Action Research Paper

Tracy Icenhour

Action Research Paper Title Reading Response Journals in the Elementary Classroom

Abstract

The purpose of this paper is to consider the use of Reading Response Journals in the elementary classroom to increase test scores. This study attempts to answer the question: Do students who reflect in Reading Response Journals score higher on test than students who do not reflect? Ways to improve test scores are of major concern in today’s education.

Area of Focus Statement

The purpose of this study is to investigate the affects of using Reading Response

Journals to increase student understanding, thus increasing test scores. The goal is to identify if a notable difference in test scores is present for students using the Reading

Response Journal verses those students who are not. I predict that students who use the

Reading Response Journals will have a notable difference in their test scores when compared to a similar group who has not used the Reading Response Journals.

Research Question

Do students who reflect in Reading Response Journals score higher on test than students who do not reflect?

Review of Literature

According to Zawodny (2008) students who in the course of the research used

Learning Logs to reflect on reading had enhanced vocabulary development, comprehension, study skills and writing proficiency. The use of the Learning Logs helped students get a better understanding on making predictions through the use of prior

1 Tracy Icenhour knowledge and gain a better understanding of the subject matter being covered. Through the use of strategies to activate prior knowledge students comprehended more and the study found they were more accountable to monitoring their own learning.

In an article by Cobine (1995) Response to Reading Journals were found to increase student understanding across the curriculum. The author stated that it is important that students have a clear understanding of how to use the journals prior to beginning, but once this is established student’s learning can be greatly increased when they respond to reading across the curriculum. The responses focus on having the students state what they knew prior to reading, and after reading adding to that what they have learned.

According to Hurst (2005), Learning Logs or Reading Response Journals have long been established and are effective learning strategies. The author found that responding to text not only helped students retain more of the content but also helped student be more engaged in class discussions. Even when students responded to the same portions of the text, their learning was increased from sharing the different views on the topic. The author also found that when teachers responded to the students writing, they tended to write more thus increasing their knowledge and understanding on the topic.

Using Reading Response logs according to Heuser (2005) helps children learn more through inquiry. The author wanted to study how inquiry could help students acquire knowledge through honing their own inquiry skills. The research was conducted on first and second graders. First the students were given a topic and they brainstormed to decide on a question or questions to answer. Then they decided on ways to find the answers using this inquiry strategy students were actively engaged in the entire process.

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The author found that using the reading logs no time was lost assessing because the assessment was embedded in the Response Logs and not a separate component. As the students made inquiries and responded to prompts they were developing inquiry skills and also constructing knowledge by making sense of it through the use of prior knowledge and shared discussions.

Lee (1997) found through research that reading logs themselves were sources of alternate assessment. When the reading logs are used in a controlled setting, with a rubric containing a set of learning objectives they offer students and teachers the opportunity to expand their knowledge by viewing the responses to topics from each others prospective.

Students were given a basic guide with the freedom to explore the topic and write a response through their own understanding of the content. Thus real understanding of the content was gained instead of the student trying to memorize materials well enough to pass a test.

Description of the Intervention

The intervention I propose to complete this research would involve two classes.

Each class would contain similar students and would be taught using the same text and materials. All assignments would be exactly the same except “class A” would use

Response to Reading Journals daily as a part of their independent learning time. In these journals students would write about their learning and what they want to know more about. Students can also use the journals as a place to ask the teacher questions for clarifications on things they are learning. At the end of the unit I will compare the scores

3 Tracy Icenhour of the two classes and see if “class A” scores higher than “class B” who did not journal throughout the unit. If my prediction is correct “class A” will score higher than a “B”.

Data Collection

The data collected will be the Response to Reading Journals and the various assignments given throughout the unit and the test. I will compare the two groups’ assignments to be sure they each completed the same activities with the exception of the journals.

Data Analysis and Interpretation

The data will be graphed to see if the students who used the journals scored higher on the unit test than those who did not. Once graphed, I will look for a correlation in the data. If the student’s scores are higher when the journals are used, I will have proved my hypothesis. If there is no difference I can assume the journals did not have a positive effect on the students learning or that I need to do the study again and set clearer objectives for how to use the journals.

Action Plan

Response to Reading Journals will be incorporated into my classroom to encourage students to try to put what they are learning into their own words to foster better understanding and comprehension of the topic being taught. I also hope to hone my students’ inquiry skills and promote the students use of their own prior knowledge to increase their understanding as well. These journals can help my students increase their vocabulary and writing skills while learning new content at the same time.

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References

Cobine, G. (1995). Writing as a response to reading. Reading, English, and

Communication, 52-61.

Heuser, D. (2005). Learning logs. Science and Children, 43(3), 46-49.

Hurst, B. (2005). My Journey with reading logs. Journal od Adolescent and Adult

Literacy, 49, 42-46.

Lee, E. (1997). The Learning response log: an assessment tool. English Journal, 86, 14-

Zawodny, M. (2008). The Learning log across the curriculum. Virgina English Bulletin,

58(1), 22-30.