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This is my topic for my action research. Currently, I am teaching 2nd grade at a Title I school. I had the opportunity to move from 1st to 2nd grade this year and thought it would be a great opportunity to loop with some of my current students. During my year in 1st grade, these students were abruptly, like many other students, taken out of school and thrown into virtual learning due to the Coronavirus. At that time, many of those students were not coming into 1st grade on grade reading level. Students were not allowed to be held back even though I think as well as many other educators, it would have been beneficial to start the new year off where we left. These students are now coming into 2nd grade and they are not only still on a 1st-grade level, but many are even on a kindergarten level. We are currently still teaching fully remote. Students are receiving intervention but it is proving not to be very effective. Right now, we are working on how to restructure our intervention model to better assist the large number of students consistently coming in below reading level. The purpose and research questions for your action research project. My research questions: Quantitative- Why are certain reading strategies effective in supporting only some struggling readers? Qualitative- Why do students learn the way they do? Null and alternative hypotheses for the quantitative research question only. (Refer to Chapter 2 in your text) The null hypothesis is that certain reading strategies are only effective to some struggling readers and not all. My alternative hypothesis would be that certain reading strategies are effective for all struggling readers. Develop your plan further and add the following to your post. Sampling I will select 3 students who are above reading level, 3 students who are below, and 3 students who are on level. Students who are considered on and below reading level are considered to need intervention. Intervention (Independent Variable) (See Chapter 10 Experimental Designs for help with this.) Description of the intervention – Students who receive intervention will get lessons twice weekly from the RTI teacher as well as small group instruction with the main teacher. The time frame for the implementation of the intervention – This intervention will run over the marking period and will be re-evaluated every marking period to determine the next course of action for the student. Materials and/or resources that will be needed to implement the intervention – leveled readers, sight word instruction and individual flashcards, student datasheet Outcomes of your intervention Quantitative Identify & define your dependent variables. (See p. 11 in your text.) Students will show growth in their reading levels and fluency and ultimately move from intensive intervention to strategic in DIBELS testing. Qualitative Identify factors that are relevant to the outcomes of the intervention. (Refer to Section 15-3 Designing Qualitative Research (pp. 380-81) for help with this.) Student’s ability to understand how they learn and what works best for them and how to scaffold their learning. Assessment of the Outcomes What kind of quantitative data collection (e.g., tests, surveys) will you use to measure each variable?: I will use daily and weekly assessments, sight word testing, and DIBELS testing for long-term growth. What kind of qualitative data collection: observations, verbal or written discussion


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