Description
Analyzing Data |
In order to plan for change, data collection and analysis need to take place in the research cycle. The analysis process helps a researcher plan for improvements by answering the vital question, “What does the data reveal?” Professionals may gain a deeper understanding of the learning environment when data is analyzed and combined with research investigations.
Expand the graphic organizer created in Topic 2 and added resources in Topic 3 to analyze your collected data and report on the findings of your data collection.
Include the following in the expanded graphic organizer:
- Themes or patterns found in the collected data
- How the information is relevant to the research questions
- Unexpected information revealed by the data, or additional research questions raised by the data
- Actionable steps which may be implied or informed by the data
Support your work with 3-5 scholarly resources.
While APA format is not required for the body of this assignment, solid academic writing is expected, and in-text citations and references should be presented using documentation guidelines, which can be found in the APA Style Guide, located in the Student Success Center.
This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar
Attached are samples for your review. Please let me know if you are unable to access the second set of links and passwords
Running head: ANALYZING DATA
Analyzing Data
Courtney Lyles
Grand Canyon University: TCH-539
September 25, 2019
ANALYZING DATA
The data analysis examined both the quantitative and qualitative data that was collected
in this study. Drawing upon evidence from both the quantitative and qualitative data, actionable
steps that which were informed by the data will be discussed.
Research Question
Method of Data Collection
Observation
Surveys
Existing
Documents
What instructional
strategies can utilize
thematic-based instruction,
while also promoting the
use of historical thinking
skills?
What is the relationship
between the instructional
strategies utilized and the
changes in student
engagement and
performance?
Tests
ANALYZING DATA
What affect can outside
factors, such as: state social
studies standards,
standardized assessments,
class time, planning
periods, etc. have on the
instructional strategies that
a teacher can utilize?
Research Question One
The first research question utilized South Carolina standards resource alignment guides, lesson
plans and curriculum materials. As the South Carolina social studies standards have been
updated, the resource alignment guides were used when developing lesson plans that utilized
thematic-based instructional strategies. A common trend in the lesson plans or curriculum
materials was the use of primary sources to create document-based question (DBQ) lessons. This
instructional strategy promoted historical thinking skills, as it requires sourcing,
contextualization, corroboration, and close reading (Culminas-Colis, Reyes, & Garcia, 2016).
The lesson plans also showed a common trend in the use of project-based learning or inquirybased learning activities. These activities best engage students, as well as support historical
thinking skills as students critical thinking, cooperative learning, and knowledge of learned
content to solve problems (Savery, 2006).
ANALYZING DATA
Research Question Two
The second research question utilized student surveys, historical data, baseline data or
pretest, progress monitoring, and posttest. The student surveys demonstrated that majority of
students do not have an interest because of how previous instructional methods used in previous
social studies classes. In addition, student surveys demonstrated that students did not particularly
find the chronological approach of learning history engaging because it felt as if they were
learning social studies content in the same way they had been taught in elementary and middle
school. The historical data, which consisted of grades from previously taken social studies class,
demonstrated that students performed at proficient levels in social studies courses that could be
taught thematically, such as world history, civics, or American government. The pretest was used
to determine students’ knowledge of U.S. history content, and to serve as a baseline for
determining changes in student performance. The progress monitoring, which included formative
assessments such as standard-based quizzes, assessed student mastery of content. This data
showed that by the time that students will be required to take the end-of-course test, they would
score in proficient or above proficient levels.
Research Question Three
The third research question utilized South Carolina standards, South Carolina
standardized testing, as well as teacher journals. In 2020, the South Carolina social studies
standards were updated and adopted a thematic-approach for teaching social studies courses,
including the high school level United States History and the Constitution course (“United States
History and the Constitution,” 2019). However, the standardized test, or End-of-Course test has
ANALYZING DATA
not been updated and will still test the students based on the old standards, which are
chronological in nature. Therefore, a problem is presented as to how using thematic-based
teaching strategies will affect students’ performance on the end-of-course assessment. In
addition, as the school district is on block scheduling, there is less than ninety days of
instructional time before students will be assessed using the EOC. This leads to possible
questions about whether block scheduling will allow students to master the content to be able to
perform proficiently on the state mandated end-of-course test?
Informed Actionable Steps
The data analysis brought up the question of how using thematic-based instructional
strategies will affect student performance on a state mandated chronological test. This implies
that there could be adverse effects for teaching thematically on the performance of students, as
the pretest, progress monitoring assessments, and posttest were based on the thematic-based
instruction. Therefore, this action research should involve the comparison of thematic-based
course and a chronological-based course. In addition, the assessments should mirror the end-ofcourse test to see how this impacts student performance on the test.
