Improving Student Learning through
Classroom Action Research
A Guide to Becoming an Action Rese
A Guide to Becoming
An Action Researcher
Florida Department of Education
Bureau of Exceptional Education and Student Services
2004
This is one of many publications available through the Bureau of Exceptional Education
and Student Services, Florida Department of Education, designed to assist school
districts, state agencies that support educational programs, and parents in the provision of
special programs. For additional information on this publication, or for a list of available
publications, contact the Clearinghouse Information Center, Florida Department of
Education, Room 628 Turlington Bldg., Tallahassee, Florida 32399-0400.
telephone: (850) 245-0477
fax: (850) 245-0987
Suncom: 205-0477
email: [email protected]
website: www.myfloridaeducation.com/commhome
T
2
Improving Student Learning through
Classroom Action Research
A Guide to Becoming
An Action Researcher
Florida Department of Education
Bureau of Exceptional Education and Student Services
2004
3
This document was developed by Project CENTRAL, a special project funded by the
State of Florida, Department of Education, Bureau of Exceptional Education and
Student Services, through federal assistance under the Individuals with Disabilities
Education Act (IDEA), Part B. For more information about action research and
effective instructional practices, contact
Project CENTRAL, University of Central Florida
1673 Mason Avenue, Suite 207
Daytona Beach, FL 32117
telephone: (386) 274-0175
fax: (386) 274-0179
email: [email protected]
website: http://reach.ucf.edu/~CENTRAL
Copyright
State of Florida
Department of State
2004
Authorization for reproduction is hereby granted to the state system of public education
consistent with section 1006.39(2), Florida Statutes. No authorization is granted for
distribution or reproduction outside the state system of public education without prior
approval in writing.
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ACKNOWLEDGEMENTS
Primary Authors
D’Ann Rawlinson, M.A.
Mary Little, Ph.D.
Project CENTRAL wishes to express its gratitude to the following
individuals for their guidance and contributions:
Susan Kelly, FLaRE, Regional Coordinator, UCF
Laura King, Doctoral Student, UCF
Enrique Puig, FLaRE, Regional Coordinator, UCF
Karli Ruscoe, Volusia County Public Schools
Dedicated to all of the teachers and professional developers in
Florida who have provided invaluable information about this
process and who have celebrated their positive and improved
student results.
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Table o
f Contents
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Table of Contents
Introduction
Page 1
Anticipation Guide
Page 2
Chapter 1: Understanding the Action Research Process
Page 3
Chapter 2: Investigating and Identifying a Classroom Problem
Page 11
Chapter 3: Developing and Implementing an Action Research Plan
Page 23
Chapter 4: Collecting and Analyzing Data
Page 33
Chapter 5: Using and Sharing Results
Page 45
Appendix
 Anticipation Guide
 Activity 1: Action Research Rationale
 Activity 2: Beginning the Action Research Process
 Activity 3: Identifying a Classroom Problem
 Activity 4: Action Research Plan
 Activity 5: Implementation Schedule
 Observation Checklist
 Observation (Anecdotal Records)
 Observation (Chart – Individual Student)
 Observation (Grid – Small Group or Class)
 Interview: Reading at Home
 Interview: Reading and Writing Interview
 Writing Rubric
 Cool Tools: Informal Reading Assessments (Examples)
 Sharing the Results: A Format for Reporting Action Research
Resources
 Grants and Websites
References
Page 57
Page 111
Page 113
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8
Introduction
Improving Student Learning
through Classroom
Action Research
Classroom Action Research
Improving Student Learning through Classroom Action Research is an interactive,
practical guide to conducting action research in the classroom and school with the goal of
improving student learning. This guide provides teachers with a scaffolded approach to
conducting action research, including descriptions of each phase, reflection activities,
planning forms to focus the action research, and concrete, real-life examples of the
process. Action research is a cyclical and continuous process. However, for the purpose
of describing and modeling the process in this guide, the phases of action research will be
introduced in a linear fashion.
This guide can be used in many different contexts. Improving Student Learning through
Classroom Action Research was originally designed as a companion guide for Project
CENTRAL’s (Coordinating Existing Networks To Reach All Learners) professional
development in action research. This guide may also be used as a teaching tool for
educators interested in learning about action research and conducting action research
studies, a learning guide for students in college courses, or as a resource for educators
working towards National Board Certification or development of individual professional
development plans.
In addition to Improving Student Learning through Classroom Action Research, Project
CENTRAL has also created the following resources focusing on the topic of action
research:
 Facilitator Guide
 Online Module
 Video
 CD
 Online Action Research Journal
 Case Studies and Examples.
Please visit our website at http://reach.ucf.edu/~CENTRAL to obtain more information
on these professional development resources.
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Anticipation Guide
An anticipation guide is a series of statements connected to a certain text. The use of
an anticipation guide can activate prior knowledge and allow the reader to make
predictions about the text.
Directions: Each of the following statements is connected to the content in this guide.
Before reading, specify whether you agree or disagree with each statement by circling
your answer. In addition, provide an explanation of your opinion. Consider the statements
as you read. After reading the guide, complete the final anticipation guide and specify
your level of agreement. You will find the final anticipation guide on page 60.
Statements
1. Educators should follow the steps of action research in a
linear fashion.
Explanation:
Agree or Disagree
Agree
Disagree
Agree
Disagree
3. In order to get the maximum benefits from action research,
educators should have a working knowledge of statistics.
Explanation:
Agree
Disagree
4. An educator has completed the action research process once all
steps have been implemented.
Explanation:
Agree
Disagree
Agree
Disagree
Agree
Disagree
Agree
Disagree
2. One piece of data can provide teachers with enough
information needed to identify the specific needs of a particular
student or group of students.
Explanation:
5. Most educators participate in action research to some degree.
Explanation:
6. Because action research involves the collection of data, it
alleviates the need for educators to make educated guesses
regarding student learning.
Explanation:
7. Engaging in action research allows educators to assess and
reflect on the effectiveness of their teaching practices.
Explanation:
Adapted from FLaRE Action Research Module (Kelly & Rawlinson, 2003)
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Chapter 1
Understanding the Action
Research Process
Process
Chapter 1
Educational Change: A Call to Action
“The action of action research…implies change in people’s
lives, and therefore in the system in which they live.”
~Jean McNiff
“You can either take action, or you can hang back and hope for a miracle.
Miracles are great, but they are so unpredictable.”
~Peter Drucker
In the field of education there has been a major
emphasis on the term change. Change seems to be
the only constant in education. The term “change” is
expressed when describing systems, education,
schools, classroom s, and teachers. Generally,
change is seen as providing opportunities to
improve education in significant ways.
Chapter Outcomes


Define the term “action
research.”
Describe the process of
action research.
List and describe the three
approaches to action
research.
List the benefits of action
research for the student,
teacher, and school.

In order for positive change to take place, educators
need to be aware of what needs to be changed,
create a plan for change, and then support the

