The Application of READ 180 in Student Achievement Xiaolan Rong ED690 Dr. Lauren B. Birney

Focus Questions  Focus Question 1: Does the Read 180 program work on struggling bilingual readers?  Focus Question 2: Does the Read 180 motivate struggling bilingual students in reading?  Focus Question 3: what learning modes work on struggling bilingual readers more efficiently?  Focus Question 4: What are the factors that might influence the efficiency of Read 180 program implementation?

Research Design  Location: MS 131 Located in Chinatown, NY Located in Chinatown, NY  Time: Eight weeks January 26, 2009 until April 8, 2009 January 26, 2009 until April 8, 2009  Data Collection: Survey 54-1=53 questionnaires Survey 54-1=53 questionnaires Student test scores and assignments Student test scores and assignments Scholastic Reading Inventory (SRI) ; Reading Consequence tests ; Quick Write sheets Interviews Interviews

Background and Context ScholasticMS131 Classroom setup Reduced class size 90-minute class periods 45-minute periods/week Daily instructional reading (Topic CDs) Daily modeled or independent reading practice (Audiobooks, Paperbacks) Three times/week (Audiobooks, Paperbacks)

Data and Analysis  Demographic analysis Demographic analysis Demographic analysis  Attitudes towards Read 180 program analysis Attitudes towards Read 180 program analysis Attitudes towards Read 180 program analysis  Student performance analysis Student performance analysis Student performance analysis The data was analyzed by using Statistical Package for the Social Sciences (SPSS) and Microsoft Excel

Conclusion  Focus Question 1: Does Read 180 program work on struggling bilingual readers?  Focus Question 2: Does Read 180 motivate struggling bilingual students in reading?  Focus Question 3: What learning modes work on struggling bilingual readers more efficiently? individual reading, individual confirming  Focus Question 4: What are the factors that might influence the efficiency of Read 180 program implementation? technology, classroom set up, head teachers

References  Deshler, Donald D.; Palincsar, Annemarie Sullivan; Biancarosa, Gina; Nair, Marnie (2007). Informed choices for struggling adolescent readers: a research-based guide to instructional programs and practices. Newark, DE: International Reading Association,  Galloway, Alison (1997) Questionnaire Design & Analysis. Retrieved April 16, 2009, from The Tardis Project Web site:  Hasselbring, S. Ted (1999). Read 180 Stage B: Teacher’s Guide. New York, NY: Scholastic Inc.,  Mills, G. (2003). Action Research: A Guide for the Teacher Researcher (2nd Edition). Upper Saddle River, NJ: Prentice Hall.  O'Brien, David (1997). Questionnaire Design. Retrieved April 16, 2009, from Georgia Tech Web site: design/ design/ design/  Warschuer, M. &D. Healey. (1998).Computers and Language Learning: an overview. Language Teaching. 31,  Warschuer, M. (2000). Internet for English Teaching. Teachers of English to Speakers of Other Languages, Inc. USA  Warschauer, M. (1996). Comparing Face-to-face and Electronic Communication in the Second Language Classroom. CALICO Journal 13(2), 7-26 Thank you!

Demographic analysis

Attitude towards Read 180 program analysis MotivationNMinimumMaximumMeanStd. Deviation Q Q Q SPSS

Student performance analysis Student A Student B