ANALYZING DATA
References
Culminas-Colis, V., Reyes, W. M. & Garcia, E. B. (2016). “Teaching historical thinking skills
through ‘reading like a historian’ method.” The Normal Lights, 10(1). Retrieved from
https://pdfs.semanticscholar.org/7db0/7ac6b94310f7630cda804d4e81a60dd7d555.pdf
Savery, J. R. (2006). “Overview of problem-based learning: Definitions and distinctions.” The
Interdisciplinary Journal of Problem-based Learning 1(1). Retrieved from
https://docs.lib.purdue.edu/ijpbl/vol1/iss1/3/
“United States history and the Constitution deconstructed skills.” South Carolina Social Studies
College-and Career-Ready Standards. (2019). Retrieved from
https://ed.sc.gov/index.cfm?LinkServID=9677E07B-CFFE-6A5C-AA47F98625149ABC
Running head: DATA ANALYSIS
1
Analyzing the Action Research Data
Breanna Mitchell
Grand Canyon University: TCH 539
03/11/20
DATA ANALYSIS
2
Analyzing the Action Research Data
Following the research process, I gathered the data, from my seven students, concluding
the first week. I organized and analyzed the data using notes and observations to find trends that
aligned with the purpose of the action research: How will utilizing effective reading strategies
enhance comprehension?
Research
Themes
Relevance
Unexpected Data
Question
How can fluency
affect a student’s
ability to
successfully
comprehend?
How does a
students’ cultural
background
contribute to their
problem-solving
success with
reading and
reading
comprehension?
How can
differentiated
reading strategies
Actionable
Steps
The research is
beginning to
show how
students’ fluency
can affect
comprehension.
Five out of seven
(71%) students’
fluency scores
increased by at
least 20%.
Initiating prereading
discussions
during whole
group and guided
groups, while
using interest
based read-alouds
became a vital
part in checking
for students’
comprehension.
Six out of seven
(86%) students’
reading
This finding is
vital as being a
fluent reader
allows students
to create
meaning with
the text, rather
than focus on
decoding.
It is unexpected
to see more than
50% of students’
fluency
increasing at a
fast rate. Growth
at this rate was
not expected
because of their
pre-DRA score.
Actionable
steps will be to
continue this
weekly process
until the next
progress report
assessments.
This
information is
important to
the research so
educators
know what
experiences
and
perspectives
students
already have to
contribute
toward their
learning.
Making
progress and
becoming at
Students were
observed to have
a higher level of
engagement
during whole
group read-aloud
discussions. It is
unexpected how
the use of peer
interactions
increased their
participation and
confidence.
Actionable
steps will be to
continue to
provide daily
peer
interactions
among the
class to
promote
language and
comprehension.
One student has
not made growth
despite the
Actionable
steps will be to
restructure the
DATA ANALYSIS
improve
comprehension
for struggling and
higher readers?
3
performance has
improved
utilizing effective
reading
strategies. It is
anticipated that
students making
this growth will
be brought to
grade level.
grade level in
reading is
crucial for
students in
kindergarten.
research
implementation
and daily title
services, along
with paraprofessional
support.
groups and
continue to see
the students
who are
making average
and/or above
progress
weekly. For the
student whose
growth is
stagnated, oneon-one
intervention
will be
provided by the
researcher.
Themes or Patterns Found in the Collected Data
Among the collected data, a pattern was found that revealed students who had higher
reading fluency demonstrated a stronger understanding of comprehension. Five out of seven
(71%) students’ fluency scores increased by at least 20%, which provided an overall average of
96% accuracy. The fluency accuracy translated to demonstrating an average of 85% when
utilizing the five-finger retell check for comprehension. The Developmental Reading Assessment
(DRA) was re-administered and four out of seven (57%) students’ reading scores increased by
one level, and two out of seven (29%) students increased by two levels. During the scheduled
whole group reading block, interest-based texts were selected and utilized for peer interactions
and discussions. When students were introduced to texts that they could relate to, their
participation noticeably increased, especially through the use of peer interactions. It is
anticipated that when pre-teaching discussions are held to gauge for levels of understanding
including vocabulary and meaning, students will be prepared to successfully understand the
meaning of the text to guide comprehension.
Relevance to Research Questions
DATA ANALYSIS
4
The data that was collected on the students’ fluency directly correlates with the first
research question: How can fluency affect a student’s ability to successfully comprehend? When
students become fluent readers, they can simultaneously comprehend and decode, while forming
deeper connections with the text (Reading Rockets, 2020). Because students’ fluency increased,
they spent more time inferring, recalling, and creating meaning with what they read. This led to
an increase in their five-finger retell comprehension check. Students were provided with
strategies to demonstrate their comprehension which is relevant to the third research question:
How can differentiated reading strategies improve comprehension for struggling and high
readers? The data provides that equipping students with effective reading strategies can improve
comprehension, which ultimately increased their DRA reading level.