process. For purposeful changes in the teaching and
learning process to occur, teachers and students
must be involved in the decisions that directly affect
that process. “The idea of action research is that
educational problems and issues are best identified and investigated where the action is;
at the classroom and school level. By integrating research into these settings and
engaging those who work at this level in research activities, findings can be applied
immediately and problems solved more quickly” (Guskey, 2000). As teachers engage in
the action research process, they become agents of change. Teachers are deliberately
planning for changes in their classroom and using data to monitor their practices to
ensure that all students are learning.
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What Is Action Research?
“Teachers cannot create and sustain the conditions for the productive
development of children if those conditions do not exist for teachers.”
~ Seymour Sarason
“While research is labor intensive, so is good teaching. And the labor is
similar for teachers, because the end goal is the same – to create the best
possible learning environment for students.”
~Bissex
Action research is a model of professional development where educators study student
learning related to their own teaching, a process that allows them to learn about their own
instructional practices and to continue to monitor improved student learning. Richard A.
Schmuck (1997) compares action research to looking into a mirror at oneself taking
action. Conducting action research provides educators with an avenue to reflect on one’s
own teaching practices and engage in self-directed learning, with the ultimate goal of
improving student learning. In order for students to reach optimal learning, teachers must
continuously build upon their knowledge of student learning and intentionally study the
instructional practices they are implementing in the classroom.
“Action research is planned inquiry – a deliberate search for truth, information, or
knowledge” (Schmuck, 1997). For teachers, specific questions to reflect on include the
following:
 Do you purposefully observe and assess your students to determine areas of
change?
 Do you design instructional plans to actualize the change?
 Do you continuously monitor your instruction to ensure that the change has
occurred to impact student learning?
These are practices that teachers use when they conduct action research. Jeffery Glanz
(2003) refers to action research as “disciplined inquiry.” When educators conduct action
research, they are deliberate about the data they collect, the decisions they make, and the
lessons they teach.
“Action (teacher) research is a natural extension of good teaching. Observing students
closely, analyzing their needs, and adjusting the curriculum to fit the needs of all students
have always been important skills demonstrated by fine teachers” (Hubbard & Power,
1999). When teachers conduct action research, they ask themselves a critical question,
“Am I making an impact on student learning?” When teachers notice a breakdown in
learning, they systematically and intentionally plan instruction to meet the needs of their
students. The primary goal of action research is to improve student learning by
developing and refining the skill of teaching. This is empowering for teachers, giving
them opportunities to grow within their professional role and responsibilities.
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Action research is a continuous and reflective process in which educators make
instructional decisions in their classrooms based on student needs as reflected by
classroom data. The process of action research involves four phases:
 identifying a classroom problem
 developing and implementing an action research plan
 collecting and analyzing data
 using and sharing results.
Figure 1.1 portrays the continuous nature of the process. Action research never really
ends because learning is a cyclical process. An action researcher is always observing,
analyzing, designing, assessing, and adjusting. The cyclical nature of action research
provides teachers with ongoing opportunities to reflect on and refine their own teaching
practices.
Identifying a
Class room
Problem
Using &
Sharing
Results
Action
Research
Developing &
Implementing
an Action
Research Plan
Collecting &
Analyzing
Data
Figure 1.1. The Action Research Process
Approaches to Action Research
Action research is a process that teachers can use in their classrooms to address
instructional questions and challenges. Within this process, teachers and schools may
choose to focus their study on one student, a small group of students, a class or several
classes, or a whole school. The focus and level of participation among school and district
colleagues depends on the level of support, needs, and interests of the teacher(s) and
school. Emily Calhoun (1993) described three approaches to action research: individual
teacher research, collaborative action research, and school-wide action research. Even
though the environments are different, the process of action research remains the same.
This process uses data to identify classroom/school problems, creates and implements a
plan of action, collects and analyzes data, uses and shares the results, and makes
instructional decisions to continuously improve student learning.
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Individual teacher research focuses on studying a problem or issue within a single
classroom. The teacher who engages in individual teacher research may or may not have
support from colleagues and administration to share, brainstorm, and discuss the topic of
action research. Although just one teacher may become directly involved in action
research, support from knowledgeable educators at the school or district site is still
important for successful teacher research to occur. Also, universities, educational
agencies, and districts may encourage teacher action research by providing ongoing
professional development related to the needs of the individual teacher researcher. These
resources may also provide different venues for sharing the successes of the action
research.
Collaborative action research focuses on studying a problem or issue within one or more
classrooms. Teachers may collaborate and work together to study a particular problem in
many different ways:
 co-teachers in one classroom studying a specific group of students
 a team of teachers focusing on a grade level issue
 a teacher and district, educational agency, or university personnel learning and
studying a particular instructional practice
 a group of teachers in the same school studying the same instructional concern.
This collaborative action research approach fosters a joint effort because more than one
teacher is involved in a specific area of study. Opportunities for sharing and dialogue are
more likely to occur.
School-wide action research is a school reform initiative. Every faculty member of the
school is involved in studying a specific issue identified from school data. This approach
requires a great deal of support from the administrators and lead teachers/personnel, but
the results can lead to school-wide change. Successful school-wide action research is
directly related to initiatives contained within the school improvement plan.
An environment that is most supportive of the school-wide action research process
provides the following:
 a venue for sharing the action research process (topics, strategies, results, barriers,
benefits, etc.)
 a school or environment that fosters teacher learning, including professional
development and coaching (lead coach or peer coach)
 planned time to re-analyze action research
 a supportive environment, including administration.
Adapted from Watson & Stevenson (1989), McKay, (1992)
Please refer to figure 1.2 to read examples of research questions that were studied using
the different approaches to action research.
14
Approaches
Individual
Level of Focus
Single
classroom
Level of
Participation
Individual
teacher
Example of Research Question
1. What impact can daily phonemic
awareness activities have on my kindergarten
students’ oral language development?
(Kindergarten teacher)
2. How can using concrete objects
(manipulatives) improve my students’ ability
to identify and extend patterns in
mathematics? (Third grade teacher)
Collaborative
School-wide
One or more
classrooms
Schoolimprovement
Co-teachers,
teams,
departments,
educational
agencies &
teachers,
university
faculty &
teachers,
teachers within
a district, etc.
1. How can students with disabilities
experiencing deficits in phonemic awareness
show improvement in those skills by
participating in additional and intensive
instruction in phonemic awareness activities
at least four times per week? How will it
affect their overall reading ability?
(Exceptional Student Education (ESE)
Teacher & Literacy Coach)
Whole faculty
1. How can we teach our students to
organize, analyze, synthesize, and interpret
what they read? (School-wide question)
 How can modeling through readalouds improve students’ abilities to
organize, analyze, synthesize, and
interpret what they read?
 There are several action research
teams within the school. The above
example is one question being studied
by one action research team.
2. How can implementing a school-wide
positive behavior support program improve
students’ safety and increase appropriate
student behaviors within the school?
(All faculty)
2. How can implementing “Organizing
Together,” a Strategic Instruction Model
curriculum, improve 6th graders’ abilities to
come to class organized and prepared?
(6th grade teachers in a middle school team)
Figure 1.2. Approaches to Action Research
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Activity 1: Action Research Rationale
Why Conduct Action Research?
Take a moment and reflect on why you should conduct action research. What are the
benefits of action research to teachers and students? How could participating in this
model of professional development impact your professional practice? Do you have
concerns about conducting action research in your classroom?
Use this space to record your personal reflections.
16
Benefits of Action Research
Action research provides many benefits to students, teachers, and schools.
STUDENTS benefit because their learning is being studied. Instructional practices are
being designed to accelerate learning and build upon student knowledge. Close
monitoring is occurring throughout the process to ensure that appropriate progress is
being made and, if not, adjustments in instruction will occur.
TEACHERS benefit because the process allows them to think about, study, and refine
their own professional practice. By participating in action research, the teacher develops a
sense of ownership in the knowledge constructed, and this sense of
ownership heavily contributes to the possibilities for real change to
take place in the classroom (Dana & Yendol-Silva, 2003). As a
teacher, how often do you attend professional development and then
implement the new learned practices or knowledge in your
classroom? Conducting action research that focuses on
implementing the recently learned knowledge can bridge the
professional development into actual practice.
Many teachers who participate in action research find it very empowering because they
have actual evidence that they have made an impact on their students’ learning.
Strickland (1988) found that teachers engaged in action research depended more on
themselves as decision makers and gained more confidence in what they believed about
curriculum and instruction. This process encourages collaboration at many different
levels, which can break the common feeling of isolation among teachers.
SCHOOLS benefit because student achievement can improve when student learning is
being studied and specific learning needs are being addressed. When teachers are
engaged in collaborative action research and the process is well-supported, a learning
community can be developed that encourages professional dialogue, learning, and
research with the focus of impacting all students. Additionally, this process can assist
schools in gathering data to evaluate the effectiveness of their instructional practices and
professional development.
Summary
Action research is a process that allows teachers to make considerable changes in their
classrooms by focusing on student learning through reflection and data analysis. The four
phases of action research are discussed in the remaining chapters of this guide. Each
phase is described in detail, with examples and activities provided.
17
Chapter 1: Understanding the Action Research Process
Take several minutes to reflect upon and answer the following questions.
Summary Questions
Define the term “action research.”
Describe the process of action research.
List and describe the three approaches to action research.
Identify benefits of action research for the student, teacher, and school.
Reflection Questions
Thinking about your classroom and students, how can engaging in action research benefit
you as a teacher and your students?
Describe which action research approach best fits your teaching situation.
18
Chapter 4
Chapter 2
Investigating and Identifying
a Classroom Problem
“A problem adequately stated is a problem well on its way to being solved.”
~R. Buckminster Fuller
Meeting the learning needs of all students in a class
can be a daunting task, especially given diverse
Chapter Outcomes
learning needs. With so many demands on teachers’
time – including some not related directly to
 Name and describe the
teaching – even finding time to learn about students
guiding questions for
and their learning can be difficult. The bottom line
investigating classroom
for each teacher, however, must be, “Are all of my
concerns.
students learning?” In order for a teacher to
 Describe the components
accurately answer this question, it is critical to
of a problem statement.
continuously observe, think about, and analyze
students’ learning relative to his or her teaching and
the standards and expectations of that curriculum and grade. This may seem timeconsuming. However, the action research process may help teachers become more
efficient and effective as specific instructional needs based upon student data are
identified. When instructional decisions are made based on classroom data, the resulting
instruction is purposely designed to target specific identified strengths and needs of the
students. In terms of action research, this period of analysis and reflection provides
information needed to identify the classroom problem or issue.
Think of teaching as a science. Before scientists conduct a study, they must first identify
a problem to address, a question to be answered, or a phenomenon to be explained. As an
action researcher, teachers begin the process by identifying an issue in the classroom that
is an area of concern, i.e., a need that is reflected in a level of student learning that does
not meet the teacher’s expectations. To adequately identify a classroom problem, a
teacher must take the time to investigate the initial areas of concern by collecting and
analyzing information specifically aligned to the students’ learning needs. “Teachers who
rush to complete the problem formulation stage are more likely to flounder in their later
efforts, whereas teachers who take their time to reflect on and define their problem are
more likely to pursue questions yielding meaningful results” (Sagor, 1992).
19
Beginning the Action Research Process
“A problem is the discrepancy between unsatisfactory
present situations and more desirable goals.”
~Richard Schmuck
To begin the action research process, teachers must first observe, question, and reflect on
the actual current situation (of the entire classroom or a group of students) in order to
investigate the classroom concerns. Through this investigation, teachers will need to
gather additional specific data to help identify the classroom problem. It may take time to
observe and interview students while engaged in learning, to analyze their work samples,
and to collect classroom assessments. It can be helpful to collaborate with another
teacher, mentor, or instructional coach at this point – especially a knowledgeable resource
who has observed the students in the class.
Take time to refer to and complete Activity 2: Beginning the Action Research Process
(page 22 and also located in the appendix). Activity 2 consists of five probing statements
to guide this initial phase of observation, reflection, and analysis of student work.
Carefully address these five statements and review specific classroom data. Participating
in this activity will provide needed information for identifying a specific classroom
problem. Before beginning activity 2, refer below as there will be a brief description of
each question and an example.
1. Currently in my classroom, I am concerned about:
When responding to this statement, think about what you are noticing in your
classroom that is drawing attention to you as an educator. Do you notice that
student learning is breaking down or there is an issue that needs to be changed?
Explicitly describe your concern related to student learning. You may have some
work samples or initial assessments that you may want to refer to at this time.
Example
Mrs. Levine, a 3rd grade teacher, and Ms. Rollins, an ESE teacher, noticed that
two of their students are having difficulties writing and reading independently.
The students entered 3rd grade reading at the pre-primer level. On writing rubrics,
Danny and Janice scored Level 1, the lowest level of performance. Danny and
Janice are performing significantly below their peers. Danny refuses to attempt
any writing or reading assignment. He puts his head on his desk when asked to
engage in any of these activities. Janice will attempt to read and write initially, but
often gets frustrated and demands continuous support or behavior problems occur.
Her writing is very immature and she rewrites the same message every day
regardless of the writing prompt.
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Examples of Student Data
(Danny’s Initial Writing Samples)
Writing Sample 1
Writing Sample 2
Danny’s writing prompt focused on telling
a story about his family. He drew a picture
of his family, but was unable to write
a story.
Danny wrote about his pet turtle.
The teacher transcribed his story
after Danny read his story aloud.
(I have a pet turtle.)
Janice (Observations of Writing)
9/3/02, Language Arts
Activity: Writing in Journal
Janice wrote, “I love my pig. My pig is fun. I like to play. My pig like to play. I love my
pig.”
After writing her message, she began to draw a picture of a pig playing in a park.
9/5/02, Language Arts
Activity: Writing Prompt (Topic: Family)
Janice wrote, “My pig is fun. I love to play and I love my pig. I love my pig. My pig is
fun.”
When Janice was asked to write about her family, she said, “No, I want to write about a
pig.”
2. In order to investigate my concern, I need to collect information on:
After explicitly stating your concern, think about what information you want to
gather based on student learning needs. Why is learning breaking down? Why is
there an issue that needs to be changed? In order to attempt to answer these
questions, determine what kind of information you are missing or need to know.
21
Example
Danny and Janice are having significant difficulties learning to read and write.
Mrs. Levine and Ms. Rollins asked themselves, “Why are they not progressing in
reading and writing?” They decided to collect information on the students’
reading readiness skills. The teachers already knew that both students were
reading at the pre-primer level, but did not have substantial information on why
they were still reading at that level. Ms. Rollins and Mrs. Levine wanted to learn
about Danny’s and Janice’s knowledge of letters and sounds, repertoire of sight
words, phonemic awareness, and phonics abilities.
3. I will gather this information by collecting the following data:
Once you have considered what information you want to collect, decide how you
are going to collect the information. What specific data sources or tools will you
use to collect the information to accurately identify a problem to study?
Classrooms and schools are rich with data. Making time to carefully analyze
different sources of information will help you determine your students’ needs and
strengths. Below you will find a quick reference chart of data collection sources.
Refer to chapter 4 for specific information on data collection sources that can be
used to provide evidence of student learning.
Data Collection Sources
Student Work Samples
Rubrics
Formal & Informal
Observations
Grades, Report Cards,
Cumulative Records
Informal Assessments
(Teacher-made or
published)
Interviews/Surveys
(Student or parent)
Checklists
Formal Tests
Performance Assessments
Example
Ms. Rollins and Mrs. Levine already reviewed the students’ initial assessments in
reading and writing. They chose to administer informal assessment surveys on
letter identification, letter/sound correspondence, phonemic awareness, sight
words, and phonics. Refer to templates taken from Cool Tools located in the
appendix beginning on page 72.
4. After analyzing my data, I found my students are having difficulties with:
Specify the particular areas of weakness by stating student needs that were
discovered after careful analysis of your data.
22
Example
After administering and analyzing several data sources, Ms. Rollins and Mrs.
Levine found that Danny and Janice both had poor knowledge of letter/sound
correspondence, weak phonemic awareness (segmenting and blending), a limited
repertoire of sight words, and a lack of reading and writing strategies.
5. To meet my students needs, I need to focus my instruction on:
Once you have stated needs, think about where you need to focus instruction to
accelerate your students’ learning.
Example
Danny and Janice will require instruction specifically designed to target building
phonemic awareness and letter-sound correspondence in a comprehensive
approach connecting reading to writing.
23
Activity 2: Beginning the Action Research Process
Investigating Classroom Concerns
Reflect on and complete the following open-ended probes to assist you in
investigating your initial concerns and identifying a classroom problem or area of
change.
Name: Mrs. Levine (3rd grade teacher) and Ms. Rollins (ESE co-teacher)
Currently in my classroom, I am concerned about
Danny and Janice, two of our third graders with specific learning disabilities, are having
difficulties reading and writing independently. They entered 3rd grade reading at the preprimer level. On the 3rd grade writing rubrics, Danny and Janice consistently scored
Level 1, the lowest level of performance.
Danny refuses to attempt any writing or reading assignment. He shuts down when asked
to engage in any of these assignments. At the beginning of the school year, we reviewed
his cumulative records and found that he has made very little progress in reading and
writing.
Janice will attempt to read and write initially, but often gets frustrated and demands
continuous support or behavior problems will occur. Her writing is very immature and
she rewrites the same message every day, regardless of the writing prompt or topic.
In order to investigate my concern, I need to collect information on
We need to investigate why Danny and Janice are not reading and writing by assessing
their reading readiness skills such as their knowledge of letters and sounds, repertoire of
sight words, phonemic awareness abilities, and knowledge of phonics.
I will gather this information by collecting the following data
In addition to the reading and writing assessments currently used, we will gather more
information through the following informal assessment surveys focusing on letter
identification, letter/sound correspondence, phonemic awareness, phonics, and sight
words.
24
After analyzing my data, I found that my students are having difficulties with
After analyzing various assessments, we found Danny and Janice both have poor letter/
sounds correspondence, weak phonemic awareness, a limited repertoire of sight words,
and a lack of reading and writing strategies.
Danny was unable to identify letters of the alphabet or produce the sounds of the letters.
Furthermore, the only sight words in his current vocabulary were “Danny,” “I,” and
“a.”
It seems Janice continuously wrote the same message because those were the only words
in her sight vocabulary. She too had significant difficulties with letter/sound
correspondence and she struggled with hearing and recording sounds in words.
To meet my students’ needs, I need to focus my instruction on
Danny and Janice will require instruction specifically designed to target building
phonemic awareness and letter/sound correspondence in a comprehensive approach
connecting reading to writing.
Figure 2.1. Example of Investigating Your Classroom Concerns
25
Activity 2: Beginning the Action Research Process
Investigating Classroom Concerns
Reflect on and complete the following open-ended probes to assist you in your
investigating your initial concerns and identifying a classroom problem or area of
change.
Name:
Currently in my classroom, I am concerned about
In order to investigate my concern, I need to collect information on
I will gather this information by collecting the following data
After analyzing my data, I found that my students are having difficulties with
To meet my students’ needs, I need to focus my instruction on
26
After completing activity 2, identify several instructional concerns to target for several
students or an entire class. Then choose one concern that is most important for the
students, that is a priority learning need, and that can produce positive results for
students. Select a target you can impact. Additionally, it is critical to choose a problem
aligned with the curricular standards for your students as determined within your grade
level, school, district, and state.
The last component of this phase is to develop the problem statement. The problem
statement will become the framework of the action research study. It will provide not
only a description of the problem but also the goal for improvement related to the
problem. As described in the beginning quote for this chapter from R. Buckmister Fuller,
a (classroom) problem adequately stated is a (classroom) problem well on its way to
being solved. Identifying a classroom problem adequately will help lead to an appropriate
goal of improvement for students that can result in accelerated learning.
The problem statement needs to answer these four questions:
 Who is affected by the problem?
 What might be causing the problem?
 What is the goal for improvement?
 What might be done about the problem?
Activity 3: Identifying a Classroom Problem
Name(s): Mrs. Levine and Ms. Rollins
School: ABC School
Grade Level: 3rd Grade, Language Arts (Inclusive Classroom)
Problem Statement: Compose a problem statement specifically describing who is
affected, supported causes of the problem, goal for improvement, and what might be
done about the problem. Provide as much information as possible.
Two of our 3rd grade students with specific learning disabilities and language
impairments are having difficulty learning to read and write. They entered 3rd grade
reading at the pre-primer level and consistently scoring a Level 1 on their writing
rubrics. After further investigation, we found that Danny and Janice have poor
knowledge of letter/sound correspondence, weak phonemic awareness and phonics, and a
limited repertoire of sight words. Our goal for these two students is to build their
knowledge of letter/sound correspondence while improving their ability to hear and
record sounds in words. In addition to their regular reading and writing instruction,
Danny and Janice will receive small group instruction geared to meeting their goal for
improvement.
Figure 2.2. Example of Identifying a Classroom Problem
27
Once you have chosen a classroom problem to study, develop a problem statement by
engaging in activity 3, found on page 25 and also in the appendix. Begin to write down a
clear, concrete, specific description of the problem by answering the four questions.
Summary
The first phase of action research will focus instruction and lead to a more effective and
efficient way to teach because it is specifically targeted on student learning.
The next chapter will focus on phase two of the action research process – developing and
implementing an action plan that includes posing a research question, choosing an
instructional focus, identifying data collection strategies, and creating an implementation
schedule.
28
Activity 3: Identifying a Classroom Problem
Name(s):
School:
Grade Level:
Problem Statement: Compose a problem statement specifically describing who is
affected, supported causes of the problem, the goal for improvement, and what
might be done about the problem. (Provide as much specific information as
possible.)
29
Chapter 2: Investigating and Identifying a Classroom Problem
Take several minutes to reflect upon and answer the following questions.
Summary Questions
Name and describe the guiding questions for investigating classroom concerns.
Describe components of a problem statement.
Reflection Questions
Thinking about your own situation, reflect and record initial classroom concerns related
to student learning that need investigation.
What support will you need to effectively investigate your classroom concerns related to
student learning?
30
Chapter 3
Developing and Implementing
an Action Research Plan
“Plan your work, then work your plan.”
Anonymous
Developing the Action Research Plan
The framework for action research is built by
developing an action research plan. Before engaging
in the “research” of action research, it is helpful to
outline actions by answering the “what?” the
“how?” and the “when?” Hubbard and Power
(1999) described the action research plan as a kind
of backbone for the study – a skeletal frame on
which to hang all emerging thoughts about the
research question, data collection, and how to
sustain the research. The action research plan is a
blueprint or framework for change within the
classroom. Before creating the plan, take time to
consider different instructional approaches geared
towards meeting students’ instructional goals.
Many teachers work with knowledgeable resources
during this phase while planning their implementation.
Chapter Outcomes



