The Effects of Discussion on Comprehension and Strategy Use

Lets Talk About It: Can Discussion Improve Student Comprehension and Strategy Use? Stacy (Godin) Small Third Grade Classroom Teacher Seabrook Elementary School Seabrook, New Hampshire

The Effects of Discussion on Comprehension and Strategy Use Abstract The effect of discussion on third graders reading comprehension skills and strategy use was studied. The participants of the study included fourteen third grade students from Seabrook Elementary School. These third grade students included one English Language Learner who performs above grade level, three Title 1 students who perform below grade level, one noncoded student who performs below grade level, and 9 students who perform on grade level. Surveys, observations, conferences, and formal and informal assessments were utilized as the resources for this study. A detailed review of current research was conducted to investigate theories and findings on discussion and social interaction on comprehension and skill use. The result of the research does support the findings that discussion will improve comprehension. Students demonstrated significant gains in comprehension and strategy use when responding orally in discussions and conferences; however the research did not find a significant growth on written comprehension activities.

The Effects of Discussion on Comprehension and Strategy Use Table of Contents Introduction Rationale for the Study Statement of the Problem Primary Research Questions Hypothesis Review of the Literature Introduction Social Interactions Influence on Reading Motivation and Engagement Discussion Groups and Their Effects on Comprehension Conclusion Methodology Research Design Data Collection Plan Respondent Group Instruments Results Findings Analysis and Discussion of the Data Limitations of the Study Significance/Implications/Applications Further Research Action Plan 5 5 5 6 7 7 7 7 9 9 10 10 10 11 11 12 12 20 21 22 23 23

The Effects of Discussion on Comprehension and Strategy Use Actions in Progress Reporting the Results Further Action Plan Conclusions References Appendices Reading Duos Pretest Midpoint Assessment Post Test Student Survey 23 24 24 25 26 28 28 30 36 43 50

The Effects of Discussion on Comprehension and Strategy Use Introduction Rational for the Study Most third grade students look like readers. They are able to decode text and read with appropriate fluency. However, many of these students are missing the underlying premise of reading- comprehension. They are so focused on the decoding of the text or the finishing of the book that they are unable to comprehend the text or understand the books message. Research shows that most students with grade level decoding skills who are unable to interact with text in a meaningful and enjoyable manner through the use of the comprehension process by third grade, will never regain their ground and catch up to their peers with adequate knowledge of the comprehension process (Block & Pressley, 2002, p. 42-43). Students who lack the skills to comprehend text independently have a decreased intrinsic motivation to read (Wigfield et al., 1997), a more negative attitude towards reading (McKenna, Kear, & Ellensworth, 1995) and because they do not find reading to be an enjoyable experience, the amount and breadth of their reading decreases as they progress through the grade levels (Guthrie & Knowles, 2001). The purpose of this study is to see if discussions with peers can help students develop a deeper

understanding of the text and a more automatic use of strategy. It will also examine whether the deeper understanding gained through discussion will in turn be evident in their independent responses as well.

Statement of the Problem

Students at Seabrook Elementary School are formally assessed using the Developmental Reading Assessment (DRA). This test uses an analytical rubric that breaks comprehension into seven main components which include use of text features, prediction, summary, literal

The Effects of Discussion on Comprehension and Strategy Use comprehension, interpretation, reflection, and meta-cognition. Students are assessed on the individual components using a 4 point scale and then the scores are compiled to get an overall score. If the score falls in a certain range then the student is said to demonstrate proficient comprehension even if there were areas where the comprehension was below proficiency. The researcher analyzed her students DRAs and found that her students consistently scored below

proficiency on the reflective, interpretation, and meta-cognition skills of the DRA. These higher level skills are also featured on the open response portions of the NECAP (New England Common Assessment Program), which the researcher found her students also tend to do poorly on. Therefore it is clear that students need practice in these areas of comprehension. There are several critical factors that affect the study of comprehension. The first factor is the age and developmental levels of the students in the study. Some of the students may not be developmentally ready to apply higher level thinking skills such as inferring and reflecting to their reading. Interest and effort are also key factors to reading comprehension. This study includes both written and oral comprehension assessments. Students who do not like to write could demonstrate poor comprehension on written assessments due to lack of motivation. Lastly, peer relations and the relationship with the teacher researcher could adversely affect comprehension.

Primary Research Questions The following primary research questions guided this study. First, does discussing text with peers improve a students comprehension and strategy use? Second, will discussion also increase an individuals independent oral/written comprehension and strategy use? Lastly, do students feel that discussion of text with peers has improved their comprehension and strategy use?

The Effects of Discussion on Comprehension and Strategy Use

Hypothesis According to research, social interaction is a key component to developing reading motivation and engagement. Several studies also provide compelling evidence that social interaction and book discussion promotes higher-level cognition, achievement, and an intrinsic motivation to read. This action research project will attempt to show that providing students time within the literacy block to discuss books with peers does not only improve the students comprehension and strategy use during the discussion, but on independent oral/written comprehension activities as well.