Students’ cultural backgrounds have a great influence on their learning as they are
equipped with various perspectives and experiences. The data collected provides information that
is relevant to the second research question: How does a student’s cultural background contribute
to their problem-solving success with reading and reading comprehension? Pre-teaching
discussions draw out prior knowledge and experiences students bring to the learning
environment. When students are given opportunities to create meaning from texts that are of
interest, and are promoting their thoughts through peer interactions, the stronger comprehension
can be created. Peer interactions encourage students to clarify information, negotiate meaning,
model language use, and talk about unknown vocabulary (Golonka, Tare, Bonilla, 2017).
Students were given these opportunities during the whole group reading block, which led to an
increase in their participation and engagement during read-aloud discussions. Ultimately, these
skills translated to their guided reading group comprehension checks.
DATA ANALYSIS
5
Unexpected Information Revealed
It was not expected for over 50% of the students to make significant growth in their
fluency and comprehension. The seven students that were chosen were selected because of their
pre-DRA scores, which all were below grade level. Growth was expected; however, not above
average growth as five out of seven students demonstrated on their fluency checks and six out of
eight improved their DRA reading level. On the other hand, it was also unexpected to see zero
growth from one student. Throughout the research study, this student did not make any growth
on their fluency, comprehension, and overall DRA reading level. Like the other six students, this
student receives daily reading interventions, as well as para-professional support. This student
struggled with the five-finger retell check and utilized the student work option to demonstrate
their comprehension; however, the student’s work and their language did not connect with each
other. During the scheduled whole group reading block, it was observed that students’
confidence and engagement increased through the use of peer interactions and interest-based
texts. It was unexpected to see the level of participation and confidence increase, which
encouraged students to actively engage in learning to improve comprehension.
Actionable Steps
The research will continue on a weekly progress until the next progress report assessments.
The collected data provided information as to how the strategies that have been put in place are
impacting the students’ comprehension skills. Students’ cultural backgrounds will continue to be
considered and enforced through interest-based selected texts during read-alouds. Peer interactions
will be used daily to encourage language interaction, create meaning, and discuss selected
vocabulary to improve comprehension. Guided reading groups will be restructured based on the
growth from the students’ data. The restructuring will take place to also accommodate the student
DATA ANALYSIS
6
who did not show any growth. Instead of a group of three and four, there will be two groups of
three, and then the student who did not make any growth will receive one-on-one intensive
instruction. This student will meet with the researcher one-on-one for fluency checks and guided
group time to focus on interventions to promote growth. Because this student struggled with the
five-finger retell strategy, as well as demonstrating comprehension through drawing, the researcher
will make a glove that provides a visual for each of the five comprehension components. Visuals
help make learning meaningful and engaging (Shabiralyani, Hasan, Hamad, & Iqbal, 2015). The
use of this visual will hopefully guide this student in the direction of improving their
comprehension. The researcher will enforce these actionable steps to continue to help students
improve their comprehension skills and reach the grade appropriate DRA reading level.
DATA ANALYSIS
7
References
Fluency. (2020, January 3). Retrieved from https://www.readingrockets.org/teaching/readingbasics/fluency
Golonka, E.M., Tare, M., & Bonilla, C. (2017) Peer interaction in text chat: Qualitative analysis
of chat transcripts. Language, Learning and Technology, 21(2), 157-178.
Shabiralyani, G., Hasan, K. S., Hamad, N., & Iqbal, N. (2015). Impact of visual aids in
enhancing the learning process case research: District Dera Ghazi Khan. Journal of
Education and Practice, 6(19), 226–233.
Running head: DATA ANALYSIS
1
Data Analysis
Emily O’Dell
Grand Canyon University: TCH-539
December 18, 2019
DATA ANALYSIS
Research
Question:
Findings:
Themes/Patterns:
Can socialemotional
interactive
reading help
newcomer
students to
monitor and
decrease
interrupting
behaviors in
the classroom?
Students interrupt
more in the
afternoon/towards
the end of the day
and more towards
the end of the week
2
Relevancy:
Unexpected
Information:
Additional
Questions:
Students interrupt
more in the
afternoon/towards
the end of the day
and more towards
the end of the
week
Social emotional
learning involves
knowing students
personally and
using multiple
strategies to
promote positive
Some students
behavior
interrupt more often (Allbright, 2019). Are there any
than others and more
teacher actions that
consistently
may promote an
environment
which increases
interrupting?
Will creating a
calmer afternoon
environment
decrease
interruptions?
What do
students
already know
about
interrupting?
Many students rely
on topics discussed
earlier during SEL
time (kindness,
Students must
understand the
concept and its
importance
before realizing
Actionable Steps:
Create other
lessons geared
towards promoting
positive behaviors
and discussing
interrupting
Give students
more time to
understand the
concept
Refer to the story
in a positive way
to remind students
of positive
behavior
Why do students
interrupt more in
the afternoon/end
of week?