Name and describe four
specific components to
consider when posing a
research question.
Describe topics included
in an action research plan.
List the three guiding
principles for
implementing action
research.
In developing an action research plan, teachers reflect, study, and answer a series of
questions that will focus their research. The action research plan includes the following
topics:
Research question
Learner outcomes
What student learning will be studied? What instructional
practices will be studied?
What specific student learning will occur?
Support
What instructional practices will I implement that will focus
on the classroom problem to be addressed?
What evidence do I need to collect? How will I collect the
data? How often will I collect data? Are the data sources
aligned to the instructional focus?
What support do I need from my colleagues?
Implementation
Schedule
How will I implement my action research? What is my
timeline?
Instructional focus
Data collection
31
Posing a Research Question
A research question is a carefully formed question that will be answered by conducting
action research. The research question must be even more specific than the problem
statement and should focus on a measurable change or improvement. A good research
question must have four specific characteristics.
1. Identify a desired change in student learning
When composing a research question, specify the area of learning to improve or
change. Avoid focusing on improving test scores as the desired change, as in,
“How can teaching research-based metacognitive strategies in content classes
improve FCAT scores?” The FCAT might be used as one data source (a source to
measure student learning). However, improved FCAT performance should not be
considered as the desired change in student learning. What specific knowledge or
skill is being targeted for change? An example focusing on student learning is,
“How will modeling and providing practice in research-based metacognitive
strategies affect my students’ ability to monitor their comprehension when
reading textbooks in content classes?”
2. Be specific and measurable
The research question should be specific to student learning and the instructional
practice that will be implemented. A research question guides the process of
action research, so specificity is important.
3. Be answerable in a reasonable amount of time
It’s important to pose a research question that can be studied and answered in a
reasonable amount of time. Remember to choose a topic of study that is important
and attainable.
4. Cannot be answered with a “yes” or “no” response
Avoid formulating a research question that will have a “yes” or “no” answer.
Instead, begin the question with words such as “how,” “when,” or “why.” Action
research is planned inquiry, so the research question should be worded to foster
the inquiry process. An example is, “How can modeling through read-alouds
improve students’ abilities to organize, analyze, synthesize, and interpret what
they read?”
Defining Learner Outcomes
When completing the action research plan, think about the goals for student learning.
After implementing action research, what growth is expected for each of the students?
Establishing high expectations and ambitious goals are important; however, the goals or
outcomes must be attainable within a reasonable amount of time.
Studying and Developing an Instructional Focus
In action research, the instructional practice(s) that the teacher chooses to implement and
study with a specific group of students is called the instructional focus. Finding a
particular instructional focus may take time, depending on the teacher’s current
32
knowledge and experience working with the identified classroom problem. During this
research, teachers study professional literature, attend professional development
activities, engage in study groups and coaching, and consult knowledgeable support
professionals within the school or district to continuously build upon their knowledge.
The practices that are selected as the instructional focus should directly target the
identified classroom problem. At times, the instructional focus may be determined at the
school or district level. For example, instructional decisions about the purchase and use
of a particular research-based program may be made at the school or district level.
Identifying Data Collection Sources
A very important part of the action research process is data collection. Action researchers
continuously collect data to measure whether the instructional practices have had the
desired effect. The collected data are going to provide information to answer the research
question. Refer to chapter 4 for more in-depth information on data collection and the
various sources of data.
Determining Level of Support
Educators rarely engage in action research without some support from their colleagues,
support personnel, educational agencies, or university faculty. When planning action
research, think about the needed information, resources, and support.
 Do you need further professional development?
 Will you need assistance with data collection and analysis?
 Could working with a coach provide you with the support that is needed to
conduct your action research?
 Perhaps having opportunities to discuss action research with colleagues will
prove to be a necessary support system.
Creating an Action Research Plan
Activity 4 consists of a planning tool used to structure action research. This action
research plan focuses on outlining the “what,” “how,” and “when.” After reflecting and
deciding upon the instructional focus, use the action research plan found on page 31 and
also in the appendix to create the framework of action research. The planning tool
focuses on the following components: research question, learning outcomes, instructional
focus, data collection, and support.
33
Activity 4: Action Research Plan
Name(s): Mrs. Levine & Ms. Rollins
School: ABC Elementary School
Grade Level: 3rd Grade
Research Question: Pose a question that will focus your study. Be sure to include what student
learning will occur and what instructional practices will be implemented.
 How will incorporating visible prompts and hands-on manipulatives into small group reading
instruction affect my students’ ability to hear and record sounds in words?
Learning Outcomes: What specific student learning will occur?
 Danny and Janice will improve their letter/sound correspondence.
 Danny and Janice will improve their ability to hear and record sounds in words (phonemic
awareness and phonics).
Instructional Focus: Describe the specific instructional practice(s) that will be implemented and
studied. Specify when and how the practices will be implemented.
Danny and Janice will receive small group reading instruction following a systematic instructional plan
that includes daily word work that will incorporate the following teaching techniques and
manipulatives:
 Providing explicit instruction in developing letter/sound correspondence
 Building the ability to hear and record sounds in words by incorporating Elkonin Boxes (tokens
and letters) and other visible prompts into daily word work
 Using letter magnets, white boards, shaving cream, chalkboard/water for practicing building and
manipulating words
Data Collection: Specify the data you will collect that are aligned to the classroom problem. How often
will you collect the data?
 Data Source 1: Letter-Sound Identification Survey, weekly
 Data Source 2: Phonemic Awareness Survey, bi-weekly (specific sub-tests)
 Data Source 3: Hearing and Recording Sounds in Words (Writing Samples & Observations),
Daily
 Data Source 4: School-required reading and writing assessments, every 9 weeks
Data Sources 1 and 2 are taken from Cool Tools. Refer to appendix for examples of templates.
Support: What support will you need from your colleagues?
 Coaching and guidance from our literacy coach
 Observe literacy coach model lessons
 Time to dialogue and analyze classroom data with colleagues and literacy coach (study group)
Figure 3.1. Example of Action Research Plan
34
Activity 4: Action Research Plan
Name(s):
School:
Grade Level:
Research Question: Pose a question that will focus your study. Be sure to include what student
learning will occur and what instructional practices will be implemented.
Learning Outcomes: What specific student learning will occur?
Instructional Focus: Describe the specific instructional practice(s) that will be implemented and
studied. Specify when and how the practices will be implemented.
Data Collection: Specify the data that you will collect that are aligned to the classroom problem. How
often will you collect the data?
Data Source 1: (What & How?)
Data Source 2: (What & How?)
Data Source 3: (What & How?)
Support: What support will you need from your colleagues?
35
Developing an Implementation Schedule
The final planning step for this phase is developing an implementation schedule. The
implementation schedule lists the tasks to be completed, the beginning and ending dates
for each task, and the necessary resources. Essentially, this is a timeline of activities
within the phases of action research. The implementation schedule includes the following
topics: tasks, timeline, and resources. By completing an implementation schedule, the
teacher is breaking down the action research plan into specific tasks, identifying a time
line for completing the tasks, and specifying what particular resources (materials,
assessments, time, professional development, etc.) are needed to accomplish the specific
tasks. Once you have completed the action research plan, take time to outline your
specific steps by completing the implementation schedule found on page 33 and also
located in the appendix.
Activity 5: Implementation Schedule
Tasks
Timeline
Beginning/Ending
9/1 –9/5
Informal assessment surveys
Analyze informal assessments
9/8
Time, planning period
Consult with literacy coach for
developing instructional focus
9/10
Analyzed informal assessments
Time, planning period
Locate materials for reading
instruction
9/12 – 9/15
Curriculum resource teacher,
literacy coach, manipulatives, and
books
Implement instructional focus
9/02 – 2/03
Reading materials, manipulatives,
and resources
Investigate area of concern by
administering informal
assessments
Monitor students’ learning
Resources
9/02 – 2/03
Informal assessments and schooldaily, bi-monthly, and every
required assessments
nine weeks
Time for analysis, planning period
Figure 3.2. Example of Implementation Schedule
36
Activity 5: Implementation Schedule
Tasks
Timeline
Beginning/Ending
Resources
37
Implementing an Action Research Plan
When implementing an action research plan in the classroom, remember three guiding
principles for conducting action research.
1. Implement the instructional practices consistently. To maintain the integrity
of your action research, it is critical that you remain focused and implement
the practices and collect data as described. Follow the plan as written.
2. Implement the instructional practices as they were designed to be
implemented. Most teaching strategies have been developed using information
gathered from research on their effectiveness. Deviations from guidelines for
use of such strategies may affect the results within your classroom. Another
way to ensure high-quality implementation in the classroom is to obtain
feedback and guidance from a coach or another teacher who is knowledgeable
in the specific instructional practice.
3. Monitor student results. Throughout the action research process, monitor
student learning to determine if your teaching is making an impact. Data
collection is important to determine whether the teaching techniques were
effective. In other words, data collection and analysis provide the answer to
the research question.
Summary
Creating a framework for action research by using an action research plan and
implementation schedule is helpful for teachers because it provides a focus for effective
implementation. To measure the effectiveness of implementation, teachers engage in the
third phase of the action research process, data collection and analysis. Chapter 4 focuses
on how to choose specific data collection strategies aligned to the teacher’s instructional
focus. Descriptions and examples of a variety of data collection tools are provided.
38
Chapter 3: Developing and Implementing an Action Research Plan
Take several minutes to reflect upon and answer the following questions.
Summary Questions
Name and describe four characteristics of a good research question.
What topics are included in an action research plan?
What are the three guiding principles for implementing action research?
Reflection Questions
When you begin implementing your action research plan, what strategies or resources can
help you remain focused and follow-through with your plan of action?
39
40
Chapter 4
Collecting and Analyzing Data
“Gathering evidence of student learning is a primary function of teaching.”
~National Council of Teachers of Mathematics (NCTM)
“Data provide the power to…make good decisions, work intelligently, work effectively
and efficiently, change things in better ways, know the impact of our hard work, help
us prepare for the future, and know how to make our work benefit all children.”
~Victoria L. Bernhardt
Curriculum, Instruction, and Assessment
Curriculum, instruction, and assessment are integral
Chapter Outcomes
and interrelated components of the teaching and
action research processes. Action researchers must
 Define the term and
be knowledgeable of and be able to articulate
importance of
classroom expectations in relation to the curriculum
triangulation.
standards and the individual needs of the students in
 List questions to consider
the classroom. The curriculum standards include
when determining data
the content to be learned by the students in the
collection strategies for
class. The instructional focus is the instructional
individual action research.
practices and materials used by the teacher to teach
 Name and describe
curricular expectations. Assessment provides the
various data collection
data needed to answer the critical question: “Are my
sources for monitoring
students learning and meeting the curricular
student learning related to
goals?” The action researcher uses the evidence
action research.
collected from assessments to make instructional
decisions. Based on my evidence, do I continue
implementing the instructional focus? Do I modify my instructional focus to better meet
the needs of my students? Does the evidence suggest that the practice is not making an
impact and will I study and implement another approach? The information received from
data collection will guide the action research process and instruction in the classroom.
41
How to Gather Evidence on Student Learning
“Using a variety of assessment tools and approaches gives us more
confidence that decisions are based on accurate evidence.”
~NCTM
In order to build a complete picture of students’ learning and abilities, data should be
gathered from many sources of information. This more complete picture allows us to
understand students’ learning process and measure the impact of instruction. Using only
one form of assessment can be misleading because it is a snapshot of the student’s ability
on a particular day and time. Evidence gathered from many different sources over a
period of time provides a broader and deeper understanding of students’ knowledge and
learning. In research terminology, the process of collecting multiple sources of data for
every problem (phenomenon) or issue being studied is called triangulation (Sagor,
1992). Triangulating data may seem time consuming and overwhelming at first, but it
provides a depth of information about student performance.
When choosing assessment tools for data collection, refer to the following guidelines
about assessment. NCTM (2001) stated that to be useful, assessments should