Literature Review Introduction Discussion plays a vital role in helping students understand and think critically about texts. The following articles provide the support for the study of how social interaction can advance reading comprehension. In all the articles the authors reported that social interaction is a crucial element in effective literacy instruction and in developing proficient readers. Discussion of text helps developing readers in a variety of ways. Students who are given the opportunity to share their thoughts and ideas about their reading are more motivated to read and interact with text. They also demonstrate higher-level thinking and critical literacy skills because discussing books allows students to share ideas and through sharing ideas an individual has the opportunity to develop new thinking. Social Interactions Influence on Reading Motivation and Engagement When conducting research on using discussion to promote reading achievement and discussion many articles were found on how social interaction increases student motivation to

The Effects of Discussion on Comprehension and Strategy Use read. Williams, Hedrick and Tuchinski (2008) found that there are eight motivation principles that must be considered when attempting to motivate students to read. These are: choice and control, social interaction, novelty or newness of the experience, feedback/response, attainable success or how successful a child feels he or she will be at a given task, interest, real-world experiences/relevancy, and positive learning atmosphere. Out of these eight principles, the authors focused on three as tools to motivate students to read independently. These three were Choice and Control, Social Interaction, and Interest. They found that when students were given control over the books that they read given opportunities to discuss books, opinions, thoughts and ideas with others their reading motivation increased. In the article Why cant I just see the movie? Fostering Motivation in Children who

Struggle with Reading the authors assert that not only are human brains wired to make meaning of their environments and for communication, but that the social aspect of communication is essential in developing positive attitudes toward reading (Powell-Brown, 2006). Powell-Brown also goes on to state that children love to talk and that conceivably in order to foster motivation and a love of reading students should be engaged in their learning through various discussions with peers. By talking and sharing what they liked about reading a book a student may be enticed to read more so they will have more to discuss at group meetings (Powell-Brown, 2006). Linda Gambrell through her own study of first, third, and fifth grade students in addition to the research of her peers, found that social interaction and discussion of books not only promotes an intrinsic motivation to read, but higher level cognition and reading achievement as well (Gambrell, 2000). She also summarizes research signifying that students who discuss reading regularly with peers and family are more motivated and have higher scores on standardized reading achievement tests (Gambrell, 1996).

The Effects of Discussion on Comprehension and Strategy Use

Discussion Groups and Their Effects on Comprehension Engaging in group discussions provides students with an opportunity to practice their cognitive reading strategies. In classrooms where cognitive or meta-cognitive reading strategies have been previously taught and regularly reinforced, the modeling of strategies by peers during social interaction can create a framework that supports the continued use of those strategies by participants (Almasi, McKeown, & Beck, 1996). Ann Ketch refers to conversation as the comprehension connection in her article by the same name. She says that conversation is an authentic way for students to practice strategy use. Discussion helps students gain a more insightful understanding of the meaning of a text then they could acquire on their own. Discussion helps students understand alternate points of view and to develop empathy, understanding, and respect for differing opinions (Ketch, 2005). There is a significant body of evidence that strongly indicates that discussion advances improved understanding. Michael Knapp found that when teachers in high poverty schools offered lessons with opportunities for students to discuss what they had read, reading achievement improved (Knapp, 1995). Fall, Web, and Chudowsky in their study called Group discussion and Large-Scale Languague Arts Assessment: Effects on Students Comprehension reported that student performance on reading comprehension assessments showed noteworthy improvement when students were given the time to discuss the test passages even for a short time with peers. Conclusion In conclusion, this body of research suggests that opportunities for sharing and discussing thoughts and ideas about books are crucial element in developing engaged, motivated readers

The Effects of Discussion on Comprehension and Strategy Use and supports the assertion that social interactions have a positive influence on reading achievement.

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Methodology Research Design Prior to the intervention students had limited opportunities to discuss their thoughts about books outside of their reading groups. The reading intervention implemented in this study is to provide students more opportunity for book discussion within the reading block. A reflection time was added to our Sustained Silent Reading block to provide the students an opportunity to share their thoughts about the books they were reading with others in a whole group, small group, or partner groupings. A partner reading component was also added to our literacy block. Students used a strategy called Reading Duos to foster discussion during partner reading. Using this format the students read a portion of the text. When they reached the determined stopping point they checked their understanding and then discussed an idea or thought about the text and support their thinking with evidence from the text. Finally an interactive read aloud component was added to the reading block. Data Collection Plan Data was collected over a four week period. Before the intervention began a comprehension pretest was completed by the students to provide a baseline of independent comprehension abilities. During the intervention field notes were taken on student discussion groups as well as on individual students during individual conferences noting comprehension progress. Students also participated in written comprehension activities tied to our interactive read aloud at least once a week. Discussions and written comprehension were assessed using a

The Effects of Discussion on Comprehension and Strategy Use

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comprehension rubric that was based on the NECAP open response scoring guide. A midpoint assessment and posttest were given as assessments of written comprehension growth. Respondent Group The respondent group of the study included fourteen third grade students from Seabrook Elementary School. These third grade students included one English Language Learner who performs above grade level, three Title 1 students who perform below grade level, one noncoded student who performs below grade level, and 9 students who perform on grade level. Instruments Data was collected in a variety of ways. Written data was obtained from the students using a teacher constructed pretest, midpoint assessment and posttest based on questions students would receive on the NECAP exam and DRA assessment. Students also completed written activities once a week based on our interactive read aloud. A student survey that asked the students about the perceived affects of discussion was also used as a source of data. Informal observations were recorded by the use of field notes during individual student conferences, partner readings, and individuals responses during interactive read aloud. Oral and written comprehension was assessed using a comprehension rubric that was based on the NECAP open response scoring guide. Using the same comprehension rubric to assess comprehension of all the activities during this intervention allowed the researcher to collect measureable data that could be compared to reveal patterns and to draw conclusions based on the findings. The Reading Duos partner reading method was instituted by the researcher to ensure that student discussions were consistent. Students were given a Reading Duos bookmark which provided guidelines to assist partners when discussing books. Following the format the students read a portion of the text, checked their understanding, and then discussed an idea or thought

