IMPROVING READING COMPREHENSION AND FLUENCY THROUGH THE USE OF

GUIDED READING

Kari A. Gabl

Kristi L. Kaiser

Julie K. Long

Jessica L. Roemer

ABSTRACT

This action research report describes a program to increase students’ reading

of second and fourth grade students in a northwest suburban area of a large city located in the

Midwest. The problems of low reading comprehension and fluency scores were documented

through the use of district provided comprehension and fluency assessments and teacher surveys.

The analysis of student achievement data was determined by looking closely at district

their reading comprehension and fluency. After completing the sixteen-week study the students

were assessed using district provided comprehension and fluency assessments. In addition to

ACKNOWLEDGEMENTS

TABLE OF CONTENTS

CHAPTER 1 – PROBLEM STATEMENT AND CONTEXT……………...……….………...1

General Statement of the Problem……………………………………...……………....1

Immediate Problem Context……………………………………………….…………..1

Surrounding Community……………………………………………………….……...6

Probable Causes….…………………………………………………………………...22

CHAPTER 3 – THE SOLUTION STRATEGY….…………………………………………..28

Project Objectives and Processes………………………………………………......…32

APPENDICES………………………………………………………………….…………......68

Students in grades 2 and 4 perform below grade level expectancy on reading tasks that

provided comprehension assessment scores, district provided fluency assessment scores, and a

teacher survey on the issues of comprehension and fluency in the classroom.

research.

Site A is an elementary building within a district of 12 schools, nine are elementary and

three are middle schools. Site A is a two story brick building which includes a main office, art

equipped with one T.V., two computers, one telephone, one large chalkboard, four bulletin

its surrounding community after extensive renovations to many of its facilities, including its

therapist. The certified staff at Site A includes two kindergarten teachers, one full time and one

Additionally, Site A employs two learning disabled (LD) resource teachers, one learning

Per the State School Report Card, there were 491 teachers within the district of Site A.

The ethnicity of the district’s teachers is as follows: 91.4% White, 0% Black, 7.3% Hispanic,

administrator. The average salary of administrators was $124,171.00. The salary of the

4.6%. The chronic truancy rate was 0.5%.

The total district population was 7,116 students as stated by the 2005 State School Report

Card. Student population consists of 49.8% White, 2.5% Black, 40.7% Hispanic, 6.2%

Asain/Pacific Islander, 0% Native American, and 0.9% Multiracial/Ethnic. Within the district

class size was 23.3% for kindergarten, 23.3% for first grade and 21.3% for third grade. The

operating expenditures per pupil was $9,685.00.

Site B is an elementary school within a district of four schools, one school for young

student computers, one telephone, two large chalkboards, four bulletin boards, cabinet space,

sink, water fountain, overhead projector, projection screen, wall maps, bay windows, two tables,

baseball diamonds, a large open field, and a soccer field. The second playground area has a quite

problem, the district ordered two mobile units to accommodate the growth of students in the

district. However, this solution was only temporary. The long term solution was determined to

who is also the Literacy Support Specialist. Site A also receives the services from one

special needs be successful in general education settings. As far as special areas, Site B has two

full time physical education teachers, one full time music teacher, one part time band/orchestra

specialist. Site B has one literacy support specialist as well as two literacy support instructional

The ethnicity of the district’s teacher is as follows: 99.1% White, 0% Black, 0% Hispanic, 0.9%

was 11.3 years and 48.6% of the teachers have earned a post baccalaureate degree. The average

As stated above, in a majority of classrooms, teachers are searching for ways to reach all

their students while teaching reading. In a Connecticut School District, part of the balanced

literacy program included Reading Recovery instruction. In the first grade classroom discussed

in the article, “An Important Aspect of Guided Reading: Books Galore!” Reading Recovery was

primarily for the students who needed intensive intervention. The school district decided to look

Lanning, 2000, p. 26).

readers. Another reason is that the small group instruction makes it easier for the teacher to

However, as LaMere states, it does not have to be a difficult process. In this example, the district

purchased books through a variety of ways including grant money, district purchases, and

purchases through companies such as Scholastic and Troll. “They propose that teachers recycle

interest them” (LaMere & Lanning, 2000, p. 28). The last step in creating a leveled book

by the author was to put the books in alphabetical order within each basket.

comprehend what they read. It is essential that each reader has a copy of the same book and is in

meaning but of checking and reflecting as they read” (Mooney, 1995, 2).