Create a calmer
atmosphere at the
end of the day to
avoid interrupting
behaviors (further
research
required)
Students were
unfamiliar with the
topic of
interrupting,
although it is
Clearly state
expectations on
interrupting and
teach students
ways to avoid and
DATA ANALYSIS
sharing, family,
helping etc.).
No students knew
what the term
“interrupting”
meant.
In what ways
did reading the
story help
students
monitor their
interrupting
behaviors?
Most students
discussed being kind
as an important
reason for not
interrupting.
Students began
understanding what
interrupting was
(student responses:
talking out).
Students understood
how Lois felt when
he was interrupted
(student responses:
sad, angry).
Students connected
with Lois about
feeling sad/angry
when being
interrupted).
Students practice
breath-in/out and
raise hand method
during the
reading/after reading
with guided
instruction
Did the
interactive
reading
decrease
Interrupting
behaviors still
occurred (what felt
like normally)
3
behaviors and be
able to monitor
behaviors
(Dunlap, 2010).
something that has
been happening
often in our
classroom.
monitor these
behaviors (Dunlap
2018).
Teachers should
establish purpose
when using
interactive read
aloud to address
social emotional
behaviors in the
classroom (Britt,
2016).
Students
connected with
Lois and
understood how it
felt to be
interrupted.
Create an anchor
chart of Lois
actions and
feelings to
illustrate and
model positive
behaviors
Students were able
to model breath
in/out and raise
Focusing on
hand method when
characters
asked “what
actions, feelings, should you do
and thoughts help instead of
students to make interrupt?”.
deeper
connection to the Will use of
text (Britt, 2016). illustrations/anchor
charts provide
resources for
students to selfmonitor behavior?
Social emotional
learning involves
knowing students
personally and
using multiple
Will students refer
to anchor charts as
resources for
positive behavior
expectations?
Colleague noticed
no change in
interrupting
behaviors
Use Lois as a
reference point
when approaching
interrupting
behaviors
Create an anchor
chart to illustrate
breath in/out and
raise hand method
to help students
self-monitor
interrupting
behaviors.
Remind students
of interrupting
behaviors/breath
in/out raise hand
method before
DATA ANALYSIS
interrupting
behaviors?
Students were more
quickly redirected
by referring to the
story
Students understood
more clearly why
their interruptions
were not ok
Colleague noticed
no change in
interrupting
behaviors
Did the
interactive
reading teach
students about
the negative
impact of
interrupting
behaviors?
Students began
understanding what
interrupting was
(student responses:
talking out).
Students understood
how Lois felt when
he was interrupted
(student responses:
sad, angry).
Students connected
with Lois about
feeling sad/angry
when being
interrupted).
4
strategies to
promote positive
behavior
(Allbright, 2019).
Students interrupt
more in the
afternoon/towards
the end of the day
and more towards
the end of the
week
transitions and end
of the day
routines/activities
Use moments of
Development of
interrupting as
social emotional
opportunities for
skills takes time
student growth
and opportunities Are there any
and development
for response for
teacher actions that of social
young children
may promote an
emotional
(Allbright, 2019). environment
development and
which increases
behavior
Reminding
interrupting?
awareness
students of
behavior
Will creating a
Give students
expectations
calmer afternoon
more time to
before transitions environment
develop selfmay help
decrease
monitoring
decrease
interruptions?
behavior while
unwanted
continuing to refer
behavior
Why do students
to the story and
(Dunlap, 2010).
interrupt more in
use other
the afternoon/end
lessons/activities
of week?
about the behavior
Focusing on
Students
Use moments of
characters
connected with
interrupting as
actions, feelings, Lois and
opportunities for
and thoughts help understood how it student growth
students to make felt to be
and development
deeper
interrupted.
of social
connection to the
emotional
text (Britt, 2016).
development and
Will use of
behavior
Development of
illustrations/anchor awareness
social emotional charts provide
skills takes time
resources for
Give students
and opportunities students to selfmore time to
for response for
monitor behavior? develop selfyoung children
monitoring
(Allbright, 2019). Will students refer behavior while
to anchor charts as continuing to refer
resources for
to the story and
positive behavior
use other
expectations?
lessons/activities
about the behavior
DATA ANALYSIS
5
Create an anchor
chart of Lois
actions and
feelings to
illustrate and
model positive
behaviors
DATA ANALYSIS
6
References
Allbright, T. N., Marsh, J. A., Kennedy, K. E., Hough, H. J., & McKibben, S. (2019). Socialemotional learning practices: insights from outlier schools. Journal of Research in
Innovative Teaching, 12(1), 35–52. https://doi-org.lopes.idm.oclc.org/10.1108/JRIT-022019-0020
Britt, S., Wilkins, J., Davis, J., & Bowlin, A. (2016). The benefits of interactive read-alouds to
address social-emotional learning in classrooms for young children. Journal of Character
Education, 12(2), 43–57.
