questionnaire) I have reading aids for my I have reading aids for my

child at home such as, “read and write mini books”.child at home such as, “read and write mini books”.

Correlation (rxy= - 0.552)

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Implications Implications • Use these findings with a larger

sample size

• Further research is needed