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

2. 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?

3. 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

4. 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)

5. 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

6. 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

7. 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, 67-79.  Galloway, Alison (1997) Questionnaire Design & Analysis. Retrieved April 16, 2009, from The Tardis Project Web site: http://www.tardis.ed.ac.uk/~kate/qmcweb/qcont.htm http://www.tardis.ed.ac.uk/~kate/qmcweb/qcont.htm  Hasselbring, S. Ted (1999). Read 180 Stage B: Teacher’s Guide. New York, NY: Scholastic Inc., 7-38.  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: http://www.cc.gatech.edu/classes/cs6751_97_winter/Topics/quest- design/ http://www.cc.gatech.edu/classes/cs6751_97_winter/Topics/quest- design/http://www.cc.gatech.edu/classes/cs6751_97_winter/Topics/quest- design/  Warschuer, M. &D. Healey. (1998).Computers and Language Learning: an overview. Language Teaching. 31, 57-71.  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!

8. Demographic analysis

9. Attitude towards Read 180 program analysis MotivationNMinimumMaximumMeanStd. Deviation Q553153.06.99 Q653152.92.87 Q953153.96.88 SPSS

10. Student performance analysis Student A Student B