Fluency Training to Improve the Reading Skills of Middle School English Language Learners Sharon Hargrove hargroves@k12tn.net Middle Tennessee State University Protocol Number: 10-055
Abstract This action research study focused on fluency to improve the reading skills of fluent speaking middle school English language learners who struggle academically due to low proficiency in reading. The participants in this project were ten male 6th grade English language learners enrolled in a rural middle school. The four week project focused on the inclusion of specific fluency strategies in the ESL classroom to improve reading ability and content area achievement. The research took a mixed method approach and included data garnered from qualitative sources including surveys and reflective journal entries. Quantitative data was taken from test scores. The data was coded and analyzed to insure triangulation. The results of the study indicated a strong correlation between fluency, student motivation, and reading fluency scores. The findings supported the inclusion of fluency in a well rounded reading curriculum; however, the evidence of effect on content area achievement was mixed and showed indication of need for further research.
Purpose of Study Middle school teachers expect students to be able to complete class work, homework, and projects independently while working toward mastery of content which must be validated though proficient scores on high stakes testing. The English language learners involved in the study were not able to live up to these expectations and were experiencing frustration and failure. The purpose of the study was to improve practice in the ESL classroom by incorporating fluency strategies into the reading curriculum in order to move these students toward reading proficiency and academic success.
Triangulation Matrix Overarching Questions Data Set 1 Data Set 2 Data Set 3 Will intensive fluency improve the reading skills of fluent speaking middle school ESL students? Which fluency strategies are most effective? Five point reading fluency test Student strategies survey Daily classroom reading comprehension activities Students reflective journal entries Researcher field notes/reflective journal Researcher field notes/ reflective journal Can fluency improve grades in content area classes? Content area grades from Power-School records Classroom teacher survey Classroom teacher reflective journal entries
Participants Students Gender L1 ELDA Speaking Score ELDA Score Reading English Language Level Contributing Factors Time in U.S. Student 1 Male Spanish 4 1 High Begin. 7 yrs. Student 2 Male Spanish 4 3 Intermed. 11 yrs Student 3 Male Spanish 5 3 Intermed. Special Ed. 7 yrs. Student 4 Male Spanish 5 2 Intermed. 10 yrs Student 5 Male Spanish 4 1 Beginner 2yrs. Student 6 Male Spanish 5 3 Intermed. 10 yrs Student 7 Male Spanish 5 3 Intermed. Special Ed. 12yrs. Student 8 Male Spanish 5 2 Intermed. 11 yrs Student 9 Male Spanish 4 3 Intermed. 11 yrs Student 10 Male Spanish 4 2 Intermed. 8yrs.
Triangulation Matrix Does intensive fluency provide motivation and improve the overall reading ability of middle school English language learners? Which fluency strategies do students enjoy and use most effectively in building reading and language skills? Does reading fluency provide for skill transference which can result in an improvement Five point reading fluency test Student strategies survey Content area grades from Power- School records Student strategies survey. Researcher field notes/ reflective journal Students reflective journal Content area grades from Power- School records Classroom teacher survey Field Notes Event Code Situation Code Activity Code Situation Code Relationship Codes Event Codes It s my turn! I can do it! I ll sing and song and you ll sing a song! And the Oscar goes to----- Up, Up, and Away! Fluency Test: All the students want to know when they can try again. The students are trying to get harder books and want me to listen to them read. Students are volunteering to read. Students are attempting to read harder words instead of waiting for me to tell them. Student journal: Students loved the song You re so Vain and wrote about looking on the internet to see who she was talking about. Students loved rapping Polar Bear in My Frigidare Students want to hear Kenji and Manzanar again, and again. Field notes: Students practicing readers theater when given any free time. Students begging for the part with the most lines. Field Notes Students are working harder to contribute to the group. Students grades are going up and they are asking for more help so they will be more accurate in their work.
Findings Student average gain in reading fluency level as measured by word count per minute = 24.6 points. Student average gain in reading fluency as measured through prosody = 1.3 levels. Student average gain as measured by grade level = 1.2 grade levels. Based on student journal entries and teacher observations, student motivation to read and enjoyment of reading increased. Reader s theater and You Tube videos were ranked as most effective in improving reading skills. Computer assisted reading and the use of ipods proved to be the most popular strategies. Minimal gain was found in comprehension skills. Increased participation in content area classes was reported, but test scores showed few gains. Content area teachers incorporated more scaffolding in the classroom.
Action Plan The inclusion of fluency strategies will be continued for the remainder of the year. Periodic fluency testing will be administered and data will be gathered for further analysis. Journaling will continue to allow students to reflect upon their own progress in reading. Comprehension strategies will be strengthened. Differentiated instruction will be planned to address each student s are of reading deficiency. The ESL teacher will work with content area teachers to incorporate appropriate scaffolding that will insure students are building content area knowledge while working to improve reading skills.