Road Map: Boys and Literacy
Action Research Question
What are some promising strategies that could help third grade boys who are reluctant readers to be motivated in reading, and increase their stamina in reading?
Rationale of my research
One of the most memorable experiences that I have encountered in my teaching last year was the consistent challenge in encouraging and teaching two of my fourth grade students to read. Both of the students were male: one was a reluctant reader without individual education plan, and the other was diagnosed with Attention Deficit Hyperactivity Disorder. Both of them found that reading was boring, especially when reading fictional texts. Even though I separated them in my seating plan, having them to sit quietly and independent was almost impossible. Since they were both very close friends, at recess, they fed off each other by agreeing and confirming that they would never become a good reader. During reading time, they pretended they were reading by just picking up anything that was similar to a book, for instance, a dictionary, hoping they would get away.
It was the beginning of the school year when I noticed the two boys. Immediately, I had them pulled out individually and had a talk with them. I showed them their reading questionnaire sheet that they filled out, and asked them to tell me more about their reading experience and if they ever read at home with their parents or siblings. I investigated more by asking what genres of books they liked to read so that I could locate the books they liked from the school’s library or bookroom in order for them to access them. After that, I contacted their parents to get a deeper understanding of the boys’ behavior and family support at home.
The two boys had given me challenging time on a daily basis. I tried reading aloud stories that were more “boys’ interest”, and I encouraged them to read books about animals because that was what they liked to read. Some of the questions I have always had are: What are some effective approaches or specific genres that could arouse boys’ interest in reading? How do I encourage reluctant readers or students with ADHD/ ADD to read, and build stamina in reading? Having these questions in the back of my head, I have determined to find out the answers myself through an action research that consists of three cycles.
Blogging
My action research is broken down into three cycles. Each cycle includes a series of anecdotal observations and actions, such as minilesson, strategy lesson, read aloud, and one-on-one conference. My interpretations, implications, and reflection of these actions and students’ artifacts are documented in my blog site, http://www.jennykwokmarp.blogspot.com/. The printouts of the blog entries are in chronological order, and the exhibits are located in the back of the binder. At the end of each cycle, there is a PowerPoint slideshow that sums up the findings of the actions and observations conducted. As you are reading the blog or the printouts in the binder, you will find that some entries have been revised; they are marked as “Revised Entry”.
4.29.2008
Revised Entries
Please note that the following dates have revised entries that can be found in the comment section. Please click "comment" on the link and view the revised entries:
Cycle 1:
- 2.12.2008: Field Notes and Reflection for February 12, 2008
- 2.15.2008: Finalizing my Focal Students, and Reflecting on their Reading Interviews
- 2.25.2008: Putting Strategy Lessons and Good Readers Checklist in ACTION!
- 2.27.2008: Field Notes and Reflection for February 27, 2008
- 3.01.2008: End of Cycle # 1
Cycle 2:
- The First Read Aloud for Cycle # 2
- 3.03.2008: Reading Conference with Jesse - Ruby Sings the Blues
- Reading Conference with Nathan - Curious George
- 3.06.2008: Independent Reading Observation
- 3.13.2008: Reflection for minilesson # 2
Cycle 3:
- 3.27.2008: Poetry Reading - Jesse
- 3.31.2008: Reflection - Shared Reading and Reading Aloud
- 4.08.2008: Creating Mental Images Through Envisioning
- 4.09.2008: Reflection
Cycle 1:
- 2.12.2008: Field Notes and Reflection for February 12, 2008
- 2.15.2008: Finalizing my Focal Students, and Reflecting on their Reading Interviews
- 2.25.2008: Putting Strategy Lessons and Good Readers Checklist in ACTION!
