Loading presentation...

Present Remotely

Send the link below via email or IM

Copy

Present to your audience

Start remote presentation

  • Invited audience members will follow you as you navigate and present
  • People invited to a presentation do not need a Prezi account
  • This link expires 10 minutes after you close the presentation
  • A maximum of 30 users can follow your presentation
  • Learn more about this feature in our knowledge base article

Do you really want to delete this prezi?

Neither you, nor the coeditors you shared it with will be able to recover it again.

DeleteCancel

Make your likes visible on Facebook?

Connect your Facebook account to Prezi and let your likes appear on your timeline.
You can change this under Settings & Account at any time.

No, thanks

"The Magic of Reading"

No description
by

Elizabeth Corsale

on 15 October 2012

Comments (0)

Please log in to add your comment.

Report abuse

Transcript of "The Magic of Reading"

McKenzie School
East Rutherford, NJ Elizabeth Corsale
Action Research
NJ Excel
July 2011 Model 3 Who We Are McKenzie School is located in the Boro of East Rutherford in Bergen County, New Jersey. Historically, East Rutherford has been known for being a small industrial community with a big asset: The Meadowlands Sports Complex. With both manufacturing and tourism as its base, the community prides itself on providing excellent public service to residents while maintaining a low tax base to property owners. (cc) photo by theaucitron on Flickr Roaring
Readers A first year school-wide year long reading initiative that connects home to school school to home and encourages reading success! Population: 8,913 (+2%)
Median Income: $62,471
Poverty Rate: 17.4% Demographics 476 Students Diversity! A community of learners from many different lands and backgrounds. # of different languages spoken We Celebrate! 5+7= Problem
Statement Since 2009 students in grades 3 and 4 have not met Annual Yearly Progress (AYP) in reading as measured by the New Jersey Assessment of Skills and Knowledge (NJASK). 5+7= Test Score Summary Data Elementary
Reading Attitude Survey Results Recreational Academic Action Plan To create a comprehensive reading initiative that promotes reading through motivation and celebration and raises performance expectations for ALL students. Methodology Data Collection Pre/Post Student Surveys Weekly Reading Log Minutes Recorded per student and aggregated by class, grade and school for goal setting purposes Performance Assessment Measurements NJ ASK
Reading A-Z Diagnostics (Pre/Post) Rationale Educational researchers Taylor, Frye, and Maruyuma (1990) found significant correlations between the amount of time a student spends on reading activities at school and student’s reading achievement scores. Elley and Mangubhai (1983) concluded that the time a student spends reading books "out of school" directly contributes to gains in reading levels. Additionally, the National Assessment of Educational Progress (NAEP) concluded that children who read for "fun" almost everyday out performed the students who only read for "fun" once or twice a week (1992). PROGRAM GOAL To increase the amount of time students spend reading in school and at home. Activities... Daily tracking of reading time (20 minutes per day)
school-wide incentives for reading goals
Reading Theme Days
Periodic "Reading Rallies" (assembly)
Principal's Challenges Formation of Roaring Readers PLC
What impact (if any) would a school wide reading initiative have on student performance in reading? Research Questions: Roaring Readers
First Year Results Pre/Post Student Survey Reading
Data 95% Participation Total Minutes Read
1,614,909 School Reading Goal
1 Million Minutes Average Minutes
per Student 3,514 Most Minutes read by First Grade Largest reading gain
by First Grade (+6.59 levels) Average reading gain
(+3.69 levels) Minutes
v.
Level Gain Linear Correlation
Coefficient Desired Outcome To increase student reading proficiency as measured by NJ ASK by meeting AYP for 2012 What does research say makes students successful readers? Overall Results: The Roaring Readers program had a positive impact on attitudes and opinions towards reading as demonstrated by Pre/Post survey analysis. Students were less angry about reading activities and there was consistent increase in favorable responses toward reading. Conclusions and
Recommendations R2 = 0.21435 A linear correlation coefficient relationship is always distributed between -1 and 1. The Roaring Readers linear coefficient is within the positive association range but the relationship represents a low-level correlation. The conclusion of Roaring Readers Program 2011-2012 brought about favorable results for a first year pilot initiative. Reading attitudes and performance (both standardized assessments and classroom diagnostics) have evidenced some improvements. Recommendations: Continue Roaring Readers Program format with the following enhancements Instructional Integration Targeted Participation and Analysis of at-risk learners Funding and increase of school and community resources, programs and activities to support time on text Sources: Questions and
Answers Thank You! NJ ASK
Test Score Summary 2009-2012 Taylor,B.M.,Frye,B.J.,&Maruyama,G. (1990). Time spent reading and reading growth. American Educationat Research Journal, 27, 351-362. Elley, W.B. (1992). How in the World Do Students Read? The IEA Study of Reading Literacy. The Hague, the Netherlands: International Association for the Evaluation of Educational Achievement. Mullis, I., Campbell, J., & Farstrup, A. (1993). NAEP 1992 Reading Report Card for the Nation and the States. Washington, D.C.: National Center for Education Statistics.
Full transcript