Dunlap, G., Iovannone, R., Wilson, K. J., Kincaid, D. K., & Strain, P. (2010). Prevent-teachreinforce: A standardized model of school-based behavioral intervention. Journal of
Positive Behavior Interventions, 12, 9–22.
Purchase answer to see full
attachment
Analyzing Data
Courtney Lyles
Grand Canyon University: TCH-539
September 25, 2019
ANALYZING DATA
The data analysis examined both the quantitative and qualitative data that was collected
in this study. Drawing upon evidence from both the quantitative and qualitative data, actionable
steps that which were informed by the data will be discussed.
Research Question
Method of Data Collection
Observation
Surveys
Existing
Documents
What instructional
strategies can utilize
thematic-based instruction,
while also promoting the
use of historical thinking
skills?
What is the relationship
between the instructional
strategies utilized and the
changes in student
engagement and
performance?
Tests
ANALYZING DATA
What affect can outside
factors, such as: state social
studies standards,
standardized assessments,
class time, planning
periods, etc. have on the
instructional strategies that
a teacher can utilize?
Research Question One
The first research question utilized South Carolina standards resource alignment guides, lesson
plans and curriculum materials. As the South Carolina social studies standards have been
updated, the resource alignment guides were used when developing lesson plans that utilized
thematic-based instructional strategies. A common trend in the lesson plans or curriculum
materials was the use of primary sources to create document-based question (DBQ) lessons. This
instructional strategy promoted historical thinking skills, as it requires sourcing,
contextualization, corroboration, and close reading (Culminas-Colis, Reyes, & Garcia, 2016).
The lesson plans also showed a common trend in the use of project-based learning or inquirybased learning activities. These activities best engage students, as well as support historical
thinking skills as students critical thinking, cooperative learning, and knowledge of learned
content to solve problems (Savery, 2006).
ANALYZING DATA
Research Question Two
The second research question utilized student surveys, historical data, baseline data or
pretest, progress monitoring, and posttest. The student surveys demonstrated that majority of
students do not have an interest because of how previous instructional methods used in previous
social studies classes. In addition, student surveys demonstrated that students did not particularly
find the chronological approach of learning history engaging because it felt as if they were
learning social studies content in the same way they had been taught in elementary and middle
school. The historical data, which consisted of grades from previously taken social studies class,
demonstrated that students performed at proficient levels in social studies courses that could be
taught thematically, such as world history, civics, or American government. The pretest was used
to determine students’ knowledge of U.S. history content, and to serve as a baseline for
determining changes in student performance. The progress monitoring, which included formative
assessments such as standard-based quizzes, assessed student mastery of content. This data
showed that by the time that students will be required to take the end-of-course test, they would
score in proficient or above proficient levels.
Research Question Three
The third research question utilized South Carolina standards, South Carolina
standardized testing, as well as teacher journals. In 2020, the South Carolina social studies
standards were updated and adopted a thematic-approach for teaching social studies courses,
including the high school level United States History and the Constitution course (“United States
History and the Constitution,” 2019). However, the standardized test, or End-of-Course test has
ANALYZING DATA
not been updated and will still test the students based on the old standards, which are
chronological in nature. Therefore, a problem is presented as to how using thematic-based
teaching strategies will affect students’ performance on the end-of-course assessment. In
addition, as the school district is on block scheduling, there is less than ninety days of
instructional time before students will be assessed using the EOC. This leads to possible
questions about whether block scheduling will allow students to master the content to be able to
perform proficiently on the state mandated end-of-course test?
Informed Actionable Steps
The data analysis brought up the question of how using thematic-based instructional
strategies will affect student performance on a state mandated chronological test. This implies
that there could be adverse effects for teaching thematically on the performance of students, as
the pretest, progress monitoring assessments, and posttest were based on the thematic-based
instruction. Therefore, this action research should involve the comparison of thematic-based
course and a chronological-based course. In addition, the assessments should mirror the end-ofcourse test to see how this impacts student performance on the test.
