Mary Kearney Briggs

In order to retrieve information and data that would be valid, reliable, and related to this research, I obtained scores from assessments that tested the areas of vocabulary and writing. I chose three assessments that would produce a triangulation of data from pretest and posttest scores, which could then be compared, resulting in a reliable and valid assessment of ability in those areas. To access informational data with regard to growth as a result of explicit instruction, pretests and posttests were given at the beginning and end of the research study. Pretest and posttest assessments included the spontaneous writing portion of the Test of Written Language, 3^rd Ed. (TOWL-3), form A and form B (Hammill, & Larsen, 1996). This assessment allowed for 15 minutes of writing about a prehistoric picture in form A for the pretest and a space picture in form B for the posttest. Three subtests for the spontaneous writing portion of the exam included contextual conventions- the use of punctuation; contextual language- grammar, sentences, vocabulary; and story construction- idea development and story structure. A Six Traits writing rubric (Northwest Regional Educational Laboratory, 2011) was used to score pretest and posttest writing samples from each of the subjects. The writing prompt for the writing sample, asked students to write a personal essay and explain about a time when they were helpful in some way. The rubric had 3 choices for assessment in each of the six traits according to the strength of the trait in the writing sample. The scores were converted to percentage scores by taking the total score, dividing it into the total possible score of 30, and multiplying this by 100. Pretest and posttest morphological analysis and word mapping assessments were given to determine growth in the area of deconstructing words and defining the word parts as well as the whole word. Points were given for each correctly segmented word part, definition of that word part, and definition of the entire word. Raw scores were then converted to percentage scores for the pretest and the posttest and displayed on a bar graph. Students were given 15 minutes to complete this assessment.

Percentage scores for all assessments were recorded and plotted on a bar graph in order to achieve a clear picture of each student’s growth for each of the assessments as compared to other students in the study and to compare individual performance on each of the assessments. It was important to note, not only the overall score for each of the assessment, but each feature or subtest of the assessments as well. This provided information on areas of strength and weakness reflected in higher or lower test scores.

There were also some findings that were not part of the assessment of the triangulated data but were recorded in a reflection journal. These journal entries were a dialogue with myself about the teaching and learning that occurred, and a way to assess what best practices would dictate for the future. These findings include information on the areas of strengths and weaknesses of the lessons and observation of student interaction and participation with each lesson. For instance, after the lesson using the mentor text Sadako and the Thousand Paper Cranes, I wrote in the journal that the research groups should have shared what they found before we went on to play classroom jeopardy. I became aware of some gaps in information after I saw the written reflection on what they had learned from the lesson. I shared this with the class the next time we met, and we talked about how this step would have been an important way to share information, as some students understood the concept of the atom, and others did not. These reflections in the journal also helped focus the lesson so that it had continuity and would address what needed to be done from the last session we had together.

Limitation/Delimitations of Results

The results of this study yielded positive results with regard to the research question posed. However, it is important to note that there also was explicit instruction that took place in this classroom, which was not part of this study. As the fourth-grade year is an important one with regard to writing for the MCAS test, the curriculum is heavily focused on improving writing. However, it is also important to note that this class had not taken part in any self-assessment of their writing with regard to the traits of quality writing. Their revision and editing only included substituting “strong” words for some of their descriptive adjectives in their story. The students were instructed to change only eight commonly used words in their writing. This study included more work with understanding how to improve writing by also incorporating voice along with the more descriptive words that would describe the 5 senses: smell, touch, sight, sound and taste.

Another factor that was limiting was the selection of the students for the study and not having previous access to their records to see where specific interventions would have benefitted the students. As the sample of students was only 5, the question of repeatability could be called into question. But as explained in the section in the Literature review the methods I used were considered best practice and could be applied to another group of students.