- 2.27.2008: Field Notes and Reflection for February 27, 2008
- 3.01.2008: End of Cycle # 1
Cycle 2:
- The First Read Aloud for Cycle # 2
- 3.03.2008: Reading Conference with Jesse - Ruby Sings the Blues
- Reading Conference with Nathan - Curious George
- 3.06.2008: Independent Reading Observation
- 3.13.2008: Reflection for minilesson # 2
Cycle 3:
- 3.27.2008: Poetry Reading - Jesse
- 3.31.2008: Reflection - Shared Reading and Reading Aloud
- 4.08.2008: Creating Mental Images Through Envisioning
- 4.09.2008: Reflection
4.27.2008
Final Thoughts and Reflection
The topic of boys and literacy has always been my interest when I first began teaching. Looking back at my critical incident paper that I wrote in November 2007, I strongly feel that my action research has come a long and inspirational way. The class readings and collegial discussions have been extremely helpful as part of my action research. Through different readings, sharing and critical thinking and reflecting, I have gained a lot of new and creative insights in examining this topic that I have always been interested in. Nonetheless, there were as well some rough times in this journey; as there were decisions that were made but did not work out the way I wanted. However, by looking at this more positively and for the benefits of my students and myself, I treat this part of the learning process. I value mistakes as much as I value helpful comments. This action research journey is indisputably a fruitful experience for my personal growth in teaching.
I remember in the beginning of the research, I have had a challenging time focusing on my research question. The original question was by far, too ambitious. Resistant reading and boys has always been my interest, and as I was eager to find out how I could implement strategies and activities that could elevate their critical thinking skills in reading. Having that thought in my mind, as I began observing and researching the students in my fieldwork school, the more I know about the group of students, the more difficult the task became. I then realized that the question I had was a succinct, and reasonable one, however, it was simply too ambitious for the group of students I had.
With the help of my colleagues and Grace, I refined my question. I focused on a focused topic – building reading motivation and reading stamina for resistant boy readers. Initially, I thought that this topic sounded or seemed somewhat “immature” to be a research question. However, by reading and learning more about “teachers as researchers”, I understand that the purpose of an action research is not to come up with “sophisticated” research questions and teaching models that are completely inventive, on the other hand, its true value is for teachers/researchers to examine at a day-to-day issue and approach it with professionalism; as mentioned by Caro-Bruce (2004), the research process should aim to elevate individual progress, student progress, knowledge production, and promote positive social change.
The process of the research and action seemed like a long journey (it lasted almost 7 months), yet, personally, it flew by like a rocket. Having to do the research in another teacher’s classroom was part of the challenge; this includes arranging schedules and working around fieldtrips and test dates. However, my host teacher and fieldwork supervisor have been very supportive in making the schedule and transition smooth. My host teacher is flexible in allowing me to teach lessons and work with students in small groups in order for me to implement my strategies and activities that were suitable for my research.
Throughout the research, I have been having a number of obstacles, such as deciding the next steps for actions, finding relevant resources, and mostly, getting my two focal students to be “cooperative” in the action process. Many nights I have asked myself, whether what I was doing is suitable and relevant to my research question. I was hoping that the series of implementations could work like magic, and Jesse and Nathan could accelerate their reading stamina and get motivated in due course. Realistically, I know that a successful research is an ongoing process, and results are not always satisfactory to the way we want them to be.
Having said that, timing and scheduling is critical to research, as it reflects the progress and results. In this Master Action Research Project, I have learned that a good research is all about management and commitment to long-term goals. It is also about maintaining your professionalism and flexibility to collaborate with other colleagues, as they could be a valuable asset to the research, and answers to your questions.
I remember in the beginning of the research, I have had a challenging time focusing on my research question. The original question was by far, too ambitious. Resistant reading and boys has always been my interest, and as I was eager to find out how I could implement strategies and activities that could elevate their critical thinking skills in reading. Having that thought in my mind, as I began observing and researching the students in my fieldwork school, the more I know about the group of students, the more difficult the task became. I then realized that the question I had was a succinct, and reasonable one, however, it was simply too ambitious for the group of students I had.
