Qualitative themes:
In several of my observations I write about distractibility. Many of my students are easily distracted in small group settings and conversations with classroom teachers reveals that the same students are also distracted during large group instruction. As I continue to observe these students, I am going to look for the triggers to their distractions. The information won't necessarily aid in my research findings but it could be helpful in planning instruction in the future and be good information to share teachers. I have also noticed that many of the students with 'distractions' noted in the observations are also students that struggle with comprehension. I wonder if the distractibility or the fluency is the main contributor in the lack of comprehension.
Thoughts on quantitative data:
As I enter my data each week, I have noticed that the second grade students in my focal group that are reading fewer words than peers are having a harder time on the comprehension assessment. The correlation between fluency and comprehension seems much stronger with the younger students. On the other hand, 3rd and 4th grade students that read fewer words than their peers do not necessarily struggle with comprehension. Is there a certain point at which the number of words read matters or is background knowledge/ real life experience that makes up for the lack of fluency in the older students? Students reading fewer than 20-25 words per minute are answering less than 50% of the comprehension questions correctly. All students read the entire passage after the one minute fluency assessment, but I still see large discrepancies from student to student on the comprehension activity.
Megan, I find it very useful how you have listed the themes you are finding both qualitatively and quantitatively. I have also noted alot about distractibility in my observation and field notes. I have tried many things to help these students focus from moving them closer to me, using positive reinforcement, and developing more engaging activities. I am finding it frustrating because 3 students in my group of 6 have a very difficult time paying attention and staying on task. I can see the correlation between distractibility and their performance in the group. How have you been managing this?
ReplyDeleteI find it interesting what you are finding with your students regarding fluency and comprehension. I wonder about the affect of background knowledge and experiences, also. What a good connection...I keep wondering if there is research about this that would help you in your study? Hmmmm! :)