DOES THE IMPLEMENTATION OF CONCEPT ORIENTED READING INSTRUCTION IMPROVE STUDENTS OVERAL READING SKILLS?
Except where reference is made to the work of others, the work described in this thesis is my own or was done in collaboration with my Thesis Chair. This thesis does not include
proprietary or classified information.
Kaminsia Mercedes Fannin
Certificate of Approval:
Donald R. Livingston, Ed.D. Thesis Co-Chair
Education Department
Sharon M. Livingston, Ph.D. Thesis Co-Chair
Education Department
Concept Oriented Reading Instruction 1
DOES THE IMPLEMNTATION OF CONCEPT ORIENTED READING INSTRUCTION IMPROVE STUDENTS OVERALL READING SKILLS?
A thesis submitted
By
Kaminsia Mercedes Fannin
To
LaGrangeCollege
in partial fulfillment of
the requirement for the
degree of
MASTER OF EDUCATION
In
Curriculum and Instruction
LaGrange, Georgia
July 28, 2011
Abstract
This study investigated the strategy of concept oriented reading instruction (CORI) on improving reading levels of elementary students with disabilities. The specific practice of CORI implemented was the use of science goals in reading instruction to improve overall reading skills. In this study, science goals and standards in place by the state of Georgia were integrated in a conceptual theme for reading instruction. The use of science textbooks, trade books on the subject and hands on activities were used to direct and facilitate the reading instruction. The students reading scores before receiving the CORI strategy in the classroom were compared to post test scores after the strategy based instruction.Observational and descriptive analysis showed improvements in both students reading fluency and comprehension.
Table of Contents
Abstract...... iii
Table of Contents...... iv
List of Tables...... v
Chapter 1: Introduction...... 2
Statement of the Problem...... 2
Significance of the Problem...... 2
Theoretical and Conceptual Frameworks...... 3
Focus Questions...... 5
Overview of Methodology...... 6
Human as Researcher...... 6
Chapter 2: Review of the Literature………………………………………………………. 7 Implementing CORI in the classroom ……………………………………………. 8
Effect of CORI on reading fluency and comprehension...... 10
Student and teacher attitudes...... 12
Chapter 3: Methodology...... 15
Research Design.…………………………………………………………………16
Setting………….………………………………………………………………....16
Subjects / Participants………...…………………………………………………..17
Procedures and Data Collection Method.………………………………………….17
Validity, Reliability, Dependability, Bias...... 21
Analysis of Data...... 22
Chapter 4: Results...... 24
Chapter 5: Analysis and Discussion of Results...... 33
Analysis...... 34
Discussion...... 38
Implications...... 40
Impact on Student Learning...... 41
Recommendations for Future Research...... 41
References...... 42
Appendices ...... 44
List of Tables
Tables
Table 3.1Data Shell………………………………………………………………….. 19
Table 4.1Reading fluency data-time……………………………………………….... 25
Table 4.2Reading fluency data-errors……………………………………………...... 26
Table 4.3Dependent t-test for reading fluency……………………………………….26
Table 4.4Aimsweb-Student B………………………………………………………. 27
Table 4.5Aimsweb-Student C………………………………………………………..27
Table 4.6Reading comprehension…………………………………………………....28
Table 4.7Dependent t-test for reading comprehension………………………………29
Concept Oriented Reading Instruction 1
Chapter 1: INTRODUCTION
Statement of the Problem
This study investigatesthe strategy of Concept-Oriented Reading Instruction (CORI) to improve reading fluency and comprehension in elementary students with disabilities. Helping students to become more independent readers is a central goal of elementary educators and the school improvement efforts across the nation as a whole (Bitter, Oday, Gubbins, & Socias, 2009). It has been noted as a possibility that children become poorly motivated to read because of their repeated failure to acquire reading skills (Compton, Cordray, Fuchs, Fuchs & Morgan, 2008). This is more so the case when examining students with reading disabilities. As some students with reading disabilities begin post-primary grades, academic failure begins to follow them.According to Guthrie et al., 2004), reading comprehension provides the basis for a substantial amount of learning in the later grades and without these skills students’ future academic progress is limited. However, with so many cited interventions and strategies, which ones are actually effective in the classroom? Can the strategy of Concept-Oriented Reading Instruction fulfill the tedious task of improving students?
