1. Barbara Willingham

2. Area of Focus Statement To find effective tools, methods, and strategies to help improve reading skills, fluency, and comprehension in ten, third grade students currently attending tutoring sessions.

3. These third graders are having trouble with reading proficiency, comprehension, and fluency. This is not just a problem in our school, but it is state wide. Steps need to be taken now to prevent reading difficulties later in life.

4. Related Literature A report from the National Reading Panel states “Students who do not read at grade level have a higher probability of leaving school without a diploma.” National data shows when students have difficulty mastering reading concepts early in their schooling, they are at a higher risk for reading difficulties later in life (Lesnick et al, 2010).

5. Defining the Variables Student’s academic achievement Attitude toward learning Teaching methods Vocabulary Reading fluency Reading comprehension

6. Research Questions Will reading fluency improve if the students are read to and/or if someone reads along with them? Will reading comprehension improve if pre-reading is used? Will reading skills improve if students are provided one on one time and instruction? Will reading skills improve if online resources and activities are Incorporated into tutoring sessions?

7. The third grade students are already attending tutoring sessions twice a week. They were signed up for these sessions on the recommendation of their teachers and with the approval of their parents. Tutors have been assigned to help with homework and reading skills.

8. Students Parents Teachers/School Administrators Tutors

9. Informed Consent from parents Progress reports from teachers

10. Demographics of students Confidentiality of student information Privacy of students Technology

11. Description of Intervention 1.Meet with school administrators 2.Meet with parents 3.Discuss expectations with tutors 4.Ensure tutors are competent and knowledgeable 5.Set up tutoring sessions and assign students 6.Provide tutoring to students 7.Evaluate effectiveness of the intervention

12. All tutoring will occur inside the school building in a designated area. The school has several computers set up in the library for use. No additional resources will be required from the school or students.

13. Tutors will use the Internet to access the website below. It has been identified as a credible and valuable resource. It was chosen for use because it provides an engaging learning environment that supports a variety of learning styles and needs. Free reading lessons are also provided. This was a crucial element because of the budget restrictions of the school. Additional funding is not available to support the tutoring program. http://www.smarttutor.com/free-resources/free-reading-lessons/third- grade-reading/ Tutors will also use an online voice recorder to record words for the students. The students will listen to the words and repeat them to help improve phonics. The school’s computers are already equipped with a microphone and headsets are available for use.

14. Data Collection Observation – working one on one with the students Reading scores – obtained from school with permission from parents. Scores will entered on an Excel spreadsheet to show progress, improvements, or declines. Meetings with parents

15. http://www.smarttutor.com http://www.k-12.state.tn.us/tcapresults/system_reading_2013.aspx Lesnick, J., George, R.M., Smithgall, C., Gwynne J. (2010). Reading on Third Grade Level in Third Grade: How is it Related to High School Performance and College Enrollment? Chicago: Chapin Hall at the University of Chicago. Mills, G. E. (2014). Action research: A guide for the teacher researcher (5th ed.). Boston, MA: Pearson Education, Inc. National Reading Panel, (2000). Report of the National Reading Panel: Teaching Children To Read. Washington, DC: National Institute of Child Health and Human Development. Phillips, J. (2005). Strategies for active learning in online continuing education. Journal Of Continuing Education In Nursing, 36(2), 77-83. Small, A., Uttal, L. (2005). Action-Oriented Research: Strategies for Engaged Scholarship. Journal of Marriage and Family, 67(4), 936-948.