With the help of my colleagues and Grace, I refined my question. I focused on a focused topic – building reading motivation and reading stamina for resistant boy readers. Initially, I thought that this topic sounded or seemed somewhat “immature” to be a research question. However, by reading and learning more about “teachers as researchers”, I understand that the purpose of an action research is not to come up with “sophisticated” research questions and teaching models that are completely inventive, on the other hand, its true value is for teachers/researchers to examine at a day-to-day issue and approach it with professionalism; as mentioned by Caro-Bruce (2004), the research process should aim to elevate individual progress, student progress, knowledge production, and promote positive social change.
The process of the research and action seemed like a long journey (it lasted almost 7 months), yet, personally, it flew by like a rocket. Having to do the research in another teacher’s classroom was part of the challenge; this includes arranging schedules and working around fieldtrips and test dates. However, my host teacher and fieldwork supervisor have been very supportive in making the schedule and transition smooth. My host teacher is flexible in allowing me to teach lessons and work with students in small groups in order for me to implement my strategies and activities that were suitable for my research.
Throughout the research, I have been having a number of obstacles, such as deciding the next steps for actions, finding relevant resources, and mostly, getting my two focal students to be “cooperative” in the action process. Many nights I have asked myself, whether what I was doing is suitable and relevant to my research question. I was hoping that the series of implementations could work like magic, and Jesse and Nathan could accelerate their reading stamina and get motivated in due course. Realistically, I know that a successful research is an ongoing process, and results are not always satisfactory to the way we want them to be.
Having said that, timing and scheduling is critical to research, as it reflects the progress and results. In this Master Action Research Project, I have learned that a good research is all about management and commitment to long-term goals. It is also about maintaining your professionalism and flexibility to collaborate with other colleagues, as they could be a valuable asset to the research, and answers to your questions.
4.14.2008
Next Steps
Reflecting back on previous cycles, I think that the boys are grasping a deeper understanding in reading through a series of individual conferences, coaching, strategy lessons, as well as some inspirational read alouds, exposure to a variety of reading materials, and the use of visual arts to stimulate their thinking as readers.
From the observation notes and data collected, Jesse has shown some obvious improvement in cycle #3. He was reading and working more independently without frequent prompting and reminders from teachers. This shows how much he was into reading poetry that are highly connected to his own life. From this, I could imply that Jesse enjoys reading materials that are generally shorter, and that do not have successive episodes like a chapter book, or a picture book. Reading poetry has allowed him to read many 'stories' in one seating that he unconsciously has not realized how much he has been reading on his own.
Nathan has been showing some improvement as well from cycle 1 to cycle 2, however the progress seems to be slowing down in cycle # 3. He did enjoy using artwork to help his reading, however, he did not seem to be as independent as he appeared in the second cycle. He required support and prompting more frequently than Jesse in cycle # 3.
In light of this, my next steps are to share this information and implication with Ms. Jane, as we continue to persevere our goals to help students grow through learning to read and write. Both boys will benefit greatly from ongoing individual conferences, coaching, and small group strategy lessons. Both of the need to have lessons that are tailored to them that gear towards a simple, but yet, explicit teaching point that they can focus on.
From the observation notes and data collected, Jesse has shown some obvious improvement in cycle #3. He was reading and working more independently without frequent prompting and reminders from teachers. This shows how much he was into reading poetry that are highly connected to his own life. From this, I could imply that Jesse enjoys reading materials that are generally shorter, and that do not have successive episodes like a chapter book, or a picture book. Reading poetry has allowed him to read many 'stories' in one seating that he unconsciously has not realized how much he has been reading on his own.
Nathan has been showing some improvement as well from cycle 1 to cycle 2, however the progress seems to be slowing down in cycle # 3. He did enjoy using artwork to help his reading, however, he did not seem to be as independent as he appeared in the second cycle. He required support and prompting more frequently than Jesse in cycle # 3.
In light of this, my next steps are to share this information and implication with Ms. Jane, as we continue to persevere our goals to help students grow through learning to read and write. Both boys will benefit greatly from ongoing individual conferences, coaching, and small group strategy lessons. Both of the need to have lessons that are tailored to them that gear towards a simple, but yet, explicit teaching point that they can focus on.