Significance of the Problem
The reoccurring struggle in reading among students with and without disabilities and low reading scores across the nation is a prevailing concern in today's society. Unfortunately, when this problem is not addressed at an elementary level with these students, the results may be low self-esteem and academically damaging long-term effects. This is important becausewhen students exit their elementary years, instruction in the classroom is no longer focused on learning to read but on reading to learn (Allington & Johnston, 2002). According to Allington and Johnston (2002), these struggling readers may participate in 30-60 minutes of appropriate supplemental reading instruction and then spend the remainder of the day sitting in classrooms with texts they are not able to read. These students, especially those with learning disabilities, may then exhibit more academic difficulties. Once these students begin to transition from the elementary level to higher levels of education, they often display a poor motivation towards reading as well as school. The ability to address this deficit of reading amongst students would greatly help educators effectively use class time and instruction to foster growth for all students.
Theoretical and Conceptual Frameworks
This research will investigate the strategy of Concept-Oriented Reading Instruction (CORI) used in order to improve student achievement in reading fluency and comprehension. Based on the concepts being examined, the constructivist theories are greatly supported. Piaget’s, as cited by Powell and Kalina (2009), main focus on constructivism deals with individuals and how they constructknowledge. His theory of cognitive development proposes that humans cannot be given information that they immediately understand and use; instead human must construct their own knowledge. This notion is essential when implementing strategies based on students needs in order for the strategies to be effective. This idea is supported in the manner of creating a constructivist classroom.
According to Powell and Kalina (2009), in order to ensure an effective constructivist environment, teachers need to learn strategies to employ both social and cognitiveconstructivist theories. Lev Vygotsky, one of the founders of social constructivism, strongly believed that social interaction and cultural influences have huge affects on a student and how learning occurs (Powell & Kalina, 2009). By embracing this notion, teachers in the classroom should more effectively be able to find successful strategies and motivations in the classroom, especially in the subject area ofreading.
By examining the LaGrange College Education Department’s (2008) Conceptual Framework, this thesis relates to different aspects of both Tenet 1 and Tenet 2. The third section of Tenet1 entitled "Knowledge of Learners," is composed of several attributes relevant to this thesis. The subgroup is based on teaching a diverse community of learners. It is important that one isknowledgeable of how students learn and develop and provide diverse learning opportunities that support students' intelligences, learning styles, and areas of exceptionality (LaGrange College Education Department, 2008). Tomlinson (2001), states that teachers are required to organize, manage and create learning environments in which students are actively involved in the teaching and learning. This concept will be addressed in this thesis when investigating diverse strategies to assist with the success of students in reading.
In Tenet 2 of the Conceptual Framework, subsection, 1 entitled "Planning Skills," addresses the second aspect of this thesis of reading engagement/motivation. This tenet itself describes how in order for learners to be successful they must be active participants in the learning process. However, this must be accompanied by successful planning. Strategies must be developed for supporting student learning and understanding of individual group motivation in creating learning environments. Furthermore, when students are presented well-prepared learning activities, they are actively engaged in meaningful learning process and therefore achieve more (LaGrange College Education Department, 2008).
On the national level,each of the tenets described above are linked to different core propositions(National Board for Professional Teaching Standards [NBPTS] (2008)). The first tenetof "Knowledge of Learners" is tied to proposition 1. Proposition 1 states that teachers are committed to students and their earning. They are concerned withtheir student's motivation and the effects on learning or peer relationships. Individual differences among students are distinguished and are taken into account in their practice. The Planning Skills section of Tenet 2 is directly linked with NBPTS propositions 2 and 3. These propositions state that diverse instructional strategies are used to teach understanding and that effective instruction is delivered and keeps students motivated, engaged and focused (NBPTS, 2008).