manage them. Most teachers are intimidated by guided reading due to the fact that teachers need

to relinquish control of student learning. Ford would argue that guided reading actually requires

more control over student learning compared to typical reading strategies. This is because the

teacher must plan appropriate, challenging, grade-level activities to engage the students while the

independently engaged in meaningful literacy learning activities (Ford & Opitz,

be overlooked in order to implement the guided reading structure. Ford states, “designing

performance in the classroom. “Converging evidence has recognized that children with reading

difficulties require instruction that is quantitatively and qualitatively superior to the instruction

distributed. In addition, the researchers obtained and utilized two district provided assessments

were surveyed between Site A and Site B. The teacher survey allowed the teachers at Site A and

format where the teachers assign a number as a means of answering each question.

test that the students took independently while being timed for three minutes. The students read

In analyzing the teachers’ responses to the surveys, researchers found that the maximum

school year” 27%. Only being at “a variety of reading levels” showed a maximum in the major

category: “struggling with comprehension” 3%, “struggling with fluency” 3%, “a variety of

comprehension goals early in the school year” 7%. The minimums for “struggling with

comprehension,” “struggling with fluency,” “reaching fluency goals early in the school year,”

of reading levels”. The mean for “struggling with comprehension,” “struggling with fluency,”

“reaching fluency goals early in the school year,” and “reaching comprehension goals early in

the school year” was 25, but the mean for “a variety of reading levels” was 31.25. The standard

deviation varied greatly among the categories. The maximum standard deviation was at 31.1 for

district wide assessment was given at both Site A and Site B by teacher researchers.

maximum number of students scored below 90 words per minute, which was significant. The

minimum number of students scored between 90 and 99 words per minute. The mean for the

maximum number of students scored below 140 words per minute, which was significant. The

minimum number of students scored 140 words per minute. The mean for the fourth graders’

CHAPTER 3

involvement, teaching thinking skills, creating flexible groups in the classroom, utilizing a

environment. These potential solutions provide educators with strategies to be successful in

positive reading experiences within the home (Evans, 1999). Evans states that if children

own. Evans also suggests that parents place books around wherever the child happens to be in

Another solution for increasing student reading comprehension and fluency is the use of

thinking skills. Thinking skills can be divided into two more specific categories: basic reading

skills and higher-level skills.

Instruction that emphasizes explicit phonological awareness and alphabetic skills, a

Another example of a basic skill that can help students learn to read is breaking the text up into

small chunks, called chunking (Simplicio, 2003). If students are taught these skills and reference

them while reading, children will feel more successful and then, in turn, will perform better

determining importance and self-monitoring (Ketch, 2005), (Brabham & Villaume, 2001). One

[teachers] pause for discussion during and after reading, [teachers can] prompt students to stay in

the driver’s seat and to reflect on what had happened in their heads during their reading”

complex challenges in content and structure” (Mooney, 1995, p.55).

2005). There are a variety of ways to group students within the classroom. “Sometimes we

students to be doing while they are not directly working with the teacher. Creating meaningful

small group activities or centers to engage students while not in a guided reading group is one

possible solution to this problem (Ford & Opitz, 2002). Some examples of meaningful small

problem (Kellenberger, Saunders & Wang, 1998). The first step is to identify guided reading

levels within the current curriculum, such as basal readers or classroom library books (Fawson,

reading strategies often feel better about their reading ability and the products they produce

toward reading. Negative attitudes hinder optimal achievement in reading” (Ediger, 2000, p. 1).

specific aspects of stories they are reading. In doing so, students are able to organize their

or information” (Anderson, O’Leary, Schuler & Wright, 2002, p. 30). Running records are an

excellent way for teachers to keep track of how well students perform on assessments and

monitor their growth. A guided reading program that runs smoothly is typically lead by a well

discusses the need for classroom management and proposes a station system where expectations

reinforcement of the reading standards and keep all students occupied and involved during

a chance to provide quality reading instruction while the other students are engaged in

meaningful reading tasks. Guided reading benefits all students as they become more

independent and successful in the reading classroom.

assessment and the district provided fluency assessment. In order to accomplish the project

1. Professional literature on guided reading will be reviewed.

2. Guided reading lessons will be constructed.

3. A series of appropriate leveled texts will be gathered and accessible in the classroom.

As a result of the use of graphic organizers in a guided reading curriculum, during the

period of September 2006 to January 2007, the targeted second and fourth grade classes will

comprehension assessment and the district provided fluency assessment. In order to accomplish

1. The teacher will assess student reading comprehension and fluency abilities.

4. The teacher will be prepared for periodic assessments of student abilities in order to

allow for movement between groups throughout the course of the curriculum.

