Students demonstrated greater mastery of phonemic and decoding skills after the implementation process was complete. The number of comprehension strategies used by students increased. There was a rise in the instructional reading levels of students in all three targeted classrooms. Based on the presentation and analysis of the data on student reading achievement and attitudes towards reading, the targeted students showed improvement. Strategies included flexible grouping, student choice on a variety of tasks, increased self-selected reading time, and access to a variety of reading materials.
#SAN DIEGO QUICK WORD PROFESSIONAL#
A review of solution strategies suggested by the professional literature, combined with an analysis of the setting of the problem, resulted in the selection of differentiated instructional strategies to improve reading achievement. These earlier struggles may have resulted from inadequate time to practice reading at their own level. Unsuccessful attempts in previous years caused some students to avoid the task of reading. One of the causes of low interest could be the limited access to a variety of reading materials. Many students had difficulty choosing appropriate books and were not interested in reading. Analysis of probable cause data revealed that students lacked basic phonemic awareness and comprehension skills. Evidence for the existence of the problem included San Diego Quick Assessment, Nonsense Word Test, a reading strategy checklist, and a student survey. Both communities were suburbs of a major metropolitan area and the status of family incomes ranged from low to middle levels. The targeted population consisted of primary and middle school students in two communities in northern Illinois. This study describes a program designed to improve reading achievement.
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