The Effects of Discussion on Comprehension and Strategy Use about the text and supported their thinking with evidence from the text. The procedure for

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sharing understanding of the text was the same one used during partner reading, interactive read alouds, and independent reading. Once again because the same method of collecting data was used the researcher could compare her notes from each type of reading activity to look for growth in comprehension and strategy use, look for patterns, and draw conclusions. The student survey was administered to examine student perceptions regarding the perceived effect of Reading Duos and in class book discussions on their comprehension. The student survey used the Likert scale to ensure measurability. Responses rated with a 4 or 5 on the scale were considered favorable toward the intervention methods, a 3 was considered undecided, and a 1 or 2 showed the students thought the intervention methods had little effect on their comprehension and strategy use.

Results Findings Written Comprehension Students were given a pretest and midpoint assessment that assessed the five comprehension skills that are being used to measure growth during the intervention. The five comprehension skills assessed were prediction, initial understanding, interpretation, reflection, and meta-cognition. Each individual students responses were assessed by the researcher using a comprehension assessment rubric (Figure 1) that was adapted from the open response scoring guide for the NECAP state assessment. The following information shows individual and group scores on the pretest, midpoint assessment, and posttest. The individual student results were added together and divided by the number of participants to discover the class average. The class average was reported on each table (Figures 2, 3, and 4) and on a bar graph (Figure 5) as well.

The Effects of Discussion on Comprehension and Strategy Use Figure 1: Comprehension Assessment Rubric Score Description Response provides a thorough/thoughtful explanation of the topic and includes 4 many relevant details. Response provides an explanation of the topic and includes some relevant details. 3 Response provides an explanation of the topic and includes limited details. 2 Response is vague or minimal. 1 Response is totally incorrect or irrelevant. 0

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Figure 2: Pretest Results Individual Student Comprehension Rubric Score Comprehension Skill Prediction Understanding Interpretation Reflection Meta-Cognition 1 3 3 1 2 1 2 2 3 1 2 0 3 1 2 1 1 2 4 1 3 1 1 1 5 0 0 0 0 0 6 2 3 1 2 1 7 3 2 3 1 1 8 3 2 1 2 2 9 1 1 1 0 1 10 0 0 0 0 0 11 1 1 1 1 1 12 2 3 1 1 2 13 1 2 1 1 1 14 1 3 1 1 0 Avg. 1.5 2.2 1.0 1.1 1

Figure 3: Midpoint Results Individual Student Comprehension Rubric Score Comprehension 1 2 3 4 5 6 7 8 9 10 Skill Prediction Understanding Interpretation Reflection Meta-Cognition 2 1 1 1 3 2 2 1 1 2 2 1 1 2 3 1 2 1 1 3 3 2 2 2 2 4 2 0 1 2 2 1 2 1 3 2 1 1 1 2 3 1 0 1 1

11 3 1 1 1 1

12 1 1 1 1 2

13 0 1 1 1 0

14 2 1 1 1 1

Avg. 2.0 1.38 1 1.1 1.9

The Effects of Discussion on Comprehension and Strategy Use Figure 4: Posttest Results Individual Student Comprehension Rubric Score Comprehension 1 2 3 4 5 6 7 8 9 Skill Prediction Understanding Interpretation Reflection Meta-Cognition 2 3 1 2 3 1 2 1 1 3 3 3 1 2 3 1 2 2 3 3 1 1 1 1 1 3 2 3 3 3 4 4 3 3 4 3 3 3 2 3 3 4 3 3 3

14

10 3 2 1 1 2

11 1 1 1 1 1

12 3 2 2 3 4

13 1 1 1 1 1

14 1 1 1 2 2

Avg. 2.14 2.21 1.64 2 2.57

Looking at individual student scores demonstrated some growth. Using the NECAP scoring expectations of a three being proficient, only 3 out of 14 students demonstrated proficiency in the area of prediction. This improved slightly on the midpoint evaluation with 4 out of 14 showing proficiency or better. There was a slight improvement again on the posttest with 7 out of 14 students achieving a proficient or better status. 6 out of 14 students

demonstrated proficient understanding of the text on the pretest, but on the midpoint assessment no one demonstrated proficiency in this area. On the posttest 5 out of 14 students achieved proficiency or better. In interpretation only one person scored at the proficient level on the pretest and again no one scored proficient on the midpoint assessment. 4 students scored with proficiency on the posttest in interpretation. On both the pretest and midpoint evaluation not a single student demonstrated proficiency in the area of reflection. On the posttest 5 students demonstrated a proficient response. The most significant growth for the class as a whole was shown in meta-cognition. No one scored at the proficient level on the pretest, however, on the midpoint assessment 4 out of 14 students demonstrated proficiency at this skill. On the posttest all but 5 students demonstrated proficiency or higher on this skill.

The Effects of Discussion on Comprehension and Strategy Use According to the analysis of the class averages shown in the charts and on the graph

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below, discussion did not produce a significant improvement in written comprehension. Based on the data collected from the assessments, although the class demonstrated growth in all of the five tested areas, it was not enough of a growth to demonstrate proficiency in theses skills. When looking at class averages on both the pretest and posttest assessments this class as a whole did not demonstrate proficiency, a score of three or higher, in the skills tested.

