The Effects of Student Choice on Reading Attitudes and Comprehension Submitted as a Requirement of the Course, Submitted as a Requirement of the Course, EDT 665, Research Study, in partial fulfillment EDT 665, Research Study, in partial fulfillment of the Requirement for the Degree of the Requirement for the Degree Master of Science in Education Master of Science in Education By By Kelly Pierpont Kelly Pierpont The School of Education and Allied Professions The School of Education and Allied Professions UNIVERSITY OF DAYTON UNIVERSITY OF DAYTON

Research Question  What impact does choice have on student’s comprehension within a reading workshop setting?  How do students select books to read?  If a student chooses their own reading material, are they more readily able to identify and comprehend the elements of a story?  What effect does student choice have on attitudes towards reading?

Methodology Participants and Setting Our Lady of Peace School – Catholic, urban in Cleveland, OH Our Lady of Peace School – Catholic, urban in Cleveland, OH 6 th grade language arts classroom – 30 participants 6 th grade language arts classroom – 30 participants General education setting – no special services required General education setting – no special services required

Methodology Data Collection Comprehension test scores from a novel read as a class compared to similar comprehension test scores of novels the students chose Comprehension test scores from a novel read as a class compared to similar comprehension test scores of novels the students chose Field notes recorded in a research journal Field notes recorded in a research journal

Methodology Data Analysis Reviewed daily notes in research journal Reviewed daily notes in research journal Chart comparison of two comprehension tests taken by the participants Chart comparison of two comprehension tests taken by the participants

Findings Emergent Themes Student Choice Classroom management/ Motivation Comprehension

Findings Student Choice: How are teachers able to offer students reading choices and ensure that standards still met? How are teachers able to offer students reading choices and ensure that standards still met? Offering choice combined with some structure – Literature Circles Offering choice combined with some structure – Literature Circles

Findings Classroom Management/Motivation Observational notes recorded: an increased level of enthusiasm about reading from the sixth grade students Observational notes recorded: an increased level of enthusiasm about reading from the sixth grade students It was also observed that there were fewer classroom management issues during reading since beginning this reading project. It was also observed that there were fewer classroom management issues during reading since beginning this reading project. Groups generally work well together: “I am having very few management problems with the groups so far. They have been reading and discussing together, and today while one group was reading together I overheard a student stop her group and say, “Wait I have a question…” After she asked a question about some of the plot details, her group began to discuss the main character’s actions.” (Ms. Pierpont’s journal, March 1, 2006) Groups generally work well together: “I am having very few management problems with the groups so far. They have been reading and discussing together, and today while one group was reading together I overheard a student stop her group and say, “Wait I have a question…” After she asked a question about some of the plot details, her group began to discuss the main character’s actions.” (Ms. Pierpont’s journal, March 1, 2006)

Findings Comprehension Comprehension On the first reading comprehension test (over Hatchet), 70 % of the students received a letter grade of “C” or above. On the first reading comprehension test (over Hatchet), 70 % of the students received a letter grade of “C” or above. On the second reading comprehension test, where the literature circle/choice model was used, 83% of the students received a “C” or better On the second reading comprehension test, where the literature circle/choice model was used, 83% of the students received a “C” or better (Table inserted to show letter grade percentages)

Findings Comprehension: Comprehension: Test #1: Test #1: A – 11 B – 7 C – 6 D – 2 F – 3 Test #2: Test #2: A – 5 B – 10 C – 6 D – 3 F – 6

Interpretation of Findings This brings the focus back to the general research question: What impact does choice have on student’s comprehension within a reading workshop setting? This brings the focus back to the general research question: What impact does choice have on student’s comprehension within a reading workshop setting? The scores reported on these tests do seem to show quantitative evidence that using the literature circle model, and thus giving students a choice, does increase comprehension The scores reported on these tests do seem to show quantitative evidence that using the literature circle model, and thus giving students a choice, does increase comprehension Fair Conclusion? While the scores on the second test do seem somewhat better, it is hard to determine what role choice actually had to play in the improvement. Fair Conclusion? While the scores on the second test do seem somewhat better, it is hard to determine what role choice actually had to play in the improvement.

Interpretation of Findings There are several other factors that could have impacted the difference in the students’ scores from test #1 and test #2: There are several other factors that could have impacted the difference in the students’ scores from test #1 and test #2: The comprehension scores were higher on the tests for novels that students chose; choice may have contributed to the higher scores. The comprehension scores were higher on the tests for novels that students chose; choice may have contributed to the higher scores. Importance of qualitative data vs. quantitative Importance of qualitative data vs. quantitative

Conclusions However, based on my research, I have found that when choice of a reading selection is given in a structured manner, student enthusiasm for reading and reading comprehension scores actually increase. However, based on my research, I have found that when choice of a reading selection is given in a structured manner, student enthusiasm for reading and reading comprehension scores actually increase. Regardless of the numerical data taken from written assessments, I saw an overall positive change in my students attitudes towards reading. Regardless of the numerical data taken from written assessments, I saw an overall positive change in my students attitudes towards reading.

Planned Action In the future, there are several additions and changes I would like to make to the literature circle model I used: In the future, there are several additions and changes I would like to make to the literature circle model I used: Group member roles Group member roles Novels initially selected by students Novels initially selected by students Some ways I have contemplated doing this: Some ways I have contemplated doing this: students bring in books and give book talks students bring in books and give book talks groups form more naturally based on what book each student is interested in reading. groups form more naturally based on what book each student is interested in reading.