After reflecting upon the project objectives and processes the teacher researchers have

created the following project action plan. This plan describes in detail the steps of the research

Table 5. Project Action Plan.

Group

Frequency

groups.

teacher

how to

centers.

To increase

and fluency

of guided

groups

and whole

class

how to

guided

classroom.

and fluency

of guided

and whole

class

how to

centers.

classroom.

graphic

a whole

stories

To increase

(October 2006)

and fluency

of guided

the

teacher in

guided

lessons and

give help with

graphic

organizers

To increase

and fluency

of guided

the

teacher in

guided

guided

lessons and

give help with

Leveled

books and

graphic

organizers

(November

2006)

teacher in

completed

To increase

Leveled

and fluency

tested

individual

students for

fluency and

sion.

fluency and

2006)

and fluency

of guided

results and

groups if

needed.

knowledge

of students/

teacher

observations

2006)

meaningful conversations.

During week eleven, teacher researchers were ready to reassess students in the areas of

the scores and regrouped some students. At both Sites A and B, teacher researchers observed

improvements in all students. Fourth grade students at Site A expressed much excitement over

their successes.

researcher noted that time management was a struggle due to getting back into the routine after

Thanksgiving break.

grade teachers at Sites A and B both agreed that story mapping and sequencing was the easiest

found that guided reading was a positive experience for most of their students.

The following week, teacher researchers administered the final reading comprehension

increased their reading fluency and comprehension scores. Teacher researchers were very excited

teacher researchers stored all data and analysis in locked filing cabinets. After the research was

teacher scored graphic organizer assessments. The fluency and comprehension assessments can

be found in Appendix A and the rubric used to score student completed graphic organizers can

comprehension was the implementation of a guided reading program.

Figure 6.

Figure 7. Results of fourth grade fluency assessments.

Figures 6 and 7 above show the results of the fluency assessments that researchers used

minute. The mean for the second graders December fluency scores was 33.3, while the standard

deviation was 17.1. In conclusion the second grade December fluency assessment revealed that

examining the highest level of achievement, scoring 99 words per minute or above, the second

In analyzing the fourth graders’ December fluency scores as seen in Figure 7 the

maximum percent of students, 59.5%, scored below 140 words per minute which was not

28.9. In conclusion the fourth grade December fluency assessment revealed that the majority of

the students still scored below 140 words per minute.

In analyzing the fourth graders’ January fluency scores as seen in Figure 7 the maximum

minimum percent of students, 2.4%, scored exactly 140 words per minute. The mean for the

level of achievement, scoring 140 words per minute or above, the fourth grade students showed a

Figure 8. Results of second grade comprehension assessments.

Figure 9. Results of fourth grade comprehension assessments.

Figures 8 and 9 above show the results of the comprehension assessments that

and 42 fourth graders at Site A assessed at this time. This district wide assessment was given at

both Site A and Site B by teacher researchers.

The minimum percent of students, 9.1%, chose exactly 15 words correctly. The mean for the

majority of the students chose less than 15 words correctly. In conclusion, by examining the

highest level of achievement, choosing 15 words or greater correctly, the second grade students

showed a positive growth of 34.1%.

of the students chose less than 15 words correctly.

In analyzing the fourth graders’ December comprehension scores as seen in Figure 9 the

maximum percent of students, 52.4%, chose less than 19 words correctly, which was not

revealed that the majority of the students chose less than 15 words correctly.

maximum percent of students, 52.4%, chose more than 19 words correctly, which was not

Figure 11. Results of fourth grade graphic organizer assessments.

Figures 10 and 11 above show the results of the graphic organizer assessments that

Finally, one of the ways that I have been impacted the most is my own sense of

professionalism and leadership. I have found myself taking on more of a leadership role in my

school and with my colleagues. I no longer look at myself as a rookie or novice; I have taken

more ownership of my abilities and found myself with a huge gain in my confidence. This has

hard work it requires. I also learned a great deal about myself as a teacher, a student and a

growth over the course of the sixteen weeks. In my classroom, I worked hard to implement

made our decision to look at guided reading in our classrooms, we were confident we made the

action research project, I am not sure I would analyze their scores so closely and use the

Outside my classroom, other teachers in my building were curious about what I was

doing with my students. It was important for me to talk about my project with them and to get

some feedback on what they thought would be successful. Also, parents were very supportive

Implementing guided reading programs in the classroom seem to fit well in the primary grades

graphs seems to be a bit much when you are dealing with a specific problem in your classroom.