Figure 5: Test Results Graph

Test Results

3 2.5
Rubric Score

2 1.5 1 0.5 0
Pred ictio n e Und rsta g ndin Intr epre n tatio e Refl ctio n Met a-Co gnit ion

Pretest Midpoint Posttest

Areas of Comprehension

The Effects of Discussion on Comprehension and Strategy Use Oral Comprehension

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Through the use of observational notes taken during conferences with individual students and Reading Duo groups the following observations were made. Discussion improved student participation in book discussions. More students volunteered to share their thinking during read alouds then before the study began. What's more the content that was shared with the class demonstrated a greater comprehension of the text and was usually supported with evidence from the text. More students also shared the strategies they used during reading and provided specific examples of how these strategies were used. One student in particular, who rarely demonstrated strategy use or volunteered to share his thinking before the implementation, shared that the strategy that he felt most helped him during a particular read aloud was checking his understanding of the story because if he knew what that part of the story was about he could then stop and think about his reactions to the story. Another observation made by the researcher was how the students had internalized the Reading Duos procedure. The procedure- predict, read a section, check your understanding, share your thinking and use the text to support, and repeat was the same procedure that the teacher had taught the students through out the year, but the students rarely used it independently. Subsequent to implementing Reading Duos the researcher noticed students using the procedure consistently during Reading Duos as well as when students conferred independently with the teacher.

Student Survey In addition to the assessments a student survey that used the Likert scale was given to the students to examine student perceptions regarding the perceived effect of Reading Duos and in class book discussions on their comprehension. The students were asked five questions regarding

The Effects of Discussion on Comprehension and Strategy Use the perceived effects of discussion on student comprehension. First they were asked to assess their use of meta-cognitive strategies before starting Reading Duos and daily book discussions.

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Next, they were asked to examine their meta-cognition use since starting the Reading Duos and other book discussion activities. Then, they were asked to think about the effect listening to others thoughts and ideas during discussions had on their ability to generate their own ideas about the book. The last two questions had them examine whether they feel discussions about books help them understand the books they read both with others and independently. The students put an x in the box that showed how strongly they felt about each statement. If they agreed with the statement they put an x either in the 4 box-agree or the 5 box- strongly agree depending on how strongly they agreed. If they disagreed with the statement they put an x either in the 2 box-disagree or the 1 box- strongly disagree depending on how strongly they disagreed. An x in the 3 box- undecided showed they were unsure about the impact of discussion on their comprehension. The following graphs display students perceptions of the effects of literary discussion on their comprehension.

Before Reading Duos and Book Discussion

Neutral 0% Positive Negative Neutral Positive 57%

This first graph shows the students perceptions of their use of metacognitive strategies before the intervention. Of the fourteen students surveyed, six students agreed or strongly agreed that they used reading strategies when reading texts. Eight students perceived little to no strategy use.

Negative 43%

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This graph shows the perceived effect of the implementation of discussion in our classroom. 93% of the students questioned believe that Reading Duos and other book discussion activities have positively influenced them to use their reading strategies.7% are still undecided about the effects of discussion on their reading strategy use.

Since Beginning Reading Duos and Book Discussion

Neutral 7% Negative 0% Positive Negative Neutral

Positive 93%

Effects of Listening to Others on Meta-Cognative Use

Neutral 21%

When asked if listening to others ideas about a book helped the student

Positive Negative Neutral

generate his or her own ideas 93% of the students reported that listening to others ideas had a positive impact on their ability to generate their own

Negative 0%

Positive 79%

ideas. 7% were undecided about the effects of listening to the contributions of others.

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This graph shows the perceived effect of the implementation of discussion on student comprehension of books read with others. 86% of the students questioned believe that Reading Duos and other book discussion activities have improved their comprehension. 7% believe it has had little effect on their comprehension and 7% are undecided.

Effects of Discussion on Individual Student's Comprehension of Books Read Together

Neutral 7%

Negative 7%

Positive Negative Neutral

Positive 86%

Effects of Discussion on Individual Student's Comprehension of Books Read Independently

Neutral 7% Positive Negative Neutral

This graph shows the perceived effect of the implementation of discussion on student comprehension of books read independently. 72% of the students questioned believe that Reading Duos and other book

Negative 21%

discussions activities have

Positive 72%

improved their independent comprehension. 21% believe it has had little effect on their comprehension and 7% are undecided.

The Effects of Discussion on Comprehension and Strategy Use Student Self-Evaluation Survey Results
1 Strongly Disagree 2 Disagree 3 Undecided 4 Agree

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5 Strongly Agree

1. Before starting Reading Duos and in class book discussions I used my reading strategies to stop and think about my reading. 2. Since starting Reading Duos and in class book discussions I use my reading strategies to stop and think about my reading. 3. Listening to others ideas about a book help me to think of my own ideas about the book. 4. Reading Duos and book discussions have helped me to understand the stories we read together better. 5. Reading Duos and book discussions have helped me to understand the stories I read on my own better.