match what students have been studying
focus on important content rather than trivia
yield useful information, not just “scores”
use clear and helpful criteria
provide a complete picture of students’ learning and abilities.
Identifying Useful Sources of Classroom Data
“Schools are naturally data-rich environments, and simply opening our eyes to some of
the most frequently used and easily obtainable sources of data can make planning the
data collection process much easier.”
~Sagor, 1994
Meaningful action research should not depart from the daily work of classroom teachers,
but become a part of their daily work. Hence, selecting the data collection strategies to
use for study simply means thinking about life in the classroom/school and the ways life
in the classroom/school can be naturally captured as data (Dana & Yendol-Silva, 2003).
When conducting action research, teachers are continuously gathering and using data
from their classrooms throughout each phase of the process. When considering data
collection strategies, think about what assessments are already in place in the classroom
and school. Before deciding on the specific tools, reflect on the following questions:
 What are three different sources of data that I can collect?
 What information do I need to collect to measure student learning aligned to my
instructional focus?
 What data collection sources will provide me with the needed information?
 Are the data collection sources easy to administer, gather, and analyze?
42
Classroom Data Collection Tools
1. Observations
Observations are a form of assessment used when teachers observe students and record
the behaviors or actions seen in a qualitative (written) or quantitative (numerical) form.
Taking notes on observations is a very common data collection approach. To document
observations, it is helpful to record the observation in an organized manner. Formats
include checklists, anecdotal records, and grids/charts. When planning an observation,
NCTM (2003) suggests the following tips to ensure that observations are manageable and
useful:
 Determine what to assess.
 Decide which students to observe.
 Decide how to record the information.
 Plan activities for students to perform during the observation process.
Checklists
Checklists are an efficient way to record observations of student learning related to
specific objectives. When creating checklists, specify the event and tasks to check-off
during an observation. When observing student performance, mark the checklist with
notations that reflect whether the student was able to perform the specific objective(s).
Add brief notes, if applicable. Checklists can be used with an individual student, small
group, or whole class.
Example
Date:
November 15, 2003
Rhyme Identification
Rhyme Production
Carlos
+
+
Susan
+
-inconsistent
+
-inconsistent, 2/5
Danny
Anecdotal Records
Anecdotal records are written narratives of teacher observations of their students.
Teachers record their important observations to note student progress or for informing
instruction. Anecdotal notes become very useful tools for reflecting on children’s
progress within a given time span (Harp, 2000). Anecdotal records can be documented in
several ways, such as on note cards, notebook paper, computer, and charts.
43
Example:
November 15, 2003
During a read aloud with the focus on rhyming, Susan and Danny were
demonstrating difficulty with producing rhymes. Both were able to identify
rhyming pairs at an independent level without any support.
Chart/Grids
Charts and grids can be used with individual students, small groups, or the whole-class.
They are efficient tools for noting observations on student performance. Brief notations
are recorded on student performance related to a specific objective.
Example: Chart
Name: Susan
Date
11/15/03
Anecdote
Susan was able to
identify rhyming pairs,
but demonstrated
difficulty with
producing rhymes.
Action
Model and scaffold in
the areas of rhyme
production.
Example: Grid
Date: 11/15/03
Objective: Rhyme production
Name: Susan
0/2
“cat” “dog”
“sit” “down”
Name: Danny
2/2
Name: Carlos
3/3
Name: Isabel
2/2
Name: Jason
0/2
no response
Name: Jordan
2/2
Name: Marquis
2/2
Name: Kelly
2/2
2. Interviews and Conversations
Questioning and listening to students can provide helpful information regarding students’
perceptions of their own learning and knowledge. An informal interview is a question and
answer session conducted by the teacher with an individual student. Harp (2000) stated
that interviews conducted during conferences can give teachers a great deal of insight
into students’ thinking. He further suggested that questioning and engaging in
44
conversation with students as they are working on a specific task will provide rich data
on the student’s immediate work.
When interviewing or conversing with students, ask questions in an open-ended format to
elicit responses other than “yes” or “no.” For example, “What do you do when you have
difficulty understanding what you read?” Asking students questions regarding rationale
and procedures enlists more active engagement of the students. The purpose of collecting
data is to monitor students’ learning related to the identified goal(s) for improvement.
Write students’ answers on an interview question sheet or on a chart/grid for
documentation.
Example
Reading at Home
Interview
Name:
Date:
1. How many minutes a day do you spend reading books at home?
2. When is your favorite time to read?
3. What is your favorite book to read? What is your favorite topic to read about?
4. What was the last book that you read?
5. When do your parents read to you at home?
6. How does reading make you feel?
3. Student Work
Examples of student work can be a powerful source of data for action researchers.
Student work may include writing samples, journals, homework assignments, reports,
math performance tasks, and artwork.
Two specific assessment techniques that evaluate student work are portfolios and rubrics.
A portfolio is a data collection approach that involves collecting and analyzing individual
student work over a period of time. The samples of work may be organized in a binder,
notebook, or other container. Samples of work may include the following (Harp 2000):
45