Focus Questions
The purpose of this research was to determine if the implementation of CORI strategy would contribute to animprovement for students with disabilities in reading fluency and comprehension. According to Compton et al., (2008), findings suggest that children’s reading skills and motivation are moderately correlated and that it is possible that children become poorly motivated to read because of their repeated failure to acquire progressive reading skills. With this theory in mind, it is critical that instructional strategies be implemented in order to promote reading skills in the elementary years By improving students’ reading skills and proficiency at an early age, they are more likely to remain engaged in academic instruction in their later years. The following three questions will be addressed in this research:
1. How can Concept-Oriented Reading Instruction be implemented in the classroom?
2. What effect does Concept-Oriented Reading Instruction have on increasing reading fluency and comprehension skills?
3. What are student and teacher attitudes about the ConceptOriented instruction?
Overview of Methodology
This study was conducted using action research with a group of elementary school students with disabilities in an elementary school in the west Georgia area. Action research is used for practitioners to investigate and improve their practice. They look systematically for ways to deal with issues, such as instructional practices (Hendricks, 2009). This action research will quantitatively and qualitatively analyze data collected on effectiveness of CORI. There was a pre-assessment administered to determine all current reading fluency and comprehension levels of the students in the sample. Participatory observations were conducted to examine students' behavior and engagement during the implementation of the CORI strategy. These observations were recorded into a reflective journal and used to assist in determining the effectiveness of the strategies implemented in the lessons. Interviews were also conducted with both the students and teacher participants, at the conclusion of the study, to obtain more qualitative data.
Human as Researcher
As an educator, I have currently taught three years in the Georgia Public School System. Over this time I have taught special education on a high school level. This upcoming 2010-2011 school year I will be venturing on teach elementary school. As a Special Education teacher, I am categorized by the state of Georgia as "Highly Qualified" to teach special education as well as co-teach all core classes at the P-12 grade level. Every year, I have experience working with students with and without disabilities who struggle with reading. Although these students are in high school, their reading grade levels often fall as far back as third grade. The lack of reading skills often leads to a sense of discouragement in high school. This lack of reading skills negatively impacts the students' academic achievement. I am enthused at the opportunity to work with similarstudents at a younger age and grade level and hopefully with the use of effective strategies, help improve their reading skills.
Concept Oriented Reading Instruction 1
CHAPTER TWO: REVIEW OF THE LITERATURE
Using Concept-Oriented Reading Instruction in the Classroom
Improving reading comprehension and fluency skills is an overall goal of the nation as a whole to work towards. Reading serves as the basis of education in all other academic content areas, and without the ability to read, students may truly struggle throughout life. Studies have found that students who are at risk for reading difficulties are often not engaged in academic instruction. This disengagement from academic instruction due to reading deficits is pervasive in students with reading difficulties;a deficit that may lead to academic failure in other subject areas. Studies have also show that students with learning disabilities often spend less time engaged in academic activities than their counterparts (Bishop, Brownell, Dingle, & Seo, 2008). The longer students remain disengaged from academic tasks the more likely their academic performances will suffer, resulting from undesirable outcomes (Rock, 2005). As proposed by Wigfield, et al. (2008), when readers are fully engaged in reading they comprehend better and are motivated to read.
Concept-Oriented Reading Instruction (CORI) is a reading strategy implemented in the classroom to help improving student reading skills. CORI integrates reading with science or social studies through activities and the use of the core content (science or social studies) books during reading instruction. The instructional program supplements the school’s standard science and reading curricula and offers instruction in reading strategies scientific concepts, and inquiry skills. CORI is constructed in order to provide classroom context where multiple strategies of activating background knowledge, questioning, searching for information, summarizing, organizing graphically and structuring stories would be taught (Guthrie et al., 2004). The objective of the program is to improve reading comprehension and increase reading engagement (What Works Clearinghouse, 2010). In order to implement CORI, there are multiple group formats for instruction than can be utilized. Liang and Dole (2006) state that both whole –class discussions and small-group can work depending on the particular topic of interest; the time period of the instruction may also vary. CORI units can last anywhere from a few weeks to several months with the also variation of the daily lessons depending on the topic of the unit.