2 0 0 0 2

3 0 0 1 1

0 1 3 1 1

7 10 5 4 3

2 3 6 8 7

Analysis and Discussion of the Data Discussion in the forms of interactive read alouds, conferences, and Reading Duos has shown to have a direct effect on student comprehension. Based on the results of my action research, discussion has shown to improve a students oral comprehension both during discussion with peers and when demonstrating comprehension to the teacher in a one on one conference. Additionally, almost all of the students surveyed believe that discussion has had a positive effect on their ability to comprehend text both with a group and independently. Conversely, according to the analysis of the class averages and individual student achievement on the written assessments, discussion did not produce a significant improvement in written comprehension. Based on the data collected from the assessments, the class demonstrated growth in all tested areas, but this growth was not significant enough for the students to be

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considered proficient in the skills assessed according to the NECAP scoring guide that was used to assess students. Limitations of the Study There were a number of variables that could have affected the outcome of this study. The most significant factors were absenteeism, time, and the effort applied to the tasks. First, out of a class of 14, there were always at least three students absent during any given week and often there were at least two students out a day. Some of the students missed multiple days within a week. 64% of the students involved in the study were absent at least two days during the study. Some of the students who were absent missed initial lessons that provided the framework for the discussion method. This could have hindered their ability to use the method appropriately. Moreover, students who were absent did not have the same amount of time as their peers to practice and therefore may not have demonstrated as much carry over into their independent comprehension. Lastly, absenteeism affected the students who were not absent as well. As Reading Duos was a partner activity, students whose partners were absent were also affected. Students whose partners were absent were, whenever possible, partnered with another person whose partner was absent. Sometimes this was not possible and a group of three was formed. When disruptions like this occurred, changes to the plan had to be made. For instance, students might have not been reading the same book, so another text selection was used for that day. This interruption of learning undoubtedly had an impact on the progress and achievement of all the students. A further limitation was the short time frame of this study. Due to the timing of this class, the implementation of this project was only five weeks. A week was lost due to the cancellation of school because of inclement weather. Another week was lost due to February

The Effects of Discussion on Comprehension and Strategy Use vacation. Lastly, one week of the implementation was used to introduce the Reading Duos strategy so the results are based on only four weeks of intervention and data collection. This may be a significant reason why carry over has not been demonstrated in student written comprehension. If the implementation of this intervention and data collection had covered a

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longer period of time like the suggested six to eight weeks, the study could have been much more comprehensive and there would have been more time to adjust the intervention to make it as valuable as possible. In addition, student motivation played a significant role in the written comprehension results. In part, the individual comprehension was assessed through a written comprehension component. Some students provided limited effort on these responses. For instance one student when asked to make predictions regarding the text he was about to read wrote Will I get this done before specials? The prediction had no relation to the story and therefore the researcher had to give the response a zero. With a sample size of fourteen, responses like this can significantly skew the class averages. Additionally, student interest in the story selections for the assessments could have been a factor. It was noted that many students received higher scores on the pretest than the midpoint assessment. This could be due to student interest in the topic. The researcher has noted seeing an improvement in student comprehension on oral responses in which the students self select their reading. The assessment piece is not self selected which removes the motivational factor of choice. These factors in all probability have distorted the assessment results to some degree. Significance, Implications, and Applications of the Study

These results have profound significance for parents, administrators, reading specialists, and classroom teachers. Given the findings of this study teachers should ensure time for students

The Effects of Discussion on Comprehension and Strategy Use to discuss their reading and thinking with peers. Teachers should be reminded that not only is social interaction a motivator for students, but it also provides opportunity for students to build

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upon and expand their thinking. Administrators and Reading Specialists should analyze reading schedules and build in the appropriate time for book discussion to take place. Parents should also be made aware of the connection between discussions and improved reading comprehension so that they can talk about books and their thinking about books with their children. Further Research Proficient comprehension of texts, both orally and in writing, is a necessity for all students. Discussion has been shown as an effective tool for improving oral comprehension, but has provided inconclusive results for its impact on proficient written comprehension. Therefore, further study is needed until a proven method to advance students written comprehension is found, as this is the primary way comprehension is assessed in both state and classroom assessments. Furthermore since discussion has been shown as an effective tool for improving oral comprehension, further research should be done to explore other social interactions. Methods mentioned in the literature review such as peer-led discussion groups, idea circles, reader reaction circles, and reciprocal teaching should be explored.

Action Plan Actions in Progress Discussion in the forms of interactive read alouds and Reading Duos has shown to have a direct impact on student comprehension. Based on the results of my action research, discussion has shown to improve a students oral comprehension both during discussion with peers and

The Effects of Discussion on Comprehension and Strategy Use when demonstrating comprehension to the teacher in a one on one conference. Therefore, the instructional method of Reading Duos as well as interactive read alouds will be two discussion strategies I will continue to implement. My reading block has been altered to provide the time students need to interact socially with text. Reporting the Results The researcher will inform the vested parties in various ways. She will present the method and the findings of her study to the Seabrook Elementary School principal and reading

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specialist. The researcher will also inform her colleagues of the findings and share the Reading Duos method of discussion. Lastly, the researcher will write a letter home to the parents of the student participants to thank them for their students participation in the study, inform them of the results, and provide suggestions of how books can be discussed at home. Future Action Plan According to the results, social discourse of text did not provide significant improvement on written comprehension assessments. The written assessments were designed by the researcher to be like the open response items the students are expected to complete on state assessments. Open response items are a significant part of the New England Common Assessment Program (NECAP) which is our state assessment. Moreover, they are also a section of the NECAP on which Seabrook Elementary School students traditionally do poorly. Therefore, due to the initial findings of this study, further research as to why the improvement of oral comprehension did not transfer to students written responses is required. To begin this new phase in this study, the researcher will begin by questioning the reason for the poor written comprehension results. The following questions could be the focus of continuing action research plans.