I gained many insights while we were in the process of addressing significant problems in

implementing. The quantity of interventions didn’t matter so much as the quality of them.

Teacher researchers can use a number of interventions but if they are not meaningful, it will be

hard to assess the changes. It was also important to implement the interventions for a significant

project and I was able to pay closer attention to my students’ needs. While working in our small

I have the time to sit down and do it. All of our group members worked hard by doing our parts

interesting component to be meeting with second grade students in guided reading groups at the

students’ instructional levels. I feel that guided reading is one of the best ways to differentiate

instruction was primarily done as a whole entire class. In most classrooms, the majority of

I found the rich conversations that took place in these groups of four to five students to be

very meaningful to the students and me. Being able to share comments, questions, and insights

use guided reading in the classroom because of the benefits I have seen with the students during

I learned better ways to help students achieve in reading during this sixteen week

to stop unless the project possesses my high standards. I feel extremely proud of how my

group’s intervention went, and I feel proud that all of us worked extremely well together to reach

a common goal.

strategies including guided reading, I am giving each child the skills he or she needs to be

Anderson, T., O’Leary, D., Schuler, K., & Wright, L. (2002). Increasing reading comprehension

IRI/SkyLight).

111-113.

Choutka, C., Jitendra, A., Edwards, L., Starosta, K., Sacks, G., & Jacobson, L. (2004). Early

University & IRI/SkyLight).

Ediger, M. (2000). Appraising reading achievement. Opinion Papers

Ediger, M. (2003). Assisting teachers in teaching in reading instruction. Guides

Evans, S. (1999). Parent power: Helping your child become a better reader. (1999). Guides

Reading Teacher, 54

717.

Portsmouth, NH: Heinemann.

Kellenberger, L., Saunders, M., & Wang, J. (1998). Diagnostic training and guided reading in

teacher education. Reading Improvement, 35 (4), 178-183.

Ketch, Ann. (2005). Conversation: The comprehension connection. The Reading Teacher, 59 (1),

8-13.

Montone, C. (1994). Bringing a reading passage to life: A creative comprehension activity.

Guides, 2-10.

(1), 75-

77.

Mooney, M. (1995). Guided reading-The reader in control. Teaching Pre K-8, 25

Pinnel, G. (1999). Effective literacy programs. Council Connections

Simplicio, J. (2003). Effectively utilizing group reading strategies to enhance comprehension.

Reading Improvement, 40 (3), 110-112.

Smith, V. (1999). Everyone’s a criminal? Reflections on critical reading in the primary

classroom. Speeches/Meeting Papers

APPENDIX A

Teacher Survey

Copyrighted materials not included.

District Provided Fluency Assessment for Fourth Grade

School District

School District

Week Eight

II. Length: Allow fifteen minutes per guided reading group session.

III. Materials

interacting in literacy-based centers.

I. Objective

ii. Making Connections Center

interacting in literacy-based centers.

I. Objective

II. Length: Allow fifteen minutes per guided reading group session.

III. Materials

ii. Making Connections Center

interacting in literacy-based centers.

Week Eleven

I. Objective

determine flexible guided reading groups.

II. Length: Allow one hour and thirty minutes.

III. Materials

ii. The teacher scores assessments.

ii. Making Connections Center

III. Procedure

interacting in literacy-based centers.

Week Thirteen

I. Objective

ii. Making Connections Center

I. Objective

interacting in literacy-based centers.

II. Length: Allow an hour and thirty minutes.

III. Materials

ii. The teacher scores assessments.

Week One

I. Objective

ii. The teacher scores assessments.

Weeks Three-Five

III. Materials

ii. Making Connections Center

center.

II. Length: Allow thirty minutes.

III. Materials

character, or a story that all students know.

I. Objective

II. Length: Allow thirty minutes.

groups.

Week Eight

I. Objective

II. Length: Allow fifteen minutes per guided reading group session.

interacting in literacy-based centers.

II. Length: Allow fifteen minutes per guided reading group session.

III. Materials

ii. Making Connections Center

interacting in literacy-based centers.

II. Length: Allow fifteen minutes per guided reading group session.

III. Materials

ii. Making Connections Center

interacting in literacy-based centers.

Week Eleven

I. Objective

III. Materials

ii. The teacher scores assessments.

I. Objective

ii. Making Connections Center