End of Cycle # 3
The following are Nathan's and Jesse's reading logs for the month of March to April. What the students have been doing is that they do not log the poetry reading; they log their independent fiction or nonfiction reading. Even though the reading logs do not display their poetry reading for the unit of study, they appear to me that both boys have increased their motivation and stamina in reading, whether at school or at home. I believe that in this poetry unit, the work that they have been doing really sets them up to become accountable and independent readers. Their purpose for reading was very clear to them; choosing poems they like, envisioning the images and illustrating them using visual arts. Both boys have increased their stamina and motivation in reading mainly because of the poetry work that they have been committed to, and this has led them to further prolong and endure their reading persistence when reading other types of texts.
Exhibit 32 Jesse's Log Page 1
Jesse's Log Page 2
Exhibit 33 Nathan's Log Page 1
Nathan's Log Page 2
Exhibit 32 Jesse's Log Page 1
Jesse's Log Page 2
Exhibit 33 Nathan's Log Page 1
Nathan's Log Page 2
4.12.2008
More Artwork by Jesse and Nathan
The following pieces are artwork created by Jesse and Nathan during their independent reading. I encouraged them to envision and make mental movies in their minds and draw what they 'see' on a piece of paper. When they were doing this activity, they were eager to pick poems that they loved. For instance, Nathan picked the poem, My Baby Brother because he could really relate the poet's message to his own life. The following is part of our conference transcript.
Me: What do you have here Nathan?
Nathan: Well I am writing this poem out because I love it so much.
Me: Really? What do you like about it?
Nathan: You know I have 2 younger brothers and 1 little sister right? Well, this poem reminds me of them. Except the author here is writing about his baby brother, and I only have a baby sister, and she is really not a baby any more.
Me: How old is she now?
Nathan: She is 2 years old now. But you know this part about chewing toes? She used to do that.
Me: (Smiled at him) That's cute! What else does this poem remind you of?
Nathan: A lot! Like the soft skin, and curly hair. My little sis have [has] that too!
Evidently, Nathan was indisputably into the reading process, where he re-read the poem over again, and then copied it down on a piece of paper, and drew out what the envisioned. Similarly, Jesse did the same thing with the poem, First Book, although his artwork does not really reflect the image of the poem, he had a strong engagement with this poem that made him copied it down for his own collection. He said to me, 'I want to write it out so that I can have my own collection of poems to read.' When I heard this comment, I immediately felt happy that Jesse was taking the initiative and showing passion for something that he enjoyed reading.
Exhibit 28
Exhibit 29
Exhibit 30
Exhibit 31
Me: What do you have here Nathan?
Nathan: Well I am writing this poem out because I love it so much.
Me: Really? What do you like about it?
Nathan: You know I have 2 younger brothers and 1 little sister right? Well, this poem reminds me of them. Except the author here is writing about his baby brother, and I only have a baby sister, and she is really not a baby any more.
Me: How old is she now?
Nathan: She is 2 years old now. But you know this part about chewing toes? She used to do that.
Me: (Smiled at him) That's cute! What else does this poem remind you of?
Nathan: A lot! Like the soft skin, and curly hair. My little sis have [has] that too!
Evidently, Nathan was indisputably into the reading process, where he re-read the poem over again, and then copied it down on a piece of paper, and drew out what the envisioned. Similarly, Jesse did the same thing with the poem, First Book, although his artwork does not really reflect the image of the poem, he had a strong engagement with this poem that made him copied it down for his own collection. He said to me, 'I want to write it out so that I can have my own collection of poems to read.' When I heard this comment, I immediately felt happy that Jesse was taking the initiative and showing passion for something that he enjoyed reading.
Exhibit 28
Exhibit 29
Exhibit 30
Exhibit 31
4.11.2008
Visual Arts in Poetry
Exhibit 24 
Exhibit 25
Exhibit 26
Exhibits 24, 25, and 26 display the visual arts work done by Jesse and Nathan. The activity we did here is based on the shared reading lesson on the poem City Child. We re-visited the poem again today, and we continued to work on the envisioning concept. In whole-class discussion, I led the students to think about how this poem could remind them of their lives by making connections. I then explained to them that they could also capture what they envision by drawing it on a piece of paper. As I modeled the strategy to them, I noticed that Jesse appeared to be very interested in the activity that he was about to do. I remember both Jesse and Nathan has told me before that art is one of their favorite subjects.