Analysis, Conclusions, and Implications

In ascertaining and analyzing the implications of the results of the pretest and posttest scores from the three assessments, it is important to note that during this 10-week study, the students benefitted from explicit instruction in vocabulary, word analysis, morphemes, and Six Traits writing using mentor texts during integrated lessons. As an “outsider”, I had an advantage in coming into this 4^th-grade ELA classroom “armed” with materials, investigations into best practices and proper assessment, and, most importantly, an objective outlook on the abilities of the students in this classroom. Although there was discussion with regard to the abilities of the 5 subjects chosen for this study, it was ultimately the teacher’s decision to choose the students according to their ability as evidenced by previous performance in the time leading up to the start of this study. After seeing the results of this study, I would posit that I might not have chosen this particular group of students. There was some discussion with the classroom teacher regarding one of the subjects, whose performance in this study was contraindicative of what was communicated to me regarding this student’s abilities in ELA. Although it is impossible for me to know for sure without analyzing all previous student data from this classroom, it is hard to know if this sample was actually representative of the whole classroom. This is perhaps the most glaring limitation. The results also can be attributed to the work done by this 4^th-grade classroom teacher, who did considerable work in promoting good writing in this classroom. It was evident that the newspaper unit, in which the students participated, was very engaging and motivational for the students, and it may have contributed to some students feeling more willing to write in a way that was representative of their voices. The stories the students wrote for this newspaper unit reflected the students’ interests. The use of their voice was promoted as part of the construction of the news stories.

Overall Analysis of the Impact of the Intervention Upon Student Change

The impact of the interventions enacted, as part of this study, was overall positive as indicated by the posttest results from the three assessments. This classroom of students all participated in the lessons that involved integration of mentor texts, word analysis, discussion, and trait writing. This holistic method was an effective way to mirror how we think when we interact with text, and additionally when are called on to produce a written piece that reflects that thinking. The work that was done in word analysis helped formulate and incorporate the skill of deconstructing words for meaning, which will benefit these students as they progress through school. This valuable skill will impact how they approach a written piece and will improve their comprehension and their confidence and they encounter an unfamiliar word. As these words become assimilated into their word schema, they will have the ability to call on them during writing and in other content areas. The instruction in trait writing was also an important part of the intervention. It gave the students tools in looking at and assessing their own writing, so that in the future they can automatically think about incorporating these traits when asked to produce a written piece of work.

The lessons and interventions were also important in modeling, for this classroom teacher, effective ways to encounter text and engage students in discussions about words and concepts that would benefit their comprehension of a story. In the future, this teacher may be motivated to engage her classroom in this way with a mentor text.

Extenuating Circumstances

The initial time allotted for teaching and conducting this research study in the 4^th-grade ELA classroom was one 2 ½ hour session per week. During this time, I set time aside to do the pretest and posttest assessments to include in my research. I felt it was important to be a good mentor as well, since the classroom teacher was present during most of my lessons and wanted to conduct the class efficiently and effectively. It would have been difficult to have the continuity necessary when introducing a new concept such as word analysis with one session per week. However, the classroom teacher set aside class time to cover additional instructional information needed in teaching Six Traits writing, word analysis, and vocabulary. I was able to provide a thorough lesson in read alouds/ think alouds using mentor texts. When the class was involved in rich discussions about the text, I explored vocabulary words from the text with them and they recorded them in their journals. They also wrote short reflections about the reading when time permitted. Since this process was modeled for the classroom teacher, she could then reproduce this kind of lesson in her ELA classroom. At the beginning of the research, much of ELA class time was devoted to preparing for the written portion of the MCAS test, but this did enhance the writing lessons that I had prepared. There were a few interruptions in my work with this class due to scheduling conflicts such as in-service days or other events at the school. Also, there were several occasions when one of my subjects was pulled out of the ELA class for special services. To compensate for time lost, toward the end of the study, I gave up a volunteer position at a special needs facility where I did a music class in order to devote more time to this study and complete the work I had started. Fortunately, the classroom teacher was willing to allow me the extra time during the week and added an additional session in order that I could administer posttests and follow up on the texts and written work that need to be completed for the study.

Analysis of Teacher/Researcher Reflection

As I recorded my thoughts on the lessons that were implemented in the 4^th-grade classroom, I reflected on the process of the lesson. It is clear now, looking over the reflections, that more information regarding individual student interaction in the lessons could have been included. I found that the lessons went well, and students did participate. However, it was difficult to take note of exactly who was not participating and what I was missing in the lesson until I did the posttest assessment and had the students write a reflection on the lesson. As part of this reflection, it would have been helpful to take note of the progress that students were making with their writing and word analysis skills. In hindsight, I would have included another assessment to find areas of weakness in writing, vocabulary, and word analysis during the course of the study.

