Applying Literature Vocabulary to Increase Reading Comprehension, Krystle Williams

Data collection and sources


2. The pre/post assessment that I used were three passages (informational, literary, and poetry) from the NCDPI 7th Grade ELA Released EOG. I chose passages that had the widest variety of standards so that I could analyze student data and choose standards that students performed the lowest in to target during my intervention.

After determining which standards one honors, regular, and inclusion class were weakest in, I designed the following instruction in the order represented. Prior to providing direct instruction on how to apply literature vocabulary knowledge, students were given a pre-quiz based on the standard that would be taught. Next, students completed a set of cloze notes as they followed along with the powerpoint that provided the direct instruction. For practice, students completed a bell ringer at the beginning of each class period for 1-2 weeks and then completed a folder activity using a piece of literature being read in class before taking the post-quiz. (Pre/post quiz were the same to monitor growth.)

3. Standards RL 7.4, RI 7.4, L 7.4 (Context Clues):

4. Standard RL 7.3 (How Story Elements Interact):

5. Standards RL 7.1, 7.2, RI 7.1 (Theme and Textual Evidence):

Data analysis and interpretation

What I found from the pre to post survey results was that students from honors, regular, and inclusion classes believe having strategies that teach students how to apply their literature vocabulary knowledge makes it easier for them to answer questions. Based on these results, I think it is important to continue to develop and teach a variety of strategies that help students better understand questions by applying literature vocabulary to improve reading comprehension.

By using pre/post quizzes to closely monitor student data, each class displayed significant growth on each standard that was explicitly taught. Based on the growth demonstrated, I think that continuing to model and scaffold lessons that teach students strategies to apply their literary knowledge is very beneficial and will continue to increase overall reading comprehension for students at all levels. Allowing students to practice applying these skills to a variety of reading passages will also aide in improving comprehension. Students and teachers in other content areas noted that students were also using the learned strategies in their classes as well.

Although students noted how helpful these learned strategies were on the survey and the data supports this on the pre/post quizzes, there was little to no growth evident on the pre/post assessment. Since I completed this study with middle school students, I think that these results show that the same pre/post reading assessment should NOT be given. When questioned about their results on the post-assessment, students acknowledged that they did not want to take the time to read all of the passages a second time. In turn, I believe that this negatively impacted the results of this study and did not adequately demonstrate the student's abilities to apply their literature vocabulary knowledge to questions.


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