By looking at their art work, one can see that both of them have used their own imagination to create the setting of the poem. In the process of drawing these visual images, both boys were really focused. Nathan kept going back to the poem and re-read certain parts that he liked. On the other hand, although Jesse required more assistance in this task, he still held accountable for his work. Here is part of our conference transcription:
Me: I like what you are drawing here.
Jesse: Yeah, like this is the big sun peeping out. You know in my apartment, my room faces the sun so each morning it's sooo bright!
Me: Really? So which part of the poem reminds you of your room?
Jesse: Hmm... (pause, re-reading poem), right here. Look! Sometimes the great big sun
comes peeping round to see.
Me: I see. That's great. What else are you envisioning? What other images do you see when you read the poem?
Jesse: Well a lot! Look, I have a tree here. The guy (poet) here said the lamppost is his tree, but not me! I look out the window and there is a tree outside my apartment.
Me: I see. So you found something different. Would you like to have a tree or lamppost outside your house?
Jesse: A tree, sometimes people sit under the tree and talk.
In this part of the conference, Jesse is unquestionably into what he was reading and drawing because he could make connections and disconnections based on a poem that is 'authentic' and descriptive. He sat right through the reader's workshop, re-reading, writing, and drawing.
Nathan, was too, very concentrated in the process. He drew a picture for the poem City Child, he then asked me if he could do another one. I agreed. He picked another poem that he really liked; he re-read and envisioned. The following exhibit (27) is another piece of art work that he did, based on the poem, The Blue In Between.
Exhibit 27
Exhibit 25
Exhibit 26
Exhibits 24, 25, and 26 display the visual arts work done by Jesse and Nathan. The activity we did here is based on the shared reading lesson on the poem City Child. We re-visited the poem again today, and we continued to work on the envisioning concept. In whole-class discussion, I led the students to think about how this poem could remind them of their lives by making connections. I then explained to them that they could also capture what they envision by drawing it on a piece of paper. As I modeled the strategy to them, I noticed that Jesse appeared to be very interested in the activity that he was about to do. I remember both Jesse and Nathan has told me before that art is one of their favorite subjects.
By looking at their art work, one can see that both of them have used their own imagination to create the setting of the poem. In the process of drawing these visual images, both boys were really focused. Nathan kept going back to the poem and re-read certain parts that he liked. On the other hand, although Jesse required more assistance in this task, he still held accountable for his work. Here is part of our conference transcription:
Me: I like what you are drawing here.
Jesse: Yeah, like this is the big sun peeping out. You know in my apartment, my room faces the sun so each morning it's sooo bright!
Me: Really? So which part of the poem reminds you of your room?
Jesse: Hmm... (pause, re-reading poem), right here. Look! Sometimes the great big sun
comes peeping round to see.
Me: I see. That's great. What else are you envisioning? What other images do you see when you read the poem?
Jesse: Well a lot! Look, I have a tree here. The guy (poet) here said the lamppost is his tree, but not me! I look out the window and there is a tree outside my apartment.
Me: I see. So you found something different. Would you like to have a tree or lamppost outside your house?
Jesse: A tree, sometimes people sit under the tree and talk.
In this part of the conference, Jesse is unquestionably into what he was reading and drawing because he could make connections and disconnections based on a poem that is 'authentic' and descriptive. He sat right through the reader's workshop, re-reading, writing, and drawing.
Nathan, was too, very concentrated in the process. He drew a picture for the poem City Child, he then asked me if he could do another one. I agreed. He picked another poem that he really liked; he re-read and envisioned. The following exhibit (27) is another piece of art work that he did, based on the poem, The Blue In Between.
Exhibit 27
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