ANALYZING DATA
References
Culminas-Colis, V., Reyes, W. M. & Garcia, E. B. (2016). “Teaching historical thinking skills
through ‘reading like a historian’ method.” The Normal Lights, 10(1). Retrieved from
https://pdfs.semanticscholar.org/7db0/7ac6b94310f7630cda804d4e81a60dd7d555.pdf
Savery, J. R. (2006). “Overview of problem-based learning: Definitions and distinctions.” The
Interdisciplinary Journal of Problem-based Learning 1(1). Retrieved from
https://docs.lib.purdue.edu/ijpbl/vol1/iss1/3/
“United States history and the Constitution deconstructed skills.” South Carolina Social Studies
College-and Career-Ready Standards. (2019). Retrieved from
https://ed.sc.gov/index.cfm?LinkServID=9677E07B-CFFE-6A5C-AA47F98625149ABC
Running head: DATA ANALYSIS
1
Analyzing the Action Research Data
Breanna Mitchell
Grand Canyon University: TCH 539
03/11/20
DATA ANALYSIS
2
Analyzing the Action Research Data
Following the research process, I gathered the data, from my seven students, concluding
the first week. I organized and analyzed the data using notes and observations to find trends that
aligned with the purpose of the action research: How will utilizing effective reading strategies
enhance comprehension?
Research
Themes
Relevance
Unexpected Data
Question
How can fluency
affect a student’s
ability to
successfully
comprehend?
How does a
students’ cultural
background
contribute to their
problem-solving
success with
reading and
reading
comprehension?
How can
differentiated
reading strategies
Actionable
Steps
The research is
beginning to
show how
students’ fluency
can affect
comprehension.
Five out of seven
(71%) students’
fluency scores
increased by at
least 20%.
Initiating prereading
discussions
during whole
group and guided
groups, while
using interest
based read-alouds
became a vital
part in checking
for students’
comprehension.
Six out of seven
(86%) students’
reading
This finding is
vital as being a
fluent reader
allows students
to create
meaning with
the text, rather
than focus on
decoding.
It is unexpected
to see more than
50% of students’
fluency
increasing at a
fast rate. Growth
at this rate was
not expected
because of their
pre-DRA score.
Actionable
steps will be to
continue this
weekly process
until the next
progress report
assessments.
This
information is
important to
the research so
educators
know what
experiences
and
perspectives
students
already have to
contribute
toward their
learning.
Making
progress and
becoming at
Students were
observed to have
a higher level of
engagement
during whole
group read-aloud
discussions. It is
unexpected how
the use of peer
interactions
increased their
participation and
confidence.
Actionable
steps will be to
continue to
provide daily
peer
interactions
among the
class to
promote
language and
comprehension.
One student has
not made growth
despite the
Actionable
steps will be to
restructure the
DATA ANALYSIS
improve
comprehension
for struggling and
higher readers?
3
performance has
improved
utilizing effective
reading
strategies. It is
anticipated that
students making
this growth will
be brought to
grade level.
grade level in
reading is
crucial for
students in
kindergarten.
research
implementation
and daily title
services, along
with paraprofessional
support.
groups and
continue to see
the students
who are
making average
and/or above
progress
weekly. For the
student whose
growth is
stagnated, oneon-one
intervention
will be
provided by the
researcher.
Themes or Patterns Found in the Collected Data
Among the collected data, a pattern was found that revealed students who had higher
reading fluency demonstrated a stronger understanding of comprehension. Five out of seven
(71%) students’ fluency scores increased by at least 20%, which provided an overall average of
96% accuracy. The fluency accuracy translated to demonstrating an average of 85% when
utilizing the five-finger retell check for comprehension. The Developmental Reading Assessment
(DRA) was re-administered and four out of seven (57%) students’ reading scores increased by
one level, and two out of seven (29%) students increased by two levels. During the scheduled
whole group reading block, interest-based texts were selected and utilized for peer interactions
and discussions. When students were introduced to texts that they could relate to, their
participation noticeably increased, especially through the use of peer interactions. It is
anticipated that when pre-teaching discussions are held to gauge for levels of understanding
including vocabulary and meaning, students will be prepared to successfully understand the
meaning of the text to guide comprehension.
Relevance to Research Questions
DATA ANALYSIS
4
The data that was collected on the students’ fluency directly correlates with the first
research question: How can fluency affect a student’s ability to successfully comprehend? When
students become fluent readers, they can simultaneously comprehend and decode, while forming
deeper connections with the text (Reading Rockets, 2020). Because students’ fluency increased,
they spent more time inferring, recalling, and creating meaning with what they read. This led to
an increase in their five-finger retell comprehension check. Students were provided with
strategies to demonstrate their comprehension which is relevant to the third research question:
How can differentiated reading strategies improve comprehension for struggling and high
readers? The data provides that equipping students with effective reading strategies can improve
comprehension, which ultimately increased their DRA reading level.
Students’ cultural backgrounds have a great influence on their learning as they are
equipped with various perspectives and experiences. The data collected provides information that
is relevant to the second research question: How does a student’s cultural background contribute
to their problem-solving success with reading and reading comprehension? Pre-teaching
discussions draw out prior knowledge and experiences students bring to the learning
environment. When students are given opportunities to create meaning from texts that are of
interest, and are promoting their thoughts through peer interactions, the stronger comprehension
can be created. Peer interactions encourage students to clarify information, negotiate meaning,
model language use, and talk about unknown vocabulary (Golonka, Tare, Bonilla, 2017).
