The Importance of Reading - Essay Example

?Running Head: SMALL SCALE ACTION RESEARCH STUDY Small Scale Action Research Study Insert Insert Grade Insert 29 January 30, 2011 Outline I. Introduction II. Literature Review: a. The Significance of Reading b. Parental Influence in Reading c. Interactions with Peers d. Reading programmes used by English Primary Schools Presently e. Summary and Research Significance III. Data Collection Method a. Main Aspects in a Questionnaire b. Questionnaire for 28 School Children c. Parents’ Questionnaire IV. Findings V. Analysis and Interpretation VI. Conclusion and Recommendations Small Scale Action Research Study I. Introduction This research study deals with how years 1 and 2 primary school children in my school approach reading; these children are aged five to six years. The research study is aimed at not only finding out how their reading skills can be improved, but also how this relates to the previous reading levels in my school. Reading among these children has been gradually deteriorating with time. It has been characterized by several difficulties. The nature of these reading problems coincides with what most reputable scholarly researchers have already studied sometime back cons in relation to this. The nature of the problems of readers who are struggling is quite complex. Over time, study has indicated that the complexity emanates from the individual differences that are present within any group that undertakes a reading. The reading struggle among the children is characterized by the different approaches, skills, and dispositions. This makes it difficult for those reading to make sense of the print. Studies continue to reveal that both poor decoding and poor comprehension are among examples of aspects that struggling readers may posses. Besides, they also have difficulties in both vocabulary and language skills (Allington and McGill-Franzen, 2009, p. 221). Since September 2010, the Early Reading Research (ERR) has been used in my school. Since the time it was introduced, I have taken note of reading improvement among the children. The schools has teaching assistants who are not only experienced, but also industrious, and have really been surprised by the steps of improvement in reading levels attained by the children up to this far. I am still not certain of the fact that the National Literacy Strategy is the best approach to reading in our schools, due to the observed worsening trend of the reading level among the children. Before the National Literacy Strategy came into force, there was another Reading programme referred to as the Early Reading Research by Essex Lea. Thus the research question in this study is how effective is the Early Reading Research (ERR) by Essex Lea in solving the reading problem of children in my school? Interest for this area of study is motivated by the outcomes of the recently carried out research by the Essex Lea and the Leverhulme Trust on the efficiency of the Early Reading Research in comparison to other reading programmes. The study was based on classroom empirical investigations that was carried out on a large scale basis coupled with small scale cases to establish how children’s learning could be impacted with various principles of instruction. Apart from establishing the most efficient methods of teaching reading, Early Reading Research was also used in examining not only the level to which age and skill reading targets could be reached by each child, but also the prevention of particular difficulties in reading. This research study encompasses various sections that reveal the literature review, method of data collection, findings, analysis and interpretation, and conclusion together with recommendations. II. Literature Review a. The Significance of Reading Most people do not just take reading lightly, but also they do not easily see how difficult life can be for those who have not read. Print is available at almost every place that surrounds us that is on adverts, shop names, product instructions and novels, just to mention but a few. Writing a note, a shopping list, or a card is among the things that we do easily take for granted. Reading either a book or novel for the sake of information is among the things that most of us do not take seriously. This forms the first importance of reading as reading for pleasure. Diverse levels of reading ability are required for these different levels of reading. An eight or nine year old has a reading ability that is sufficient to read newspapers, newspapers as well write books. Children with limited reading skills should still be valued and be made functional (Buckley, 2001, p. 1-2). Ability to read forms a practical skill that can be utilized in ways described above. Thus, acquisition of good reading skills for children is useful for practical use. Ability to read provides an access point to knowledge from newspapers, books, and computer programmes. Secondly, it helps children to develop both vocabulary and knowledge in grammar. Research shows that children come to school at the age of 5 years with about 2000 vocabularies and after two years onwards, they gain about 3000 new words yearly (Buckley, 2001, p. 3). This in turn enables them to develop independent literacy skills. Through reading, children arte able to learn and consolidate correct grammar. b. Parental Influence in Reading The development of strategic readers is highly developed by parents. Interactions with parents in joint book reading has been said to promote children’s early literacy experiences. Children who were able to engage their parents more in reading experiences have been found to posses a greater ability to read and discuss stories. The amount of time spend to read with parents is among a key predictor of early reading ability. Studies reveal that professional families spend more time with their children fostering reading activity compared to low SES-parents. The pre-literacy skills of children are determined largely by the expectations that their parents have towards them. This involves the predictions that most parents have regarding their