|TITLE:||THE EFFECT OF THE FOURSQUARE VOCABULARY APPROACH ON READING COMPREHENSION OF ELL STUDENTS|
|PRINCIPLE INVESTIGATOR:||CARLIN, ERIC|
File Created: July 27, 2013|
Department Chair Action Date: July 29, 2013
Current Status: Final Status Report Received
|Confidentiality||Data are not linked to individuals|
STATEMENT OF PURPOSEThe purpose of this research study is to determine the outcome of using the foursquare vocabulary approaches on the reading comprehension and the impact on grade level reading scores of an English Language Learner, ELL, in the third to fifth grade. This study will measure the growth of a student academically in the area of reading comprehension and based on the use of this particular strategy the study will provide valuable information to this and other educators. By focusing on a particular strategy, educators can better understand the impact this strategy has on student learning and the elements that make this a viable method of instruction. This study will show information in favor or against the use of the foursquare vocabulary strategy and how the use of a vocabulary strategy can be effective in a student’s reading comprehension and how their reading level will increase. This study will be conducted with regard to this educator’s experience with reading instruction. This educator has found that as a teacher we are presented with endless amounts of information and strategies to boost reading levels. A student’s comprehension level is vital for increasing in reading level and knowledge. “According to the 2003 National Assessment of Educational Progress (NAEP), 37 percent of fourth graders and 26 percent of eighth graders cannot read at the basic level; and on the 2002 NAEP 26 percent of twelfth graders cannot read at the basic level… In other words, they cannot understand what they have read.” This large reading deficit continues to grow in America and has been combated in several ways; increased expectations with common core curriculum, introducing non-fiction texts, increased text complexity which allows educators to look into the text they are reading and how to present these to students with a more meaningful purpose. The approach that will be discussed in this paper as a possible solution to helping to increase reading levels to a higher standard is vocabulary instruction. The foursquare vocabulary approach identifies the word in context, requires an example, an opposite example and the use of it in another way. Also, this approach is very adaptable to any reading level; for a beginning ELL student there may be the requirement to use pictures where as a more advanced student will use complete sentences and several adjectives to describe their vocabulary word. For example, a level one ELL student (very limited English speaking) verse a level three student (intermediate) who is at a higher level student may come upon the word friend in a text and not know its meaning. The level one student would write the word down directly from the text, draw a picture from the text that goes along with this page or word, draw an example of their own friend or related term, and lastly a non-example. For the level three student they will write the word using the book as a minimal reference to spell, write a three to five word example of friend based on the text, write their own three to five word example of what friend means to them, and lastly a three to five word non-example of a friend. The basic format of the foursquare vocabulary approach is the word, example of the word from the text, example from the reader’s life, and a non-example of the word showing the opposite meaning. As it is shown above this can be tweaked based on the level of the student. This flexibility and ease of modification is another key component to why this educator chose this particular strategy. When looking at a classroom there may be a non-English speaker to a student who is on grade level and testing out of the ELL program; no matter the case having a strategy will improve reading comprehension and reading level, if proven, is key to promoting and enhancing student learning! As presented in the literature review, there is research that suggests reading strategies and different direct vocabulary instruction models that will increase a student’s reading comprehension level. However, there is a lack of information about the use of a specific strategy, specifically the foursquare vocabulary approach. By conducting a study on this particular strategy an educator will have viable piece of information that investigates the outcome of using this strategy.
STATEMENT OF RESEARCH METHODOLOGYThe research study, “The Effect of the Foursquare Vocabulary Approach On Reading Comprehension of ELL Students” will be conducted in the fall of 2013. This educator plans to conduct this study among students at a school servicing grades three through eight in a district that serves 3,600 students. The study will consist of 8 weeks of varied instruction in five classrooms for each grade level between third and fifth; 15 total classrooms. In each grade level there will be two control groups and three groups following the procedures and routines given by this researcher. A pre and post-test focusing on student comprehension will be given at the beginning and end of the study. In addition students will be assessed using a reading inventory to determine their independent reading level. This educator will show student growth through the pre and post-test scores being administered during the study. Also, the growth of the test group will be compared and analyzed with other students, classes, test and control groups to determine the growth that is made based on the implementation of the particular strategy. The students that are not a part of the group being taught the foursquare vocabulary approach will receive other instruction related to improving reading comprehension and academic reading levels. The instructors of those classes, to provide key details about the instruction that took place, will document the instruction performed during the research study in the control classrooms weekly. The study will consist of two weeks of direct instruction, two weeks of guided practice and four weeks of independent practice. Each instruction period will be for twenty minutes three times a week. The vocabulary terms and methods will be touched upon in the classroom and other content areas using a word wall. These word walls will be directly related to the terms that are discussed and use in all content areas outside of the direct and guided instructional period. The use of these word walls will follow this researcher’s guidelines. Consent to perform this study will need to consist of consent forms signed by parents or gaurdians for each student involved in the study. Also, permission to perform the study will be addressed with the instructors, support staff and principal of the building. Limitations that may occur in this study are the factors that each teacher brings to their instruction. Strict guidelines for instructional practices will be made and taught to these instructors in order to limit this problem. Also, the building where the research is being conducted has a high mobility rate which could affect the number of pre and post test outcomes for the study.
ANTICIPATED RISKS AND BENEFITSThis is a minimal risk study. This educator will handle these risks by setting up a number of precautionary steps. This educator will have a copy of attendance forms for meeting with the staff, teachers, and administration involved in the study. This educator will also have documentation of week to week progress and agendas of the research project. All participants involved in the control group, those students not learning this academic strategy, will receive adequate academic instruction.
SUBJECT SELECTIONThis study will involve approximately 180 students in grade levels third, fourth and fifth. This comprises four classrooms for each grade level with 15 students participating in each classroom.
CONFIDENTIALITYAll of the documents gathered will be kept on a secure, password protected, laptop. The data for the study will not be discussed outside of set meetings led by this educator. The individuals that are involved in the study will be given letters and numbers to protect their privacy. Teachers involved will be labeled A, B, C, etc. and students will be tied to their teachers and numbered A1 and A2, B1 and B2, C1 and C2.
PRIMARY SUPPORTING DOCUMENTClick for Word Document
Amendment on 09-03-2013I would like to make the following changes: Instead of the individual classrooms teachers conducting the use of the vocabulary approach this will be done during an RTI time built into the grade levels schedule. The student data will then be compared to other language arts interventions that occurring in the building. Also, the project will be conducted over a 6-week period instead of an 8-week period in order to meet the desired cycle time of an RTI event. The main reason for the change has come from meeting with the principal of my building and RTI specialist. We feel that this format and time would best suit the building and the school. To recap the changes: classroom instruction to RTI block and 8 week study to a 6 week study.
Final Report on 11-29-2013I am currently making the final revisions requested by the IRB for my project. I am done with all of the data collection.
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