Students were given these opportunities during the whole group reading block, which led to an
increase in their participation and engagement during read-aloud discussions. Ultimately, these
skills translated to their guided reading group comprehension checks.
DATA ANALYSIS
5
Unexpected Information Revealed
It was not expected for over 50% of the students to make significant growth in their
fluency and comprehension. The seven students that were chosen were selected because of their
pre-DRA scores, which all were below grade level. Growth was expected; however, not above
average growth as five out of seven students demonstrated on their fluency checks and six out of
eight improved their DRA reading level. On the other hand, it was also unexpected to see zero
growth from one student. Throughout the research study, this student did not make any growth
on their fluency, comprehension, and overall DRA reading level. Like the other six students, this
student receives daily reading interventions, as well as para-professional support. This student
struggled with the five-finger retell check and utilized the student work option to demonstrate
their comprehension; however, the student’s work and their language did not connect with each
other. During the scheduled whole group reading block, it was observed that students’
confidence and engagement increased through the use of peer interactions and interest-based
texts. It was unexpected to see the level of participation and confidence increase, which
encouraged students to actively engage in learning to improve comprehension.
Actionable Steps
The research will continue on a weekly progress until the next progress report assessments.
The collected data provided information as to how the strategies that have been put in place are
impacting the students’ comprehension skills. Students’ cultural backgrounds will continue to be
considered and enforced through interest-based selected texts during read-alouds. Peer interactions
will be used daily to encourage language interaction, create meaning, and discuss selected
vocabulary to improve comprehension. Guided reading groups will be restructured based on the
growth from the students’ data. The restructuring will take place to also accommodate the student
DATA ANALYSIS
6
who did not show any growth. Instead of a group of three and four, there will be two groups of
three, and then the student who did not make any growth will receive one-on-one intensive
instruction. This student will meet with the researcher one-on-one for fluency checks and guided
group time to focus on interventions to promote growth. Because this student struggled with the
five-finger retell strategy, as well as demonstrating comprehension through drawing, the researcher
will make a glove that provides a visual for each of the five comprehension components. Visuals
help make learning meaningful and engaging (Shabiralyani, Hasan, Hamad, & Iqbal, 2015). The
use of this visual will hopefully guide this student in the direction of improving their
comprehension. The researcher will enforce these actionable steps to continue to help students
improve their comprehension skills and reach the grade appropriate DRA reading level.
DATA ANALYSIS
7
References
Fluency. (2020, January 3). Retrieved from https://www.readingrockets.org/teaching/readingbasics/fluency
Golonka, E.M., Tare, M., & Bonilla, C. (2017) Peer interaction in text chat: Qualitative analysis
of chat transcripts. Language, Learning and Technology, 21(2), 157-178.
Shabiralyani, G., Hasan, K. S., Hamad, N., & Iqbal, N. (2015). Impact of visual aids in
enhancing the learning process case research: District Dera Ghazi Khan. Journal of
Education and Practice, 6(19), 226–233.
Running head: DATA ANALYSIS
1
Data Analysis
Emily O’Dell
Grand Canyon University: TCH-539
December 18, 2019
DATA ANALYSIS
Research
Question:
Findings:
Themes/Patterns:
Can socialemotional
interactive
reading help
newcomer
students to
monitor and
decrease
interrupting
behaviors in
the classroom?
Students interrupt
more in the
afternoon/towards
the end of the day
and more towards
the end of the week
2
Relevancy:
Unexpected
Information:
Additional
Questions:
Students interrupt
more in the
afternoon/towards
the end of the day
and more towards
the end of the
week
Social emotional
learning involves
knowing students
personally and
using multiple
strategies to
promote positive
Some students
behavior
interrupt more often (Allbright, 2019). Are there any
than others and more
teacher actions that
consistently
may promote an
environment
which increases
interrupting?
Will creating a
calmer afternoon
environment
decrease
interruptions?
What do
students
already know
about
interrupting?
Many students rely
on topics discussed
earlier during SEL
time (kindness,
Students must
understand the
concept and its
importance
before realizing
Actionable Steps:
Create other
lessons geared
towards promoting
positive behaviors
and discussing
interrupting
Give students
more time to
understand the
concept
Refer to the story
in a positive way
to remind students
of positive
behavior
Why do students
interrupt more in
the afternoon/end
of week?
Create a calmer
atmosphere at the
end of the day to
avoid interrupting
behaviors (further
research
required)
Students were
unfamiliar with the
topic of
interrupting,
although it is
Clearly state
expectations on
interrupting and
teach students
ways to avoid and
DATA ANALYSIS
sharing, family,
helping etc.).
No students knew
what the term
“interrupting”
meant.