children’s ability to perform with regard to naming of letters, auditory discrimination, writing and general reading interest. Most parents from both middle and high SES settings overestimate the skills and interests of their children in reading. This is a reflection of not only their high expectations for their children’s literacy development, but also their positive value for reading activities (Barr, Kamil and Mosenthal, 1996, p. 628). c. Interactions with Peers Children’s reading, learning, achievement, and motivation at school can be influenced by their peers (Berns, 2009, p. 221). Studies have indicated that help giving and help seeking among children are not only adaptive, but also essential skills in learning. Children are more likely to undertake difficult tasks and persist in the same when they are allowed to learn. This happens when they are let to be in an atmosphere where they are allowed to be responsible for their own learning. Both self-efficacy and the perceptions of themselves as goal achievers are greatly fostered by help seeking among schoolchildren. When children are allowed to select relevant goals and then let to make appropriate decisions about them, it makes them really feel in control of their academic work. An effective way for students to master effective academic tasks like reading is through acting as both teachers and help-providers. The skill of seeking and using help among children increases as they increase with age. For instance, help is effectively utilized by 4-6 year olds than it is done by those children who may be 3 years old. The difficulty in young children recognizing help makes them tend to prefer answers to explanations when soliciting this help (Barr, Kamil and Mosenthal, 1996, p. 628-629). At times children may end up passing over the best helpers since they often prioritize nurturance and kindness to competence. Rather than monitoring their comprehension and seeking appropriate help, young children and poor readers focus on not just looking busy, but also on following instructions. What may hinder 5 and 6 year old children from seeking the need for help than their older counterparts is their lack of better meta-cognitive assessment, Individual ability, task intricacy and selection of a helper who is appropriate (Barr, Kamil and Mosenthal, 1996, p. 628). d. Reading programmes used by English Primary Schools Presently The four reading programmes that have been in use are the early intervention approach, Volunteer American Readers, Title 1 Remedial Programme, and the accelerated School Movement. Towards the end of the twentieth century, Title 1 instructions were adjusted to allow schools to develop a Remedial Reading Programme. At first, the method was criticized for depriving the learners a vital developmental instruction that forms the frequent classroom content thus increasing the difficulty of children in acquisition of age and grade related literacy skills. These concerns led to the modification of the new Title 1 reading programme where the reading specialist and the classroom teacher work collaboratively with the latter attending regular classes and attending to children who have special reading difficulties. Something to note about this Title 1 Remedial programme is that children with both reading and writing problems flood the blocks (Guzzetti, 2002, p. 35). Another commonly used reading programme is the Early Intervention in form the Reading Recovery Programme. The aim of the programme is to identify those students who score below the twentieth percentile (at risk children) in reading tests. One-on-one efforts are then made to make them improve from their reading problems. In America, Title 1 and America Reads Volunteers carry out one-on-one sessions to help at risk children improve from their reading difficulties. However, a research on the assessing the usefulness of the programmes is yet to be established (Guzzetti, 2002, p. 35). On the other hand, the Accelerated movement is an alternative to Title 1 remedial and early intervention. According to this approach, a strategy to improve the reading ability of at risk children is not to slow their progress down but rather to increase it. The approach advocates four different ways of treating at risk children. First, they should be treated as learners who are eager and able to learn from both themselves and the instructors. Secondly, the learners’ strengths rather than their weaknesses should be focused on. Thirdly, should link with the students’ own world and their prior experiences. Lastly, it encompasses many experiences that allow children to reflect on the way they learn and develop. Limited evidence reveals the importance of this approach to the at-risk children (Guzzetti, 2002, p. 36). However, the use of the Early Reading research programme is what has been applied in my school. e. Summary and Research Significance The above-discussed review on the different reading programmes for schoolchildren portrayed in scenarios from diverse regions across the globe, give room to two main deductions. To begin with, the study on school reading programmes has generally been conducted by numerous reputable scholars in the world, which forms a relevant platform on the succeeding developments as seen on this topic. Secondly, the concepts presented by scholars regarding reading programmes for schoolchildren are often contentious, and as such may need further and proper validation. Moreover, school reading programmes are an area that has not been extensively researched on to make one make any major inferences. It is the aim of the current study to help bridge this gap. III. Data Collection Method This research was carried out using primary data collection by way of questionnaires. The method was used based on some advantages that it posses. First, it utilizes low cost even when data is to be collected from a wide population of individuals (Pinson and Jinnet, 2008, p. 23). In this case, it will be suitable for use in collecting data from both schoolchildren and parents. Secondly, since the answers are in the hands of the respondent, the method is free