Effectiveness of Explicit Reading Model and the Relationship of Student Achievement

The purpose of this study is to determine the effects of the Three Daily Doses compared to the Guided Reading model and determine what positively influences student’s assessment scores the most. The study uses test scores in FAST (Formative Assessment System for Teachers) data and individual reading assessments given every 14 days during the school calendar for the past three years and compare to the first year (2015-2016 school year) of the Three Daily Doses in an area Cedar Rapids School. The research was conducted for the purpose that it will drive further instruction in building classrooms and in school districts and solidify the decisions made in regards to molding future reading curriculum. EFFECTIVENESS OF EXPLICIT READING MODEL 3 Effectiveness of Explicit Reading Model and The Relationship of Student Achievement In the present school, many different types of student curriculum have been explored for reading instruction. The instruction that has been implemented for the last three years is the Explicit Reading Model. The current Explicit Reading Model is from the Three Daily Doses curriculum, which include Shared Reading, Differentiated Reading, and Interactive Read Aloud. The first, Shared Reading is a whole group setting which explores morphology like prefixes: re, dis etc. and suffixes which include: ism, and ary. The next component of Shared Reading includes: vocabulary practice, fluency strategies, and comprehension questions. The next part of The Three Daily Doses of Explicit Reading Model includes differentiated reading. This section is small reading group settings, which assess students on single syllable and multisyllabic words (shown in Appendix A and B) and places them on phases from Phase 1 to Phase 16, which is comprehension focus. Phase focuses are: closed syllable, open syllable, vowel teams, fluency practice, and comprehension strategies. Interactive read aloud is a teacher model which students listen to reading selections that are above grade level and focus on theme, main idea, details, predicting, and summarizing. Each type of curriculum has pros and cons to which they were attempted. The researcher explored two different questions. First, would explicit instruction increase student’s reading fluency and comprehension strategies? The variables that will be used are the explicit 95% group instruction, fluency practice, and comprehension strategy practice depending on ability level, assessment data from Iowa (FAST) and Iowa Test Basic Skills, and well as trending data from students during 95% phase group. The data interpretation used was similar to what Mills (2000) discusses in Action Research, “data interpretation is an attempt by the researcher to find meaning in the data, to answer “So what? ” question in terms of the implications of the study’s findings” EFFECTIVENESS OF EXPLICIT READING MODEL 4 (p. 132). This data will be interpreted to find the necessary intervention for students and to increase student success in the Three Daily Doses program or another reading program. The specific data analysis technique that will be used is descriptive statistics and statistical testing which will compare means and student growth. The second research question is: How can the educator help my students build confidence in their reading? The variables that will be used are the explicit 95% group instruction, fluency practice, and comprehension strategy practice depending on ability level. This will also include population and gender as well as specific student feedback. The data that will be collected is both qualitative and quantitative and will be collected through an excel sheet with responses written down. The specific data analysis technique used is cross tabulation input in excel.