In what ways
did reading the
story help
students
monitor their
interrupting
behaviors?
Most students
discussed being kind
as an important
reason for not
interrupting.
Students began
understanding what
interrupting was
(student responses:
talking out).
Students understood
how Lois felt when
he was interrupted
(student responses:
sad, angry).
Students connected
with Lois about
feeling sad/angry
when being
interrupted).
Students practice
breath-in/out and
raise hand method
during the
reading/after reading
with guided
instruction
Did the
interactive
reading
decrease
Interrupting
behaviors still
occurred (what felt
like normally)
3
behaviors and be
able to monitor
behaviors
(Dunlap, 2010).
something that has
been happening
often in our
classroom.
monitor these
behaviors (Dunlap
2018).
Teachers should
establish purpose
when using
interactive read
aloud to address
social emotional
behaviors in the
classroom (Britt,
2016).
Students
connected with
Lois and
understood how it
felt to be
interrupted.
Create an anchor
chart of Lois
actions and
feelings to
illustrate and
model positive
behaviors
Students were able
to model breath
in/out and raise
Focusing on
hand method when
characters
asked “what
actions, feelings, should you do
and thoughts help instead of
students to make interrupt?”.
deeper
connection to the Will use of
text (Britt, 2016). illustrations/anchor
charts provide
resources for
students to selfmonitor behavior?
Social emotional
learning involves
knowing students
personally and
using multiple
Will students refer
to anchor charts as
resources for
positive behavior
expectations?
Colleague noticed
no change in
interrupting
behaviors
Use Lois as a
reference point
when approaching
interrupting
behaviors
Create an anchor
chart to illustrate
breath in/out and
raise hand method
to help students
self-monitor
interrupting
behaviors.
Remind students
of interrupting
behaviors/breath
in/out raise hand
method before
DATA ANALYSIS
interrupting
behaviors?
Students were more
quickly redirected
by referring to the
story
Students understood
more clearly why
their interruptions
were not ok
Colleague noticed
no change in
interrupting
behaviors
Did the
interactive
reading teach
students about
the negative
impact of
interrupting
behaviors?
Students began
understanding what
interrupting was
(student responses:
talking out).
Students understood
how Lois felt when
he was interrupted
(student responses:
sad, angry).
Students connected
with Lois about
feeling sad/angry
when being
interrupted).
4
strategies to
promote positive
behavior
(Allbright, 2019).
Students interrupt
more in the
afternoon/towards
the end of the day
and more towards
the end of the
week
transitions and end
of the day
routines/activities
Use moments of
Development of
interrupting as
social emotional
opportunities for
skills takes time
student growth
and opportunities Are there any
and development
for response for
teacher actions that of social
young children
may promote an
emotional
(Allbright, 2019). environment
development and
which increases
behavior
Reminding
interrupting?
awareness
students of
behavior
Will creating a
Give students
expectations
calmer afternoon
more time to
before transitions environment
develop selfmay help
decrease
monitoring
decrease
interruptions?
behavior while
unwanted
continuing to refer
behavior
Why do students
to the story and
(Dunlap, 2010).
interrupt more in
use other
the afternoon/end
lessons/activities
of week?
about the behavior
Focusing on
Students
Use moments of
characters
connected with
interrupting as
actions, feelings, Lois and
opportunities for
and thoughts help understood how it student growth
students to make felt to be
and development
deeper
interrupted.
of social
connection to the
emotional
text (Britt, 2016).
development and
Will use of
behavior
Development of
illustrations/anchor awareness
social emotional charts provide
skills takes time
resources for
Give students
and opportunities students to selfmore time to
for response for
monitor behavior? develop selfyoung children
monitoring
(Allbright, 2019). Will students refer behavior while
to anchor charts as continuing to refer
resources for
to the story and
positive behavior
use other
expectations?
lessons/activities
about the behavior
DATA ANALYSIS
5
Create an anchor
chart of Lois
actions and
feelings to
illustrate and
model positive
behaviors
DATA ANALYSIS
6
References
Allbright, T. N., Marsh, J. A., Kennedy, K. E., Hough, H. J., & McKibben, S. (2019). Socialemotional learning practices: insights from outlier schools. Journal of Research in
Innovative Teaching, 12(1), 35–52. https://doi-org.lopes.idm.oclc.org/10.1108/JRIT-022019-0020
Britt, S., Wilkins, J., Davis, J., & Bowlin, A. (2016). The benefits of interactive read-alouds to
address social-emotional learning in classrooms for young children. Journal of Character
Education, 12(2), 43–57.
Dunlap, G., Iovannone, R., Wilson, K. J., Kincaid, D. K., & Strain, P. (2010). Prevent-teachreinforce: A standardized model of school-based behavioral intervention. Journal of
Positive Behavior Interventions, 12, 9–22.
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