from any bias (Crisp, 2006, p. 102). Thirdly, there is sufficient time for the respondents to give answers that are well thought out. Thus, such answers can be relied upon to come up with concrete data and conclusions in the research. Fourth, the dependability and reliability of results is enhanced since large samples can be utilized (Kothari, 2008, p. 101). a. Main Aspects in the Questionnaire General form The questionnaire can either be in structured or unstructured form. The questions used in this study are structured questions, with specified questions and answers and comments in the words of both parents and children held to the minimum. These questions are pre-determined, concrete, and definite in nature. The same wording and order to all respondents is used when these questions are being presented. This standardization is applied to ensure that all respondents respond to a similar set of questions. The form of questions may be either closed or open. However, in the current research, the questions are presented in a special of a multiple-choice form (requiring either yes or no response). The questions are therefore closed. This applies to both the parent and children’s questionnaires (Kothari, 2008, p. 101). Question Sequence Attention should be paid to the sequence of questions in preparation of a questionnaire. This will contribute to the efficacy and quality of the responses received. To achieve this, an orderly sequence is followed in the preparations of questions to eliminate chances of being misunderstood. The respondents should be able to see the immediate relationship between one question and the next one with a lot of ease. To enhance this, questions that are easiest to be answered should be put at the beginning. The opening questions have been presented to reflect the relevance of the research, with a thread connecting through all other questions that follow. Moreover, the sequence of the questions has been arranged to correspond to the pattern of thinking of parents and schoolchildren (Kothari, 2008, p. 101). Formulation and Wording of questions Since the main respondents in the current research are children and parents, the questions formulated have been put in words that can be easily understood, simple and concrete, corresponding to the way of thinking of the respondents (Kothari, 2008, p. 101). Below are specific questions that are found in the two questionnaires used in the present research. b. Questionnaire for twenty eight schoolchildren a) Is reading one of your interests? (Yes / No) b) Who do you feel comfortable reading with? (your friend / your parent) c) Are there reading books at home? (Yes / No) d) Do you read to your parent at home? (Yes / No) e) Do you read on your own at times? (Yes / No) f) Do you seek reading help from your friends at school? (Yes / No) g) Do your friends approach you for help in reading? (Yes / No) h) Would you like to read more at home? (Yes / No) i) Would you prefer to read more at school? (Yes / No) j) Do you find any new words during reading?(Yes / No) c. Parent’s Questionnaire a) Do your children read while at home? (Yes / No) b) Do you read to your children? (Yes / No) c) Are there reading books at home? (Yes / No) d) For about how long do the children read? (Above 20 minutes / below 20 minutes) e) Do you think your child is /children are a confident reader? (Yes / No) f) Do you think you can improve your child / children’s reading? (Yes / No) g) How can you improve your child /children’s reading? h) Since classes began in September 2010, do you think your child’s reading has improved. (Yes / No) What do you think is the reason? i) To what extent do you think the Early Reading Research Programme has supported your child’s reading? (Let your answer be between 1-5, where means 1 means least supported and 5 means most supported) j) Do you think your child is / children are enjoying reading currently than previously? (Yes / No) IV. Findings The questionnaire involved 28 children and 20 parents. The following were the key outcomes from the data collected. First, most children have an interest in reading. This is mainly contributed by the support they get from their parents who had bought them reading materials. This was reflected in the fact that most children spend an average of twenty minutes to read daily while at home. Secondly, the Early Reading Programme had improved reading among children. Since its introduction in September 2010, collected data indicates that all parents had recognized its importance. They had seen the reading culture of their children improve. This was shown from the little time they used to allocate for reading before the programme was introduced to the more minutes they dedicate to reading while at home on a daily basis. Thirdly, the children are able to balance between reading for instruction and reading for pleasure. Most of the children admitted to prefer reading from both home and school. They expressed a preference to read from school (for instruction) and still admitted their desire to read from home (reading for leisure). Fourth, there was willingness by most parents to support their children’s reading. Most parents admitted that they had responsibility in improving the reading culture of their children. Most of them accepted having bought reading books for their children. Also, at least half of the parents admitted the fact that they often read to their children. The fifth finding is that a reading community is developed by concerted efforts. Whereas the normal teacher’s role is to ensure that children read for instructional purpose, parents have a role in the same in not only buying reading books for their children, but also reading to them while at home. Sixth, children are free to read while at home that at school. Fifty percent of children responded that their willingness to read to their parents and a few admitted to seek aid from their peers. V. Analysis and Interpretation The findings in this research do not only reveal the significance of the ERR programme to the development of a reading culture, but also have several implications to