I found the written reflection was helpful in devising lessons that would provide continuity and enhance the previous lessons. For instance, I chose the book The Landry News by Andrew Clements (1999) as a result of a reflection on a lesson where students talked about the books they had been reading. As I reflected on modeling metacognition of the read aloud (teacher think aloud), and the issues that were raised during our discussion, I decided to introduce the idea of constructing a classroom newspaper to the class, which was met with great enthusiasm. After the lesson on Sadako and the Thousand Paper Cranes (Coerr, 1977), and discussion of topics such as the atom bomb, radiation, and leukemia, it was a welcome change to revert to discussion of current topics regarding newspapers, the Bill of Rights, and being the new kid in school from the story by Andrew Clements (1999). It was a good end of the year unit to do in ELA, not only because it introduced the students to persuasive writing, as is done in writing editorials, but it allowed the students to bring their voices into their writing as they chose topics that were interesting to them.

Recommendations and Implications for Future Research

The results of this research study indicate that process-oriented instruction using holistic methods produced positive effects when implemented in the ELA classroom (Vogt & Shearer, 2011). The metacognition that was modeled as part of the read aloud helped students sort through and discuss their understanding of unknown words and concepts related to those words and interpret that understanding through discourse. The process of incorporating these words into word schema is one that requires continual practice to ensure that these words have been solidly assimilated into a student’s vocabulary. This process requires more continuity in instruction, with more intervention and modeling with repeated exposure. Integrating standards as part of a themed unit is an efficient way to provide lessons that repeatedly expose students to word learning and discourse about those words and concepts related to the words. Integrating a writing portion provides practice in producing writing that varies in length and purpose, which would also meet the requirements of the standards and considered best practice in the field of literacy. Ideally, an integrated lesson can address and meet many instructional needs. However, in carrying out this study, it was clear that this kind of curriculum requires time to plan, organize, and implement in order for the word learning to be solid enough to then be reproduced in students’ writing. Additionally, after looking at the results of the word analysis assessment, I realized that I overestimated the progress that the students would make in word analysis. In hindsight, I would have devised a more basic assessment. The words I chose for the assessment were far too challenging, as they all had base or root words and prefixes and suffixes. The results of the assessment indicated that the students needed more instruction on adding affixes to root or base words and determining roots and bases from multisyllabic words. A more basic assessment would include items that required students to deconstruct words with just prefixes or just suffixes and not both to get a truer measure of their level of ability in analyzing a word. More work with spelling rules in adding inflected endings, for instance, would have improved their scores even more. However, the concept of segmenting words was new to this class, and although it was challenging, I felt it was necessary to administer the same assessment for the posttest in order to gain valid results.

Future research on comprehensive integration of literacy skills across the curriculum would be beneficial to the field of literacy. Using a variety of texts for discussion on a variety of topics and producing a variety of written pieces in a variety of mediums, would replicate the kind of skills necessary to be college and career ready. This holistic approach to instruction can be studied by mimicking the kinds of lessons that would support this kind of instructional approach, and assessment can be developed that would coincide with the targeted skills in the lessons. Writing to persuade is currently being incorporated into the curriculum. Research that would give indications as to best practices in this type of writing while integrating it into a lessons involving mentor texts, vocabulary, grammar, and spelling would help educators meet the requirements put forth by the Common Core State Standards. Each classroom is unique in its makeup of students and their needs, which must be attended to in order to foster growth and progress through school. Research that offers guidance in best practices for professional development can aid teachers in developing methods of delivering instruction through lessons that are authentic, meaningful, engaging, and motivating for the teacher and the student. Teachers in classrooms across the nation are required to integrate lessons and provide instruction that will prepare students to be college and career ready, while differentiating the lessons to meet the needs of all students. Professional development in integrating lessons that include reading, writing, listening, and speaking across the curriculum and in all content areas should be modeled so that teachers can best incorporate this kind of effective instruction into their methods of instruction. This is paramount at this juncture in education as some teachers must retool the way they currently deliver instruction. They must consider best practices, and word analysis and instruction in affixes and word roots and bases for vocabulary building is one such best practice as outlined by the state standards.