Reading
o Copies of reading assessments
o Reading log
o Reading journal
o Anecdotal records
o Audiotape of student’s reading
Writing
o Essays, reports, stories, letters, projects, poetry
o Finished pieces that illustrate ability to write in various genres
o Several drafts of a piece and a final version
o Pieces that illustrate a particular skill, such as staying on topic or
providing supportive details.
Wiggins (1998) defines rubrics as a set of scoring guidelines for evaluating students’
work. The guidelines consist of scales that define levels of performance for specific tasks.
Educators use rubrics to assess students’ performance based on a set of standards that
communicate high, average, and low quality work. Rubrics may include general or
specific information, depending on the purpose. General rubrics describe the criteria of
successful work in general terms and can be applied to a variety of tasks or problems.
Specific rubrics reflect the same criteria as general rubrics do, but they include much
more detail about specific tasks rather than sets of tasks (NCTM, 2003). It is
recommended to share rubrics with students before they are assessed, so they are aware
of the expectations and current performance of the critical skills assessed and recorded on
the rubric. Performance data can be collected over time to continuously monitor student
performance. For example, rubrics developed to assess writing are aligned to the writing
process. By collecting student writing samples and evaluating the samples using the same
standards-based rubric, important data can be analyzed. This provides excellent
information about student learning related to writing.
46
Add Writing Rubric, Saved On Publisher.
47
4. Grades, Report Cards, Cumulative Records
Emily Calhoun (1994) refers to grades, report cards, and cumulative records as existing
archival sources of data. These existing archives provide a history of students’ learning
and schooling and measure their progress as new documents become available. Within
these school and teacher files are student grades, discipline referrals, standardized test
reports, past work samples, etc.
5. Tests
Criterion-referenced tests are a common source of data used in classrooms and schools on
a continuous basis. The criterion-referenced test is a format used frequently to measure
student learning related to a particular objective or criterion. Test items frequently sample
sequential skills, enabling a teacher to not only know the specific point at which to begin
instruction but also to plan those instructional aspects that follow directly in the curricular
sequence (Salvia & Ysseldyke, 1998). Pre- and post-curriculum based tests (e.g., spelling
tests, oral reading fluency tests) are often used by teachers to assess student learning.
Some examples of criterion-referenced tests include teacher-made tests, published tests,
and curriculum-based assessments. Refer to the templates in the appendix found on page
74. These templates are from a Project CENTRAL resource called Cool Tools, a series of
informal elementary reading assessments that can be downloaded free from
http://reach.ucf.edu/~CENTRAL.
Assessment Quality Control
In order to assure credible classroom action research results, it is very important that the
data collected be of high quality. Here are questions to address about data assessment:
 Do the assessment instruments and methods selected measure what you want to
measure (validity)?
 Are the assessment instruments and methods selected easy to administer and score
consistently (reliability)?
 Are the data collected from several sources, convincing, and thorough
(triangulation)?
Analyzing Classroom Data
After collecting several sources of data, it is important to take time to analyze the
information. Geoffrey E. Mills (2003) defined data analysis as an attempt by the teacher
researcher to summarize the data that have been collected in a dependable, accurate,
reliable, and correct manner. Data analysis provides the teacher with critical information
needed to make further instructional decisions.
When analyzing the data, refer to the action research question. Do the collected data
answer the research question? When analyzing each source, look for central themes
across the data and create a list of findings. A visual display can be a useful
organizational tool when sorting and displaying the findings. For example, Richard Sagor
(1992) created a data matrix for data sorting that consists of a table or matrix divided into
themes and data sources. As the action researcher reviews the data, he or she summarizes
important details and inputs the findings under specific themes. Refer to figure 4.1 for an
example.
48
Data Matrix
Research Question: How will incorporating visible prompts and hands-on manipulatives into
small group reading instruction affect my students’ ability to hear and record sounds in
words?
Data Sources
Central Themes
Phonemic
awareness
Letter-sound
correspondence
Word building
Independence
-Danny identified
all letters of the
English alphabet.
Letter-sound
identification
surveys
-Janice identified 50
out of 52 (lower and
uppercase) letters of
the English
alphabet. She
substituted /b/ for
/d/ and /d/ for /b/.
-When shown a
letter, Danny and
Janice produced all
consonant sounds
accurately.
-When shown a
letter, Danny and
Janice produced all
vowel sounds
inaccurately except
/a/.
Phonemic
awareness
surveys
-Danny improved
his ability to blend
and segment
phonemes orally.
Blending: 10/10
Segmenting: 8/10
-Janice improved
her ability to blend
and segment
phonemes orally.
Blending: 10/10
Segmenting: 10/10
49
Data Sources
Observations
Central Themes
Phonemic
Awareness
Letter-sound
correspondence
Word building
Independence
-Through the use of
Elkonin boxes and
tokens, Danny and
Janice demonstrated
their ability to hear
sounds (phonemes)
in words
sequentially.
-Danny and Janice
made significant
improvements.
Both were able to
identify letter
names and produce
the appropriate
sounds (consonants)
by using alphabet
charts and magnetic
letters. Both
students are
inconsistent with
their vowel sounds.
-Through the use of
Elkonin boxes,
magnetic letters,
and whiteboards,
Danny and Janice
demonstrated the
ability to hear and
record sounds in
words with 3-4
sounds (CVC and
CVCC).
- Both recorded
sounds in a
sequential manner.
- Both students are
showing
inconsistencies
with vowel sounds.
-During writing,
Danny and Janice
transferred the new
knowledge into
their writing as they
are saying words
slowly and
recording what they
hear.
Danny and Janice
demonstrated the
ability to build
words with 3 to 4
sounds.
-Danny and Janice’s
teachers reported
that both students
are writing
independently in
class with minimal
support.
Writing Samples Danny and Janice
demonstrated the
ability to hear
sounds in words in
a sequential
manner.
Writing samples
demonstrated a
significant
improvement in
letter/sound
correspondence.
Danny and Janice
can write messages
and simple stories
independently.
They do need
support with gradelevel assignments.
Figure 4.1. Example of Data Matrix
Adapted from Sagor, 1992
After sorting the multiple sources of data and displaying the findings visually, teachers
use this information to make instructional decisions. Teachers look for evidence of
improved student learning related to the action research question. Areas of need may
also be evident, which can help the teacher decide on the next step. Refer to the example
on page 46.
50
Example of evidence of improved student learning:
Student
PA
Letter Sound
Word building
Writing
Danny
Through the use of
Elkonin boxes and
tokens, Danny
demonstrated his
ability to hear
sounds (phonemes)
in words
sequentially.
Danny identified
letter names and
produced the
appropriate sounds
(consonants) by
using alphabet charts
and magnetic letters.
Danny demonstrated
the ability to hear
and record sounds in
words with 3-4
sounds (CVC).
During writing,
Danny transferred
the new knowledge
into his writing as he
said words slowly
and recorded what
he heard.
Janice
Through the use of
Elkonin boxes and
tokens, Janice
demonstrated her
ability to hear
sounds (phonemes)
in words
sequentially.
Janice identified
letter names and
produced the
appropriate sounds
(consonants) by
using alphabet charts
and magnetic letters.
Janice demonstrated
the ability to hear
and record sounds in
words with 3-4
sounds (CVC).
Janice transferred
the new knowledge
into her writing as
she said words
slowly and recorded
what she heard.
Letter Sound
Word building
Writing
Danny
Danny is
inconsistent with his
vowel sounds.
Vowels, word
building beyond 3 to
4 phonemes into
multi-syllabic words.
Janice
Janice substituted /b/
for /d/ and /d/ for /b/.
Janice is also
inconsistent with her
vowel sounds.
Example of areas in need for improvement:
Student
PA
Summary
Once the results have been determined, the next step is to use the analyzed data to make
instructional decisions. The last phase of the action research process is using and sharing
results. Chapter 5 will describe how to use the analyzed data to make instructional
decisions and guide the teacher’s next step of the action research process.
51
Chapter 4: Collecting and Analyzing Data
Take several minutes to reflect upon and answer the following questions.
Summary Questions
Why is triangulating data important in the process of action research?
What should teachers consider when selecting data collection strategies to measure
student learning related to their action research?
Name and describe various data collection sources for monitoring student learning related
to action research.
Reflection Questions
How will you measure student learning related to your instructional focus? How will you
triangulate your data?
52
Chapter 5
Making Instructional Decisions
and Sharing the Results
“People without information cannot act. People
with information cannot help but act.”
~Ken Blanchard
Determining Next Steps
After planning, teaching, and collecting data, it is
very important to follow through by analyzing the
results of the action research and making
instructional decisions based on the findings.
Analyzed data will guide this critical question in the
action research process, “Where do I go next?” In
the process of action research, analyzed data will
determine whether to continue with current
practices, revise the action research plan, or report
the results of successes.
Chapter Outcomes