different parties. a. Implication for Parents First, to parents, the research reveals their great role in supporting their children to improve their reading skills. Parents are supposed to do this by not only reading to their children, but also buying reading resources such as books and ensuring that while at home, they have created some time for their children to do some reading. Doing this shows concern and motivates their children to improve in their reading practices. Generally, parents determine the reading ability of their children through six ways. First, it is through the value they attach to literacy. Being actively concerned about the way their children learn through reading shows their value for literacy. Secondly, it is through the emphasis that they attach to their children’s achievement in academics. It is important for parents to do this by being concerned about the reading progress and other academic aspects of their children. Third, it is through the reading materials that they provide for their children at home. Concerned parents purchase reading books for their children and assist their children to read them. Fourth, it is through the time they have set aside to not only read to their children, but also listen to them as they read. Fifth, it is through the way in which they do read with their children. They should create a friendly reading atmosphere by both reading to their children and listening to the read. Additionally, the reading ability of children can be enhanced through the various opportunities for verbal interaction created at home. There should be opportunities such as story telling, playing board games, watching certain television programs and holding discussions where children will be expected to contribute fully, and this they will need to use the vocabulary acquired from the readings they had made (Newman, 2008, p. 294). b. Implication of the ERR for the National Literacy Strategy The data from this research shows the success of the ERR approach to the reading culture of the school since its introduction in September 2010. Several questions are raised by the Early Reading Research Programme about the National Literacy Strategy (NLS), at least at the theoretical stage. The skills that are taught by the NLS are not only confusing to the children, but also unsuitable. This makes them not to be generalized in all contexts. The expectation rate at which skills are taught are higher in the ERR programme compared to the NLS. This may not therefore match the children’s capability to their performance for the latter. The positive findings from the current study indicate that under the NLS, some children may encounter difficulties and most teachers may therefore find it hard in passing instructions to them regarding reading (Essex LEA and the Leverhulme Trust, p. 3). c. Implications of the ERR for the Psychologists in Education Development of the ERR programme at the University of Warwick and LEA was based on the views of educational psychologists. The collaborative working between teachers and psychologists has resulted to the reading attainments of all children. Thus, a different role for educational psychologists from the one undertaken is implied. From the present study, the ERR thus highlights a different way through which educational practice can be influenced by psychological theory, practice and research. VI. Conclusion and Recommendation The importance of reading cannot be underestimated. Not only is reading used for leisure purposes like when someone is reading a novel, it is also essential in the development of vocabulary and grammar in school going children whose application is broad. The reading programmes that have been commonly used are the early intervention approach, Volunteer American Readers, Title 1 Remedial Programme, and the accelerated School Movement. This research was undertaken to show how the Early Reading Research programme has affected the reading ability of children in my school since September 2010. Primary method of data collection was employed through the use of questionnaires. The respondents were the twenty-eight school children aged between 5 and 6 years, and their twenty parents. Findings from the research indicate that the Early Reading research Programme has played a significant role in the development of the reading culture at the school. This was facilitated by efforts from both the parents and children. This shows that this reading approach may work much better than the National Literacy Strategy. Besides, the reading programme has very pertinent implications to various stakeholders in education. These include educational psychologists, parents, teachers, and the students themselves. However, more studies ought to be done to determine the role played by peers in shaping the reading culture of year 1 and year 2 primary school children. Therefore, it will important to conclude this work by asserting that the reading level in the school in question is at the better stage of development as compared to other forms of reading programmes, in which reputable scholars find considerable issues in this area. Although the rather narrow scope of the research study does not allow a generalization based on its findings, the worth and significance of the current findings is obvious. First, the research has managed to examine the Programme of Early Reading Research directly, using evidence by a person that has experienced all the stages of its development since its inception in September 2010 - the interviewee (year 1 and 2 schoolchildren and their parents). Secondly, the research has provided the option for further study and further revealed that the progression of the reading level at the school is currently at a reasonable stage than it could have been if other reading programmes were to be employed Reference List Allington, R. and McGill-Franzen, A., 2009. Handbook of Reading Disability Research. NY: Taylor and Francis. Barr, R., Kamil. M. and Mosenthal, P., 1996. Handbook of reading research, Volume 2. NY: Routledge. Berns, R.M., 2009. 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