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Could the lack of improvement on the written assessments be due to the time constraints of the study? Were the responses lacking because of student effort and or motivation? What are some researched proven methods to improve students written comprehension abilities? The first step in this action research plan will be to continue the current action research project throughout the rest of the year to see if adequate progress will be made. In June another written comprehension assessment will be administered and analyzed. If adequate progress has still not been made using discussion, then the researcher will examine the cause. Through the use of a student survey, students will be asked to assess their effort and motivation on written comprehension activities. If motivation and effort do not seem to be the cause of the low written comprehension results, then the next phase of the action research plan will be to research proven methods for increasing students written comprehension abilities.

Conclusion Proficient comprehension of texts, both orally and in writing, is a necessity for all students. Discussion has been shown as an effective tool for improving strategy use and oral comprehension, but has provided inconclusive results for its impact on proficient written comprehension. Therefore, further study is needed until a proven method to advance students written comprehension is found, as this is the primary way comprehension is assessed in both state and classroom assessments.

The Effects of Discussion on Comprehension and Strategy Use References Almasi, J. F. & McKeown, M. G. (1996). The nature of engaged reading in classroom discussions of literature. Journal of Literacy Research 28(1), 107-146.

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Fall, R., Webb, N. M., & Chudowsky, N. (2000). Group Discussion and Large-Scale Language Arts Assessment: Effects on Students? Comprehension. American Educational Research Journal, 37(4), 911-41.

Gambrell, Linda. (1996). Lively Discussions! Fostering Engaged Reading. Newark, Delaware: International Reading Association.

Gambrell, L., Susan Anders Mazzoni, & Almasi, J. (2000). Promoting Collaboration, Social Interaction, and Engagement with Text. In L. Baker, Mariam Jean Dreher PhD, & J. T.

Guthrie (Eds.), Engaging Young Readers (1st ed., pp. 119-137). New York: The Guilford Press.

Griffin, Erika. (2010). Talking About Books to Improve Comprehension. The Reading Teacher, 64(1), 77-80. Ketch, Ann. (2005). Conversation: The comprehension connection. The Reading Teacher, 59(1), 8-13.

Knapp, M. S., SRI International, M. A., & And, O. (1995). Teaching for Meaning in HighPoverty Classrooms. New York, NY: Teachers College Press.

The Effects of Discussion on Comprehension and Strategy Use Murphy, Karen. (2009). Examining the Effects of Classroom Discussion on Students Comprehension of Text: A Meta-Analysis. Journal of Educational Psychology, 101(3), 740-764.

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Richardson, Anne. (2010). Exploring Text through Student Discussions: Accountable Talk in the Middle School Classroom. English Journal, 100(1), 83-88.

The Effects of Discussion on Comprehension and Strategy Use Appendices Appendix A: Reading Duos

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READING DUOS
1. Choose a Book

Discussion
-What do you think the book will be about?

Support with evidence (Title, Cover Picture, Magic Page, and Description of the book usually on the back and/or the first couple pages)
-Why do you want to read this book? 2. Read the Book Together

Follow this procedure when reading the rest of the book:

-Read one to two pages with your partner aloud or silently -Check your understanding by recalling who? and what? -Share your other thinking about the book so far *Make connections (Text to Self, Text to Text, Text to World) *Infer *Visualize (Share the pictures in your mind) *Question (I wonder.) *Predict (What do you think is going to happen in the story?) 3. Share Your Book with the Class

With your partner, design a book talk

that shares your book with the class.

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After Reading a Fiction Book Discuss: What was the most important event in the story? Explain why you think so using details from the story. What do you think the characters learned? How did the characters feelings change from the beginning to the end of the story? Think of the strategies you used in this book. Which one was the most useful? Give two examples from the text of how you used this strategy.

After Reading a Nonfiction Book Discuss: What was the most important thing that you learned about the topic? Explain why you think so using details from the text.

Give your opinion about an important idea in the text and support it with details from the story.

I think.because..
Think of the strategies you used in this book. Which one was the most useful? Give two examples from the text of how you used this strategy.

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Appendix B: Pretest How to Use an Umbrella By Marilyn Kratz Happy birthday, Mrs. Cottontail! said Raccoon. He handed her a big box wrapped in striped paper. Thank you, Raccoon, said Mrs. Cottontail. Please have a piece of my birthday cake while I open the gift you brought. I hope you like it, said Raccoon. Im sure I will, said Mrs. Cottontail. But when she lifted a blue umbrella from the box, she looked puzzled. Its an umbrella, said Raccoon. I see, said Mrs. Cottontail, looking at it carefully. Oh, my, thought Raccoon. She doesnt know how to use it. If I tell her she might be embarrassed. Raccoon finished his cake. Thank you for the cake, he said, and he hurried away. He wondered if he should have explained how to use the umbrella.

What do you think might happen in the rest of the story?

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Turn the page and read the rest of the story about Raccoon and Mrs. Cottontail. Then answer the questions that follow.