Name and describe the
three options for making
instructional decisions
about action research
using analyzed data.
Describe ways to share
action research results
List components of an
action research report.
In order to determine the next step, think about and
answer the following questions:
 Are students benefiting from the instructional focus I have planned and
implemented?
 Was the classroom problem solved?
 Did the instructional focus align to my students’ needs?
 Were all of the phases of the action research process followed?
 Was the plan completed as written (with the materials and time dedicated as
outlined in the implementation schedule)?
 Were all the necessary materials (personnel and resources) available? Did I
receive the support I need?
 Did the information (data) collected from the students provide the necessary
evidence about the results of the efforts to solve the problem?
If teachers can answer “yes” to the questions above and have strong evidence of student
learning resulting in meeting the stated goal(s) for improvement, the teachers are ready to
share results and identify the next classroom problem for study. If the teachers cannot
answer “yes”, the findings may lead to two choices: continue to implement the plan or
revise the action research plan.
53
Continue with the action research plan
When considering this choice, think about the instructional practices that are being
implemented to solve the identified classroom problem. Are students making progress
with the current instructional focus? If so, have the students met the instructional
expectations? Students may be progressing, but the goal(s) for improvement have not yet
been met. At this time, the teacher may choose to continue with the instructional focus
without altering the action research plan.
School schedules and unexpected circumstances may also cause an interruption in the
implementation of the action research study. When an interruption has occurred, teachers
should revisit their implementation schedule to refocus and continue with their initial
plans of action.
Revise the action research plan
Many factors may lead to this choice. If student learning is questionable, the teacher
should consider if the classroom problem was identified correctly. Collaborating with a
knowledgeable colleague or resource at this time may help re-identify the classroom
problem, if needed.
Another action that may need to take place is to revise the instructional focus. Are
students benefiting from instruction? It’s important to reflect on the instructional
practices and analyze the collected data to determine if students are learning. The
instructional focus may be impacting students to some degree. Perhaps intensifying the
instruction will result in increased improvements. Trying another instructional approach
could also be an option. Again, collaborating with a coach, mentor, teacher, or support
personnel may prove to be helpful at this time to determine the next instructional steps.
Sharing and Reporting Results
Once students meet the instructional goals identified on the action research plan or there
is a need to communicate student performance, it is time to share and report results.
Results can be reported in a variety of formats, depending on the audience and purpose of
the reporting. Here are some options:
 Individual reporting in student folders, files, portfolios, and other student
records. This is probably the most common way results are reported within
schools. Teachers complete an accurate report of the individual student’s level of
achievement of specific curricular goals. Data collected through the classroom
action research process are easily reported through school, district, and state
accountability reporting systems. This is why it is so important to align action
research to curricular goals.
 Graphic representations of results. Presentation of data must be clear and
meaningful. Whether the audience is the individual student or the district school
board, charts, graphs, tables, and target lines describe the findings in a clear
fashion. Confidentiality must be protected, so that no individual student is
identified. Computer-assisted software for analyzing, graphing, and charting data
is readily available.
54


Written reports and professional articles. Credibly completed action research
continues to advance knowledge within the teaching profession. Reporting
research disseminates important findings and advances the practice of education
(Sagor, 1992). As classroom teachers who have designed research plans,
implemented them, and collected student products (data) to determine their
effectiveness, who better than teachers to tell the story through a report or
professional article? Teachers learn from others who have actually implemented
particular strategies and have the student results to show for it. The action
research plan and its implementation plan can be outlined in the elements shown
on the template Sharing the Results: A Format for Reporting Action Research
(activity 6). Refer to page 52.
Discussions and presentations with teachers. A very effective strategy for
disseminating action research results is the use of table discussions with other
educators from your grade level, team, or school. This is an excellent way to
discuss real issues at the school site, as well as to provide personal professional
development directly related to educational issues identified at the school. When
presenting this information, set aside insights and encourage group members to
give their perspectives. Report only on the expectations for the research study and
present some of the data collected. Again, tables, charts, and graphs may be
effective tools. Specific questions to facilitate dialogue include the following:
o Do you think that what I believe occurred is what really happened?
o As you look at the data, do you think any unplanned results occurred?
o In what ways do you think the quality of education for my students
improved during this study?
o What might be the next steps?
Summary
Of course, the most important evaluation, reflection, and decision-making is done by the
teacher researcher. The results of the carefully planned and conducted classroom research
will provide the teacher with the new knowledge needed to make informed decisions
about what to teach and how to teach it. Once the data are compiled, analyzed, shared,
and discussed, it is critical for the teacher researcher to reconsider the action research by
asking those core questions:
 How was the quality of education improved for my students?
 How was my understanding of my teaching changed and improved?
The answers to these two questions will lead into the next phase of the cycle of
continuous improvement – creating new goals for improvement and plans for action
research based on evidence of student learning. As each teacher uses his or her problemsolving abilities to address classroom needs through action research, each student will
make learning gains.
55
Chapter 5: Making Instructional Decisions and Sharing the Results
Take several minutes to reflect upon and answer the following questions.
Summary Questions
When making instructional decisions after data analysis, what choices should the teacher
consider regarding the action research process?
How can teachers share their action research results with students, parents, colleagues,
and the educational community?
Reflection Questions
After reading about the complete cycle of action research, how can engaging in all phases
of the action research process impact students’ learning and improve a teacher’s
instructional practice?
56
Activity 6: Sharing the Results
A Format for Reporting Action Research
Title of Action Research Project:
Name of Teacher Researcher:
Name of School and County:
Abstract: Provide a brief summary of your action research report. Topics may include
student sample, instructional focus, and data collection and analysis.
Classroom Problem: Provide a description of your identified classroom problem. How
did you identify the classroom problem? Describe the students who were affected and
possible causes of the problem. What were the goals for improvement?
Research Process: Provide a detailed description of your research process. What was
your research question? What instructional strategies or practices were implemented that
were aligned to the classroom problem? Describe your implementation.
Data Collection and Analysis: Provide a narrative summary of your collected and
analyzed data. If appropriate, include graphs and tables to accompany the narrative
summary. Include templates of your data collection sources as well as student work
samples.
Taking Action: Provide a summary of your decisions based on your analyzed data.
What are your next steps? Do you need to continue your action research using the same
procedures? Do you need to revise your action research procedures? How? Were you
satisfied with your results and ready to investigate new concerns?
Professional Reflection: What did you learn through this process? How did conducting
action research impact your teaching?
57
Activity 6: Sharing the Results
A Format for Reporting Action Research
Example
Developing Beginning Reading and Writing of Struggling Readers
Mrs. Levine and Ms. Rollins
ABC Elementary School
Stone County Public Schools
Abstract
Two third grade students with specific learning disabilities and language impairments
participated in a nine-month action research study focusing on improving their abilities to
hear and record sounds in words (phonemic awareness and phonics). In addition to their
regular reading instruction, Students A and B received explicit small group instruction
following a systematic instructional plan that included daily word work that incorporated
the following teaching techniques: providing explicit instruction in developing
letter/sound correspondence, building the ability to hear and record sounds in words
through the use of Elkonin boxes and other visible prompts, using manipulatives (letter
magnets) during daily practice, and connecting reading to writing. Collected and
analyzed data indicated significant growth in the areas of phonemic awareness,
letter/sound correspondence, word building and decoding, and a sense of independence.
Classroom Problem
Two third grade students with specific learning disabilities and language impairments
were having difficulties learning to read and write. They entered third grade reading at
the pre-primer level and consistently scored a Level 1 on their writing rubrics. After
further investigation, we found that Student A and Student B had poor letter/sound
correspondence and weak phonemic awareness. In addition, they were unable to work
independently and avoided reading and writing activities. Our goal for these two students
was to improve their ability to hear and record sounds in words (phonemic awareness and
phonics). In addition to their regular reading and writing instruction, Student A and
Student B received small group instruction geared to meeting their goal for improvement.
Research Process
“How will incorporating visible prompts and hands-on manipulatives into small group
reading instruction affect my students’ ability to hear and record sounds (phonemic
awareness and phonics) in words?” was the research question studied. Students A and B
received daily small group reading instruction with the addition of explicit word work
incorporating Elkonin boxes and various manipulatives (tokens, magnetic letters, white
boards, etc.) to scaffold and develop their phonemic awareness and letter/sound
correspondence.
58
Content followed a systematic instructional plan, always with the goal of connecting
reading and writing. Students began their sessions with phonemic awareness exercises
focusing on segmenting and blending using Elkonin boxes and tokens. Physical
manipulation of tokens provided concreteness to the exercise, which was needed due to
their language impairments and processing difficulties. Following phonemic awareness
instruction, physical representations of sounds were introduced through the same process.
Students then practiced decoding and writing words used during word work.
Students received small group instruction daily for 45 minutes in addition to their regular
reading instruction.
Data Collection and Analysis
Qualitative and quantitative data sources were collected during this study. I, the ESE
teacher, collected the majority of the data in small group instruction. The data collection
sources that were collected through our action research process were as follows:
 letter/sound identification surveys
 phonemic awareness surveys
 writing samples
 observations
 school-required reading and writing assessments.
The letter/sound identification and phonemic awareness surveys were collected weekly
and bi-weekly. To measure our students’ ability to hear and record sounds in words, we
collected data through observations and writing samples on a daily basis. Schoolrequired reading and writing assessments were administered every nine weeks.
The letter/sound identification surveys indicated significant growth in students’
understanding of letter/sound correspondence, showing 100% accuracy by the end of the
study.
Letter/Sound Correspondence
(Upper and lowercase letters)
Student A
Student B
9/3/01
10/1/01
3/52
28/52
8/52
35/52
(Examples from weekly assessment scores.)
11/5/01
52/52
52/52
Phonemic awareness surveys showed that the students improved their phonemic
awareness (blending and segmenting) and were able to hear sounds (phonemes) in words
sequentially.
59
Phonemic Awareness Surveys (Blending)
Student A
Student B
9/10/01
10/8/01
0/10
8/10
3/10
10/10
(Examples from bi-weekly assessment scores.)
11/12/01
10/10
10/10
Phonemic Awareness Surveys (Segmenting)
11/15/01
0/10
Student A
3/10
Student B
(Examples from bi-weekly assessment scores.)
12/3/01
8/10
10/10
The findings from our observations and work samples showed that Students A and B
heard and recorded sounds in words with minimal support from their teachers. In
addition, they used the same strategies when decoding words in reading.
September 2001 Writing Samples
(Data gathered before instructional focus was implemented.)
Student A: Writing Sample 1
The writing prompt focused on telling
a story about the student’s family.
He drew a picture of his
family, but was unable to write a story.
Student A: Writing Sample 2
The student wrote about
his pet turtle. The teacher
transcribed his story after
the student read it aloud.
“I have a pet turtle.”
60
February 2002 Writing Sample
Writing Sample 3
Student A wrote a story about catching a shark. At this time, he was able to say words
slowly and record the sounds that he heard. In addition, he started finding words he didn’t
know how to spell by locating them in his reading books or on the word wall.
61
Student B (Observations of Writing)
(Data gathered before instructional focus was implemented.)
9/3/01, Language Arts
Activity: Writing in Journal
Student B wrote, “I love my pig. My pig is fun. I like to play. My pig like
to play. I love my pig.”
After writing her message, she began to draw a picture of a pig playing in
a park.
9/5/01, Language Arts
Activity: Writing Prompt (Topic: Family)
Student B wrote, “My pig is fun. I love to play and I love my pig. I love
my pig. My pig is fun.”
When Student B was asked to write about her family, she said, “No, I
want to write about a pig.”
Student B (Summary of Observations)
3/2002
Student B is now writing more independently than at the beginning of the
year. She developed a larger repertoire of sight words, which made
writing an easier task. Her ability to hear and record sounds in words has
improved, as she is now using strategies independently in her writing and
decoding.
The students’ teachers reported they are working more independently in the classroom
(using appropriate ability-level materials) and willingly participating in reading and
writing.
Taking Action
Both students made significant improvements in their ability to hear and record sounds in
words, which resulted in improvements in their reading and writing. However, we will
continue with our same instructional focus, targeting more complex word patterns and
alphabetic principles. In addition, another instructional goal is to increase their repertoire
of sight words in context.
Professional Reflection
Conducting action research was a very empowering process for both of us. Triangulating
our data in the beginning of this cycle pinpointed specific learning needs in these two
third graders. We believe that triangulating student data is extremely important because
the information gathered provided a clearer picture of our students’ abilities. Our
62
instruction was aligned to their learning needs and we now see the impact of our
instruction, which is powerful.
Throughout this process, we learned the importance of scaffolding students’ learning.
Working with two third graders who were unable to read and write was very challenging.
Our literacy coach modeled how to scaffold their learning and we began using teaching
techniques that provided our students with the needed support. We found that the students
began taking risks in their learning when they felt supported in their learning.
63
64
Appendix