According to What Works Clearinghouse (2010), the ultimate aims of the program is to improve comprehension by teaching students the following strategies that they can use to better understand text they are reading. In order to accomplish this better understanding students are taught reading comprehension in a conceptual theme. Knowledge of content goals provides motivation for students because they provide a purpose for using strategies. Meaningful context enable students to learn and use strategies with greater effort, attention and interest than a context without contextual themes would (Guthrie et al., 2004). It is also important to note that the amount of teacher planning time required for Concept-Oriented Reading Instruction is a substantial amount, especially at the beginning. Liang and Dole (2006) noted that it takes a great amount of time to prepare the instructional framework and implement the substantial amount of teacher management. However, over time the amount support required for the students is reduced as the students become more independent in their learning and their use of the reading strategies taught.
As stated by Anderson and Guthrie (1996), in order to implement Concept-Oriented Reading Instruction, there are new a few necessities for the teacher to complete. In order for CORI to be taught in schools, teachers would need several trade books, their imagination, a plan, and at least one other teacher or a team of teachers with whom one can share ideas. In order for CORI interventions to be successful, the trade books are some of the most important material (Guthrie, Mcrae, Klauda, 2007). The books should be selected to be appropriate to the student’s reading levels. Anderson and Guthrie (1996) go on to state the four main components for successful implementation in the classroom; these components may be done simultaneously. One must observe and personalize: the question must be asked, what is the concept students are learning about? The next concept is to search and retrieve: students look for ideas and information by performing observations and reading a variety of texts over a period of time. Then one must comprehend and integrate, by examining the most vital reading strategies. With this idea in mind students learn to find trade books, locate relevant sections of books, and integrate segments of text. Students learn to collaborate to learn and to demonstrate independent use of reading strategies to different audiences. Lastly comes communication to others, in this phase students learn how to communicate their learning to others(Anderson &Guthrie, 1996).
Effect of CORI on reading fluency and comprehension
A study conducted by Guthrie et al., (2004), examined the effects of reading comprehension and engagement through Concept-Oriented Reading Instruction and exhibited significant results. At pretest, CORI, SI (strategy instruction), and TI (traditional instruction) were not significantly different on the passage comprehension pretest. However on the posttest, CORI was significantly higher than TI but not SI. On the contrary, both TI and SI were also not significant in comparison to each other. On the Gates-MacGinitie comprehension test administered, analysis also showed that CORI was significantly higher than SI and TI.
According to a study by Wigfield et al.(2008), the results showed significant improvements of the CORI instruction implemented in the classroom.The results of the study show, when CORI was compared to both strategy instruction and tradition instruction, on multiple text comprehension the comparisons revealed that CORI was significantly higher. On the reading strategies composite, CORI was also significantly higher than the strategy instruction and traditional instruction. These results show that the instructional practices in CORI increased students’ reading comprehension on two comprehension measures, reading strategies, and reading engagement, in comparison to strategy and traditional instruction.The results were also evident in the research of Guthrie, Bennett and McGough (1994), where it was found that students who received the CORI approach gained substantially higher in the higher order cognitive strategies involved in searching for information, comprehending informative text, constructing conceptual knowledge, and transferring conceptual knowledge to solve novel problems. Wigfield et al., (2008), go on to attribute the success of CORI to its incorporation of instructional practices teaching reading strategies known to promote comprehension growth and also practices to foster students’ motivation. The complex interactional increases students’ comprehension and motivation. The study goes further to acknowledge that it is the first to attribute the effects of these practices on students’ quality of engagement in reading during instruction. This is of importance due to the effects on reading comprehension of engagement practice in instructional programs which could be attributed to improved cognitive competency such as fluency or a social experience of the students. These factors may also explain how CORI instructional practices increased reading comprehension (Wigfield et al., 2008).