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How to Use an Umbrella

By Marilyn Kratz

Happy birthday, Mrs. Cottontail! said Raccoon. He handed her a big box wrapped in striped paper. Thank you, Raccoon, said Mrs. Cottontail. Please have a piece of my birthday cake while I open the gift you brought. I hope you like it, said Raccoon. Im sure I will, said Mrs. Cottontail. But when she lifted a blue umbrella from the box, she looked puzzled. Its an umbrella, said Raccoon. I see, said Mrs. Cottontail, looking at it carefully. Oh, my, thought Raccoon. She doesnt know how to use it. If I tell her she might be embarrassed. Raccoon finished his cake. Thank you for the cake, he said, and he hurried away. He wondered if he should have explained how to use the umbrella. The next day, the sun beamed down. Perhaps Mrs. Cottontail will use the umbrella to keep cool today, said Raccoon to himself. Ill stroll past her home and see. But when Raccoon saw Mrs. Cottontail, she didnt have the umbrella. Its really hot today, isnt it? Raccoon hinted. Yes, I love to feel the warm sunshine, said Mrs. Cottontail. It was such a long, cold winter. The next day, the wind blew across the meadow. The umbrella would keep the wind from blowing on Mrs. Cottontail, said Raccoon. He head for her home, but on the way, he saw her picking grass in the meadow. Isnt this a wonderful breeze? she called to Raccoon. I enjoy the way it ruffles my fur!

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Raccoon sighed. The next morning, rain pattered down. Today Mrs. Cottontail will discover how to use an umbrella, Raccoon told himself. He hurried to her home. But she was not out in the rain with her umbrella. Mrs. Cottontail will never know what a useful gift I gave her, Raccoon said sadly, turning to go home. He felt too embarrassed to tell her now. Then Raccoon heard Mrs. Cottontail calling. Raccoon! Come in, please. I have something to show you. Raccoon stepped inside. There he saw the wide-open umbrella resting on the floor with the handle sticking up. Snuggled in the bowl-shaped umbrella were Mrs. Cottontails five baby bunnies. What a useful gift you have me, said Mrs. Cottontail, smiling proudly at her bunnies. Now I can rock all my babies to sleep at once. Raccoon stared at the bunnies in the umbrella. Then he smiled, too. Yes, he agreed. An umbrella has many uses.

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1. At the end of the story Raccoon says, An umbrella has many uses. Use details from the story to explain what Raccoon means.
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2. What do you think Raccoon learned at the end of the story?

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3. What do you think is the most important event in the story?

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Tell why you think it is important.

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Appendix C: Midpoint Assessment

The Mixed-Up Thanksgiving Dinner by Kathleen Hayes Mrs. Murphy was very busy getting ready for Thanksgiving. Mom, can you help me rake leaves for a fort today? Jeremy asked. I dont have time, Mrs. Murphy said. I have to hang up the laundry, and then I have to finish the invitations for Thanksgiving dinner. I know how to print, said Jeremy. May I help? Thats a good idea, Mrs. Murphy said. What do you think might happen in the rest of the story?
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Turn the page and read the rest of the story about Jeremy and Mrs. Murphy. Then answer the questions that follow.

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The Mixed-Up Thanksgiving Dinner By Kathleen Hayes Sometimes unplanned surprises are the best kind.

Mrs. Murphy was very busy getting ready fro Thanksgiving. Mom, can you help me rake leaves for a fort today? Jeremy asked. I dont have time, Mrs. Murphy said. I have to finish the invitations for Thanksgiving dinner. I know how to print, said Jeremy. May I help? Thats a good idea, Mrs. Murphy said. Ive addressed the envelopes. Now we need to tell each guest what to bring for dinner. She gave Jeremy the list. This is what it said:

Stuffed Turkey Mashed Potatoes Green Beans

Cranberry Salad Fresh Bread Pumpkin Pie

Make a card for each thing on the list. Then put one card in each invitation. Im going outside to hang up clothes. If you are all finished when I get back, we can rake leaves for your fort. Mrs. Murphy picked up the laundry basket and went outside.

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Jeremy sat down at the kitchen table with the list propped up in front of him. He took a card and began to print the first word, STUFFED, in large letters. When he got to the end of STUFFED, he was surprised to find that he was at the end of the card, too. Rats! he said. Ill have to make my letters smaller. Then he looked at the stack of blank cards. Maybe he could print one word on each card and put two cards in each invitation. Jeremy decided it would work. He pushed the STUFFED card to one side and began on TURKEY. Finally Jeremy had finished every card. Feeling thirsty, he poured himself a glass of juice and set it carefully on the table. But as he sat down he bumped the table, and the glass of juice fell over. Jeremy swept the cards out of the way. After he had mopped up the spill Jeremy quickly put two cards in with each invitation and sealed the envelopes. There-Finished! On Thanksgiving Day, Jeremy and his mother got up early. Mrs. Murphy made her special holiday punch. Jeremy helped her spread their best tablecloth. As soon as the doorbell rang, he ran to answer it. Heres the turkey pie, just as you wanted, said Grandma. Turkey pie? Mrs. Murphy asked. She was she had written stuffed turkey on the list. The next time the doorbell rang, it was Uncle John. Mashed pumpkin? said Mrs. Murphy, who couldnt remember writing that on the list, either. What a nice idea. I thought so, too, said Uncle John. The doorbell continued to ring, and the guests kept bringing dishes that surprised Mrs. Murphy. Cousin Liddy had made cranberry bread, and Cousin Leona brought stuffed potatoes. Aunt Rachel brought all of Jeremys favorite