Anticipation Guide

Activity 1: Action Research Rationale

Activity 2: Beginning the Action Research Process: Investigating Classroom
Concerns

Activity 3: Identifying a Classroom Problem

Activity 4: Action Research Plan

Activity 5: Implementation Schedule

Activity 6: Sharing the Results

Observational Checklist

Anecdotal Records

Individual Student Observational Chart

Classroom Grid: Whole Class

Reading at Home Interview

Reading and Writing Interview

Writing Rubric

Templates from Cool Tools, Informal Reading Assessments

Activity 6: Sharing the Results
65
66
Anticipation Guide
An anticipation guide is a series of statements connected to a certain text. The use of
an anticipation guide can activate prior knowledge and allow the reader to make
predictions about the text.
Directions: Each of the following statements is connected to the content in this guide.
After reading, specify whether you agree or disagree with each statement by circling
your answer. In addition, provide an explanation of your opinion if you have a made a
shift in your thinking.
Statements
1. Educators should follow the steps of action research in a
linear fashion.
Explanation:
Agree or Disagree
Agree
Disagree
Agree
Disagree
3. In order to get the maximum benefits from action research,
educators should have a working knowledge of statistics.
Explanation:
Agree
Disagree
4. An educator has completed the action research process once all
steps have been implemented.
Explanation:
Agree
Disagree
Agree
Disagree
Agree
Disagree
Agree
Disagree
2. One piece of data can provide teachers with enough
information needed to identify the specific needs of a particular
student or group of students.
Explanation:
5. Most educators participate in action research to some degree.
Explanation:
6. Because action research involves the collection of data, it
alleviates the need for educators to make educated guesses
regarding student learning.
Explanation:
7. Engaging in action research allows educators to assess and
reflect on the effectiveness for their teaching practices.
Explanation:
Adapted from FLaRE Action Research Module (Kelly & Rawlinson, 2003)
67
68
Activity 1: Action Research Rationale
Why Conduct Action Research?
Take a moment and reflect on why you should conduct action research. What are the
benefits of action research to teachers and students? How could participating in this
model of professional development impact your professional practice? Do you have
concerns about conducting action research in your classroom?
Use this space to record your personal reflections.
69
70
Activity 2: Beginning the Action Research Process
Investigating Classroom Concerns
Reflect on and complete the following open-ended probes to assist you in
investigating your initial concerns and identifying a classroom problem or area of
change.
Name:
Currently in my classroom, I am concerned about
In order to investigate my concern, I need to collect information on
I will gather this information by collecting the following data
After analyzing my data, I found that my students are having difficulties with
To meet my students’ needs, I need to focus my instruction on
71
72
Activity 3: Identifying a Classroom Problem
Name(s):
School:
Grade Level:
Problem Statement: Compose a problem statement specifically describing who is
affected, supported causes of the problem, the goal for improvement, and what
might be done about the problem. (Provide as much specific information as
possible.)
73
74
Activity 4: Action Research Plan
Name(s):
School:
Grade Level:
Research Question: Pose a question that will focus your study. Be sure to include what student
learning will occur and what instructional practices will be implemented.
Learning Outcomes: What specific student learning will occur?
Instructional Focus: Describe the specific instructional practice(s) that will be implemented and
studied. Specify when and how the practice(s) will be implemented.
Data Collection: Specify the data you will collect that are aligned to the classroom problem. Describe
how often you will collect the data?
Data Source 1: (What & How?)
Data Source 2: (What & How?)
Data Source 3: (What & How?)
Support: What support will you need from your colleagues?
75
Activity 5: Implementation Schedule
Tasks
Timeline
Beginning/Ending
Resources
76
77
Activity 6: Sharing the Results
A Format for Reporting Action Research
Title of Action Research Project:
Name of Teacher Researcher:
Name of School and County:
Abstract: Provide a brief summary of your action research report. Topics may include
student sample, instructional focus, and data collection and analysis.
Classroom Problem: Provide a description of your identified classroom problem. How
did you identify the classroom problem? Describe the students who were affected and
possible causes of the problem. What were the goals for improvement?
Research Process: Provide a detailed description of your research process. What was
your research question? What instructional strategies or practices were implemented that
were aligned to the classroom problem? Describe your implementation.
Data Collection and Analysis: Provide a narrative summary of your collected and
analyzed data. If appropriate, include graphs and tables to accompany the narrative
summary. Include templates of your data collection sources as well as student work
samples.
Taking Action: Provide a summary of your decisions based on your analyzed data.
What are your next steps? Do you need to continue your action research using the same
procedures? Do you need to revise your action research procedures? How? Were you
satisfied with your results and ready to investigate new concerns?
Professional Reflection: What did you learn through this process? How did conducting
action research impact your teaching?
78
79
Observation Checklist
Objective
Date
Student Names
80
81
Observations: Anecdotal Records
Date:
Date:
Date:
Date:
82
83
Observations: Chart
Individual
Name:
Date
Anecdote
Action
84
85
Observations: Grid
Small Group or Class
Date:
Objective:
Name:
Name:
Name:
Name:
Name:
Name:
Name:
Name:
Name:
Name:
Name:
Name:
Name:
Name:
Name:
Name:
Name:
Name:
Name:
Name:
86
87
Reading at Home
Interview
Name:
Date:
1. How many minutes a day do you spend reading books at home?
2. When is your favorite time to read?
3. What is your favorite book to read? What is your favorite topic to read about?
4. What was the last book that you read?
5. When do your parents read to you at home?
6. How does reading make you feel?
88
89
Reading and Writing Interview
Name:
Date:
1. How would you explain what reading is to someone else?
2. What do you like the most about reading?
3. What is your least favorite thing about reading?
4. How would explain what writing is to someone else?
5. What do you like the most about writing?
6. What is your least favorite thing about writing?
Taken from The Handbook of Literacy Assessment and Evaluation
Bill Harp
90
91
Insert Writing Rubric
92
93
COOL TOOLS
Informal Reading Assessments
PREFACE
Given the national and state goal to have every child reading on grade level by
grade 3 (No Child Left Behind Act, Reading First, and Just Read, Florida!) and the
significant number of children struggling with learning to read, educators are in
need of readily available, scientifically based reading instruction resources to help
meet this need. Project CENTRAL is pleased to offer COOL TOOLS - Informal
Reading Assessments for classroom educators. This product was developed as a
companion to Knowing What Works – Action Research, also created by Project
CENTRAL and designed to serve classroom teachers’ needs for informal, sequential
measures of student’s reading abilities across the five areas of reading instruction
identified by the 2000 report of the National Reading Panel:





phonological awareness
phonics
fluency
vocabulary
text comprehension.
The National Reading Panel’s research findings and conclusions have been summarized
in the document Put Reading First: The Research Building Blocks for Teaching Children
to Read - Kindergarten through Third Grade. This document was a collaborative effort
between the National Institute for Literacy, the National Institute of Child Health and
Human Development, and the U.S. Department of Education to create a guide for
teachers written by teachers that explores the specific strategies and skills needed to
successfully teach children to read. Put Reading First should be considered a companion
to this manual. You can download Put Reading First from the National Institute for
Literacy website at www.nifl.gov or find the direct pdf file at:
http://www.nifl.gov/partnershipforreading/publications/Cierra.pdf .
As a part of the No Child Left Behind Act, Reading First defines reading as a complex
system of deriving meaning from print that requires skills and knowledge to understand
how phonemes, or speech sounds, are connected to print, the ability to decode unfamiliar
words, the ability to read fluently, sufficient background information and vocabulary to
foster reading comprehension, the development of appropriate active strategies to
construct meaning from print, and development and maintenance of a motivation to read.
(Part B, Subpart 1, Reading First, of Title 1, of Public Law 107-110 (2001), pp. 204-205.)
Just Read, Florida! has proposed the following formula to express the larger meaning of
the above stated research: 5 + 3 + ii + iii = No Child Left Behind. This refers to the 5
94
components of reading instruction, 3 types of assessment, strategies for initial instruction,
and immediate intensive intervention.
Just Read, Florida! Formula 5 + 3 + ii + iii
5 Components of Reading
Instruction





Phonological
awareness
Phonics
Fluency
Vocabulary
Comprehension
3 Types of
Assessment



