DOCUMENT RESUME ED 392 028 CS 012 365 AUTHOR Barackman, Linda; And Others TITLE Improving Reading through Writing. PUB DATE Dec 95 NOTE 81p.; M.A. Project, St. Xavier University, Illinois. PUB TYPE Dissertations/Theses Practicum Papers (043) R,eports Research/Technical (143) EDRS PRICE MF01/PC04 Plus Postage. DESCRIPTORS Cultural Background; Intervention; Parent Participation; Primary Education; Reading Comprehension; *Reading Improvement; Reading Motivation; Reading Research; *Reading Skills; *Reading Strategies; *Reading Writing Relationship; Student Interests IDENTIFIERS Illinois (North) ABSTRACT This report describes a program for improving reading skills. The targeted population consisted of first and second grade students from urban and rural communities in Northern Illinois. The problem of underachievement in reading was documented by reading inventories, writing samples, and writing prompts. Analysis of probable cause data revealed that: children's cultural backgrounds may influence the acquisition of reading skills;writing was a low priority in the classroom; there is a lack of parental involvement; and there is a lack of motivation to read well. These causes were documented by citations from professional literature and analysis. A review of solution strategies suggested by knowledgeable others, combined with an analysis of the problem setting, resulted in the selection of strategies to improve students' reading through increased emphasis on writing activities. Post intervention data indicated a marked improvement in reading ability and word retrieval; and an increased interest in reading and writing. (Contains 26 appendixes of research data, 6 tables, and 37 references.) (Author/TB) * Reproductions supplied by EDRS are the best that can be made * * from the original document. * *********************************************************************** IMPROVING READING THROUGH WRITING by PERMISSION TO REPRODUCE THIS U S DEPARTMENT OF EDUCATION MATERIAL HAS BEEN GRANTED BY Otl,ce of Elocnonal Rosedfcn ono inve,,,n; EDUCATIONAL RESOURCES INFORMATION CENTER ;ERIC, *Linda Barackman IV/Thisdocument has been reproduced as received from the person or organization Linda Brown originating it O Minor changes nave been made to Susan Drilling improve reproduction quality TO THE EDUCATIONAL RESOURCES Betty Morgan Points of view or opinions stated in this INFORMATION CENTER IERICI document do not necessarily represent official OERI position or policy Submitted in partial fulfillment of the requirements for the degree of Master's of Arts in Teaching and Leadership Saint Xavier University & IRI/Skylight Field-Based Master's Program *Teachers Site: Rockford, Illinois Caledonia Elementary Submitted: December, 1995 Caledonia, Illinois Maud E. Johnson Elementary Rockford Elementary Rockford, Illinois 3EST COPY AVAILABLI SIGNATURE PAGE This project was approved by iepr Advisor Advis Dean/School of Education Abstract Authors: Linda Barackman Site: Rockford IV Linda Brown Susan Drilling Betty Morgan Date: December, 1995 Title: Improving Reading Through Writing This repcirt described a program for improving reading skills. The targeted population consisted of first and second grade students from urban and rural communities in Northern Illinois. The problem of underachievement in reading was documented by reading inventories, writing samples, and writing prompts. Analysis of probable cause data revealed that: children's cultural backgrounds may influence the acquisition of reading skills, writing has a low priority in the classroom, there is a lack of parental involvement, and there is a lack of motivation to read well. These causes were documented by citations from professional literature and analysis of the sites. A review of solution strategies suggested by knowledgeable others, combined with an analysisof the problem setting, resulted in the selection of strategies to improve students' reac/ing through increased emphasis on writing activities. Post intervention data indicated a marked improvement in reading ability, wordretrieval, and an increased interest in reading and writing. 