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vegetables for a green salad. And Great-Uncle Ralph had searched all over for fresh beans. Jeremy was beginning to guess what had happened. He felt a little uneasy. When everyone had eaten all they could hold, Grandma said, I cant remember a better Thanksgiving dinner. Jeremy began to feel better. Or a more interesting one, added Uncle John. Jeremy felt much better. Whose idea was it, anyway? asked Great-Uncle Ralph, helping himself to his fourth plateful. Jeremy felt so much better that he said bravely, I think it was mine. Great-Uncle Ralph peered down at him over a mound of mashed pumpkin. It was an accident, Jeremy said. He explained about the card that must have gotten mixed up. It was a wonderful accident, said Mrs. Murphy, smiling at Jeremy. I think well plan all our Thanksgiving dinners this way from now on. Jeremy grinned a big, thankful grin.

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1. At the end of the story Mrs. Murphy says Thanksgiving dinner was a wonderful accident. Use details from the story to explain what Mrs. Murphy means.
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2. Why do you think Jeremy grinned a big, thankful grin at the end of the story?
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3. What do you think is the most important event in the story?

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Tell why you think it is important.

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Appendix D: Posttest Joey and the Night Noises by Marilyn J. Thum Mommy! Mommy! Joey called out. Then he ducked his head under his pillow. Even his own voice sounded scary to him in the hushed darkness of his room. Joey sat up when he heard the comfortable, soft flop-flop of Mommys fuzzy blue slippers coming toward his bed. Im frightened, Mommy, Joey whispered. I hear some scary noises. Mommy listened. I dont hear any scary noises, she said after a moment.

What do you think might happen in the rest of the story?

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Turn the page and read the rest of the story about Joey and his mother. Then answer the questions that follow.

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Joey and the Night Noises by Marilyn J. Thum

Mommy! Mommy! Joey called out. Then he ducked his head under his pillow. Even his own voice sounded scary to him in the hushed darkness of his room. Joey sat up when he heard the comfortable, soft flop-flop of Mommys fuzzy blue slippers coming toward his bed. Im frightened, Mommy, Joey whispered. I hear some scary noises. Mommy listened. I dont hear any scary noises, she said after a moment. Cant you hear that monster breathing? whispered Joey. Im sure its somewhere in the house. Mommy listened again. Then she said, Come on. Ill show you the monster. Joey didnt really want to see the monster, but Mommy was already flopflopping out of the room. He jumped out of bed and ran to catch up with her. She led the way into the bedroom where she and Daddy slept. Listen, she whispered.

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Joey heard the monster breathing in Mommy and Daddys bed. Only now he could see it wasnt a monster. Its Daddy! he whispered in surprise. Sh! warned Mommy. If we disturb him, he WILL be a monster tomorrow morning. Joey could tell she was smiling when she said that.

They tiptoed back to Joeys room. Oh! Theres the dinosaur! cried Joey, suddenly. The what? gasped Mommy. The dinosaur! repeated Joey. I hear it roaring every night on our street. Listen! Thats not a dinosaur, said Mommy. Thats Mr. Ridgleys garage door opening. Mommy pulled the curtain aside so Joey could look out the window. See? said Mommy. There he is, driving his car into his garage. He works the night shift at the factory. He always gets home at this time. They watched Mr. Ridgleys garage door slide shut with another growling sound. I guess it isnt a dinosaur after all, said Joey. Sometimes sound I hear in the daytime seem different at night. Thats right, said Mommy. Well, are there any other sounds you dont understand?

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Joey listened for a minute. Then somewhere, not too far away, he heard a soft humming sound. Theyre back! whispered Joey, clinging to Mommy. Who is back? The flying saucers! Dont you hear their motors? Mommy listened. Then she said, Come on. I think those space creatures brought you some moon juice. She led the way into the kitchen. The motor you hear is in the refrigerator, she explained, clicking on the kitchen light. It makes the refrigerator stay cold. You dont notice it during the day because of all the other daytime noises. She grinned. Not that weve landed those saucers for good, how about a glass of milk before we go back to bed? Is that moon juice? asked Joey. It is, if we want to imagine that, said Mommy. And you are very good at imagining things!

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1. At the end of the story Joeys mother said Joey was very good at imagining things! Use details from the story to explain what Joeys mother means.
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2. What do you think Joey will do the next time that he hears noises during the night?
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3. What do you think is the most important event in the story?

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Tell why you think it is important.

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Student Self-Evaluation Survey

5= Strongly Agree 4= Agree 3= Undecided 2= Disagree 1=Strongly Disagree Directions: For each statement put an X in the box that shows how you feel about the statement. If you agree with it, put an X in either 4 or 5 depending on how strongly you agree. If you disagree with it, put an X in either 1 or 2 depending on how strongly you disagree. If you are undecided about how Reading Duos and book discussions have helped you put your X in 3.
1 SD 2 D 3 U 4 A 5 SA

1. Before starting Reading Duos and in class book discussions I used my reading strategies to stop and think about my reading. 2. Since starting Reading Duos and in class book discussions I use my reading strategies to stop and think about my reading. 3. Listening to others ideas about a book help me to think of my own ideas about the book.

4. Reading Duos and book discussions have helped me to understand the stories we read together better. 5. Reading Duos and book discussions have helped me to understand the stories I read on my own better.

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