Screening
Diagnostic
assessments
Progress
monitoring
Strategies for
Initial
Instruction
Grounded in
scientifically
based reading
research
(SBRR) and
aligned with the
Sunshine State
Standards
Strategies for
Immediate
Intensive
Intervention
Identification of
students,
diagnosis of the
nature,
Prescription of
instruction,
Provision of
intensive
instruction,
grounded in
SBRR and
prescribed in the
AIP, and
Ongoing
progress
monitoring and
continued
support
Project CENTRAL offers the following Cool Tools for teachers to use as potential
measures of all three types of assessment on an informal level. The data can in turn assist
teachers in the planning and delivery of data-based instruction during the action research
process. These informal assessments can also be viewed as samples for creating
individualized informal assessments based on the specific skill needs of individual
students.
In schools where students are learning to read as well as reading to learn,
administrators and teachers must know how every student is progressing in
reading at any given time – not just the students who are having difficulties in
reading. Assessments that give a global picture of students’ reading achievement
are not sufficient to plan instruction, enrichment, or remediation. (McEwan,
2002).
95
****Only those templates from Cool Tools are included here that specifically relate
to the case study described in this guide. To view the full document, visit Project
CENTRAL’s website at http://reach.ucf.edu/~CENTRAL.
COOL TOOLS
Phonological Awareness – Phoneme Blending
Student’s Name:
Date:
Student’s Score:______________________ MASTERED
REMEDIATE
Directions: This test should be administered individually to students. The teacher could
introduce the test by saying, “I am going to separate the sounds of a word and I want you
to tell me what word it is.”
Practice Items: Help the student identify how to blend phonemes with the following
practice items. Create additional practice items as needed.
“/s/ /i/ /t/ is what word? SIT”
“/s/ /t/ /o/ /p/ is what word? STOP”
Test Items: Read the sounds of a word and allow the student to respond. Mark those
items that the student answers correctly. Create additional lists as needed.
1.
/m/ /ee/
_____ (me)
2.
/b/ /e/ /d/
_____ (bed)
3.
/h/ /a/ /t/
_____ (hat)
4.
/m/ /u/ /s/ /t/
_____ (must)
5.
/sh/ /o/ /p/
_____ (shop)
6.
/p/ /l/ /a/ /n/ /t/
_____ (plant)
7.
/s/ /t/ /o/ /p/
_____ (stop)
8.
/f/ /l/ /ow/ /er/
_____ (flower)
9.
/l/ /u/ /n/ /ch/
_____ (lunch)
10.
/s/ /t/ /r/ /a/ /n/ /d/
_____ (strand)
96
Number correct
_________
Total possible
_________
97
COOL TOOLS
Phonological Awareness – Phoneme Segmentation
Student’s Name: ___________________________
Date: ________________
Student’s Score: ______________________ MASTERED
REMEDIATE
Directions: This test should be administered individually to students. The teacher could
introduce the test by saying, “I am going to say a word; I want you to tell me all of the
sounds that you hear in that word.”
Practice Items: Help the student identify how to segment phonemes in a word with the
following practice item. Create additional practice items as needed.
“DIM, I hear the sounds /d/ /i/ /m/.”
Test Items: Read each word and allow the student to respond. Mark those items that the
student answers correctly. Create additional lists as needed.
1.
in
/i/ /n/
_____ (2)
2.
at
/a/ /t/
_____ (2)
3.
name /n/ /ae/ /m/
_____ (3)
4.
ship
/sh/ /i/ /p/
_____ (3)
5.
sock
/s/ /o/ /k/
_____ (3)
6.
chin
/ch/ /i/ /n/
_____ (3)
7.
sand
/s/ /a/ /n/ /d/
_____ (4)
Number correct
_________
98
Total possible
_________ (20)
99
COOL TOOLS
Fluency – Capital Letter Names
Student’s Name: ___________________________
Date: ________________
Student’s Score: ______________________ MASTERED
REMEDIATE
Directions: This test should be administered individually to students. The teacher could
introduce the test by saying, “I want you to tell me some letter names.”
Test Items: Present the student with the STUDENT’S COPY of Capital Letters page.
Teacher says,“When I say BEGIN, you will have 1 minute to tell me as many letter
names as possible. Ready? BEGIN.”
Mark those items that the student answers correctly on the TEACHER’S COPY. Create
additional probes as needed.
100
101
COOL TOOLS
102
TEACHER’S COPY
G
J
O
H
P
Z
M
F
I
W
B
T
C
Y
T
U
E
X
I
X
L
D
U
Q
N
E
E
R
M
V
D
N
U
C
H
S
Y
D
M
J
M
S
L
B
F
K
R
V
K
A
T
U
I
U
X
M
Q
R
Z
A
K
B
J
P
R
P
K
O
K
T
C
W
S
Y
L
N
G
O
E
C
G
D
H
O
6
12
18
24
30
36
42
48
54
60
66
72
78
84
103
COOL TOOLS
104
Name:_____________________Score:___________
STUDENT’S COPY
G
J
O
H
P
Z
M
F
I
W
B
T
C
Y
T
U
E
X
I
X
L
D
U
Q
N
E
E
R
M
V
D
N
U
C
H
S
Y
D
M
J
M
S
L
B
F
K
R
V
K
A
T
U
I
U
X
M
Q
R
Z
A
K
B
J
P
R
P
K
O
K
T
C
W
S
Y
L
N
G
O
E
C
G
D
H
O
105
COOL TOOLS
106
Fluency – Lower Case Letter Names
Student’s Name:_________________________Date:________________
Student’s Score:______________________ MASTERED
REMEDIATE
Directions: This test should be administered individually to students. The teacher could
introduce the test by saying, “I want you to tell me some letter names.”
Test Items: Present the student with the STUDENT’S COPY of Lower Case letters
page.
Teacher says,“When I say BEGIN, you will have 1 minute to tell me as many letter
names as possible. Ready? BEGIN.”
Mark those items that the student answers correctly on the TEACHER’S COPY. Create
additional probes as needed.
107
COOL TOOLS
108
TEACHER’S COPY
r
o
h
p
z
m
i
f
w
t
y
c
g
y
u
e
x
i
x
l
u
d
q
e
r
e
t
r
v
d
n
u
c
h
y
m
h
n
s
m
o
e
b
f
k
r
v
k
t
i
u
v
m
k
b
w
r
z
a
k
b
j
r
k
p
d
t
x
m
i
w
s
y
l
n
g
e
g
c
a
o
h
p
j
6
12
18
24
30
36
42
48
54
60
66
72
78
84
109
COOL TOOLS
110
STUDENT’S COPY
Name: _____________________
Score: ___________________
r
o
h
p
z
m
i
f
w
t
y
c
g
y
b
f
k
r
v
k
t
i
u
v
m
k
b
w
u
e
x
i
x
l
u
d
q
e
r
e
t
r
v
d
n
u
c
h
y
m
h
n
s
m
o
e
r
z
a
k
b
j
r
k
p
d
t
x
m
i
w
s
y
l
n
g
e
g
c
a
o
h
p
j
111
COOL TOOLS
112
Fluency – Mixed Sounds
Student’s Name: ___________________________
Date: ________________
Student’s Score: ______________________ MASTERED
REMEDIATE
Directions: This test should be administered individually to students. The teacher could
introduce the test by saying, “I want you to tell me some SOUNDS – not letter names.”
Test Items: Present the student with the STUDENT’S COPY of the Mixed Sounds page.
Teacher says,“When I say BEGIN, you will have 1 minute to tell me as many sounds as
possible. Ready? BEGIN.”
Mark those items that the student answers correctly on the TEACHER’S COPY. Create
additional probes as needed.
113
COOL TOOLS
114
TEACHER’S COPY – MIXED SOUNDS
r
o
h
p
z
m
i
f
w
t
y
c
g
y
u
e
x
i
x
l
u
d
k
e
r
e
t
r
v
d
n
u
c
h
y
m
h
n
s
m
o
e
b
f
k
r
v
k
t
i
u
v
m
k
b
w
r
z
a
k
b
j
r
k
p
d
t
x
m
i
w
s
y
l
n
g
e
g
c
a
o
h
p
j
6
12
18
24
30
36
42
48
54
60
66
72
78
84
115
116
Name:_____________________Score:___________
COOL TOOLS
STUDENT’S COPY
r
o
h
p
z
m
i
f
w
t
y
c
g
y
u
e
x
i
x
l
u
d
k
e
r
e
t
r
v
d
n
u
c
h
y
m
h
n
s
m
o
e
b
f
k
r
v
k
t
i
u
v
m
k
b
w
r
z
a
k
b
j
r
k
p
d
t
x
m
i
w
s
y
l
n
g
e
g
c
a
o
h
p
j
117
Resources
Grant Opportunities and Websites
Action Research Grants
Classroom Action Research Awards: Leading the Way to Literacy
Florida Reading Association awards grants up to $500 for research projects conducted by
full-time classroom teachers employed in public or private schools in Florida.
http://www.flreads.org/Scholarships%20&%20Awards/classroo.htm
The NEA Foundation for the Improvement of Education
Learning and Leadership Grants
http://www.nfie.org/grants.htm
Websites
Action Research as a Framework for School Improvement
South Florida Center for Educators; Florida Atlantic University
http://www.coe.fau.edu/sfcel/default.htm
Florida Atlantic University’s website for action research as a framework for school
improvement offers information about action research in general, as well as projects that
are specific to FAU’s region.
Action Research Module, John Hopkins University
http://www.sitesupport.org/actionresearch/
Developed by John Hopkins University, Baltimore City Public School System, Morgan
State University, and the University of Maryland, this site offers innovative teacher
training opportunities and professional development modules in this electronic learning
community.
Action Research Resources
http://scu.edu.au/schools/gcm/ar/arhome.html
A substantial website monitored by Scott Campell University of Australia, this site offers
information for beginning researchers as well as an extensive array of links, books,
articles, and discussions on theories and methodologies of action research.
Action Research: The Education Alliance at Brown University
http://www.alliance.brown.edu/pubs/themes_ed/act_research.pdf
This link is to an on-line article about action research published by Brown University. It
provides an overview of different definitions of action research and the various models. It
offers in-depth answers to questions about data collection and the action research process.
118
It also highlights a reflection from a teacher researcher’s first attempt at pursuing action
research.
An Introductory Guide to Teacher Candidates at Queen’s Univerity: Action Research
Who? Why? How? So what?
http://educ.queensu.ca/projects/action_research/guide.htm
This website offers a quick introductory look at the basics of action research. It helps
answer frequently asked questions and addresses concerns about the basic structure of
action research. By answering the fundamental questions of who, what, why, where, and
how, it gives a good overview for beginning researchers. Links are also provided for
other resources and further exploration.
Collaborative Action Research Network: University of Anglia
http://did.stu.mmu.ac.uk/carn/
The Collaborative Action Research Network (CARN) website is an online network for
professional development. Based in the United Kingdom, their aim is to offer support and
encouragement to all action research projects (personal, local, national, and
international).
Educational Action Research, an international journal focusing on educational research
and practice.
http://www.triangle.co.uk/ear/index.htm
This website highlights the journal, Education Action Research, as a resource for those
engaged in action research. It is a refereed international journal that publishes a wide
range of action research studies and maintains a literature review.
Networks: An online journal of teacher research.
http://www.oise.utoronto.ca/~ctd/networks/
The website is an online journal for professionals involved in teacher research projects.
The site offers archived research projects for review, book reviews, and discussion links
for ongoing projects.
Teacher Research: George Mason University
http://www.gse.gmu.edu/research/tr/index.shtml
This website by George Mason University’s Graduate School of Education is an
extensive site covering the basics of action research, the steps in the process, and
discussion of data analysis and conclusions. It also offers a growing online archive of
finished action research projects.
119
References
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Teachers of Mathematics.
Allen, C., Ferguson, S. K., Gadd, J., Koch, L. C., Kravin, D., Lambdin, D., & Rasmussen,
M. (2001). Classroom assessment for school mathematics: Mathematics
assessment: A practical handbook for grades 3-5. Reston, VA: National Council
of Teachers of Mathematics.
Bernhardt, V. L. (1998). Data analysis for comprehensive school-wide improvement.
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Calhoun, E. F. (1994). How to use action research in the self-renewing school.
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Dana, N. F., & Yendol-Silva, D. (2003). The reflective educator’s guide to classroom
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Florida Literacy and Reading Excellence. (2003). Organizing for school-wide
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Harp, B. (2000). The handbook of literacy assessment and evaluation. Norwood, MA:
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Hubbard, R. S., & Power, B. M. (1999). Living the questions: A guide for teacherresearchers. Portland, ME: Stenhouse.
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Little, M. (2001). Classroom action research: Improving student outcomes.
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Little, M. E., & Houston, D. (2003). Research into practice through professional
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Little, M., & Rawlinson, D. (2002). Becoming an action researcher to
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Mills, G. E. (2003). Action research: A guide for the teacher researcher. Upper
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Community Services.
Sagor, R. (1992). How to conduct collaborative action research. Alexandria, VA:
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Salvia, J., & Ysseldyke, J. (1998). Assessment. Boston, MA: Houghton Mifflin.
Schmuck, R. A. (1997). Practical action research for change. Arlington
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Stiggins, R. J. (1997). Student-involved classroom assessments. Columbus,
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