4 Table of Contents Abstract Chapter I Statement of Problem and Description of Content General Statement of Problem 1 Immediate Problem Setting 1 Description of Surrounding Community 7 Statement on National Content of Problem 10 2 Problem Evidence and Probable Cause 13 Problem Evidence 13 Probable Cause 17 3 The Solution Strategies 21 Review of the Literature 21 Project Outcome and Solution Components 24 Action Plan for Intervention 24 Methods of Assessment 28 4 Project Results 29 Historical Description of Intervention 29 Presentation and Analysis of Results 33 Conclusion and Recommendation 40 References Cited 42 Appendices 45 Appendix A - Parent Letter 45 Appendix BClassroom Reading Inventory 46 Appendix C- WritingSpree 49 Appendix D- Writing Prompts 50 Appendix EScoring Rubrics 51 Appendix F- Parent Listfor Home Reading 53 Appendix G- LessonPlan Week One 55 Appendix H- LessonPlan Week Two 56 Appendix I -Lesson Plan Week Three 57 Appendix JLesson Plan Week Four 58 Appendix KLesson Plan Week Five 59 Appendix LLesson Plan Week Six 60 Appendix M- Lesson PlanWeek Seven 61 Appendix N- LessonPlan Week Eight 62 Appendix 0- Lesson PlanWeek Nine 63 Appendix P -Lesson Plan Week Ten 64 Appendix Q- LessonPlan Week Eleven 65 Appendix R- LessonPlan Week Twelve 66 Appendix SLesson Plan Week Thirteen 67 Appendix TSilvaroli Inventory First Grade Results 68 Appendix U - Silvaroli inventory Second Grade Results.69 Appendix V - First Grade Writing Spree Results 70 Appendix W - Second Grade Writing Spree Results 71 Appendix X - First Grade Writing Prompt Results 72 Appendix Y - Second Grade Writing Prompt Results 73 iv Chapter 1 STATEMENT OF PROBLEM AND DESCRIPTION OF CONTEXT General Statement of Problem First and second gade students at the targeted elementary schools in grades one and two demonstrate underachievement in reading skills as evidenced by teacher records, teacher observations, and interviews. Immediate Problem Setting There are three schools involved. Each setting will be described as targeted elementary school A, targeted elementary school B, and targeted elementary school C. The targeted school A is a Kindergarten through sixth grade school located in the northeast quadrant of a city in northern Illinois. The school was built in 1954 and at the present time is in good to fair condition. The enrollment of 447 students in school A consists of 78.5 percent White, 14.8 percent Black, 4 percent Hispanic, 1.3 percent Asian/Pacific Islander, and 1.3 percentNative American. All classes are currently integrated as mandated by a federal courtorder filed in 1989, and will continue to meet the plus or minus 15 percent integrationguidelines (School Report Card, 1992-1993). 1 0c Fifteen percent of school A students qualify as low income because they come from homes that receive public funds or are eligible for ftee or reduced-price lunches. The percentage of students attending school every day is 95.3, as compared to 92.5 percent for all schools in the district. The chronic truancy rate is one and four-tenths percent as compared to eight and six- tenths percent for all schools in the district. The number of chronic truants is six. School A has a student mobility rate of 12.7 percent, compared to 22.14 percent for all schools in the district (School Report Card, 1992-1993). The student population comes from the surrounding neighborhoods and from students who are voluntarily bussed to the school from other areas. Of 447 children attending school A, 206 are bussed to school. The school is in a middle to lower socioeconomic area. School A teachers follow the district curriculum guidelines. The reading program consists of the use of basal readers and supplemental trade books. Special programs to enhance academics are as follows: Great Books (classics read and discussed in classrooms), All School Fair (students share their reports and projects), and Picture Lady (program to discuss great works of art). The following organizations and activities are provided for children to participate in throughout the year: Caring Council, Peer Tutoring, Daisies, Brownies, Girl Scouts, Cub Scouts, Boy Scouts, YMCA School Age Center, Grief Counseling, Safety Patrol, and classroom monitors. The staff at school A consists of a principal, a head-teacher, 18 classroom teachers (including two teachers in Mentally Impaired/Self-Contained settings), Learning Disability and Behavior Disorder (LD/BD resource) teachers, specialists in music, art, and physical education, a Chapter 1 aide, 7 special education aides, a building engineer, a secretary, a night 2 9 custodian, and several lunch and playground aides. The administrationand teaching staff are 95 percent majority and five percent minority. The years ofteaching expetience range from four years to thirty-two years. The average number of years ofteaching experience is 21.4 years. Seventy percent of the teachingstaff have a Master's degree or beyond, 13 percent are presently enrolled in a Master's program and 17 percent have aBachelor's degree. The average class size for this school is 26students. The average class size for grade two is 25. School A has a Special Services Team which consists of a principal, nurse,speech clinician, school psychologist, social worker, and LD/BD resource teachers. The team meetsweekly to discuss team consultations, case studies, or tore-evaluate case studies. The school has an Instructional Support Team which consists of a