Context, Population, and Setting

What effect does the reading comprehension strategy T.O.R.T.A.S. have on the student acquisition of reading comprehensions skills and student performance?

There are many strategies developed and practices in hopes of improving student comprehension and performance. In reading, there are 5 different reading strategies being used in my school for performance assessments. The issue that I am finding is that students get strategy overload as they are promoted and there is a lack of consistency in any one method. In one grade they are being taught to read questions first, the others taught to write book or brain over the question, another method asks the students to read each passage 4 times. In order to adequate analyze student performance data we should help to eliminate some of the variables. Finding an effective strategy that can be used across the school can bring uniformity and structure to student assessments by identify a strategy to be used for reading comprehension on state assessments. What I hope to do is to research the effectiveness of one of those strategies that is practiced in my school.

My target population will be the 5th graders. There will be 3 classes for a estimate of 75 students total. All the 5th graders will participate and their assessments will be reported by their reading teacher. I selected 5th graders because our 5th grade test is similarity in format and assess skills across grade levels change. However 5th grade reading assessments are the most similar to other grade levels reading assessments in skill. 4th grade has a writing component that wouldn’t provide as much data as I would like as a strict reading assessment. 6th, 7th, and 8th grade reading assessments in format are similar aside from requiring higher levels of thinking. 5th grade is a good foundational level to begin to researching on. My school goes from grade levels K-8th.

My research will be over a 12 week period. There will be 4 assessments given during this period. Two of the assessments will be without use of the given strategy, and two will be with the use of T.O.R.T.A.S.. Those scores may be averaged to lessen any discrepancy in the data. There will be a diagnostic assessment that will serve as the base line data. Another assessment will be given without the use of T.O.R.T.A.S.. After that data has been taken then two assessment will be given after several mini lessons on T.O.R.T.A.S is given.

Why Action Research?

There are many benefits of conducting action research which can be seen through the examples given. The first benefit of action research is that focus driven on school related issues and problems that directly impact the lived of educators. Action research also adds some personally researched validity to many new practices and theories versus taking the latest released best practice and running with it with no regard to if it is actually improving student or teacher performance. Another benefit of action research is that is serves as a form of professional development for teachers, school, and district leaders. Action research commits teachers to become active researchers engaged in relevant information. Also allowing them to learn a good amount about their students, teachers, and projects and programs through first hand inquiry and direct involvement with the process that will lead towards positive outcomes. By allowing educators the opportunity to challenge themselves intellectually, analytically, and in reflective practices the benefits of it becoming a habit is increased and it adds to their personal confidence and commitment levels. This form of research also allows opportunities to cultivate collective working groups and improve communication abilities through the entire school community taking into consideration the students, parents, teachers, administrations, and district and community leaders.

Action Research as a Professional Tool

Action Research is the process of systematically examining educational/instructional practices using traditional research theory. Educational Action Research centers on inquiry and the process of acquiring relevant and engaging information and resources in order to make improvement. The results of action research will help to shape and provide the background needed to improve and refine some instructional and administrative practices. Action research works well in an educational environment because it encompasses many of the key components that are present in effective educational systems. The process of action research involves collaboration with colleagues, community stakeholders, students and district/school administers.This type of research also promotes professional development but allowing a level of engagement that is beneficial for the individual and for the students.The collaboration opportunities provided by action research is an invaluable professional development experience, which will only strengthen as the processes becomes a habit in approaching issues. Action Research supports the educational ideology of discovery, exploration, and continuous reform as needed, through the stages of inquiry, research, and reasoning steered by (re)evaluation of the effectiveness of solutions. The direction of action research derives from the inquiry of one’s practice and/or of systems in place in their school environment The research can be considered is a living and breathing process in the aspect that is continuous and able to be evaluated, reevaluated, and modified depending on the findings.