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NORTHWEST CHRISTIAN UNIVERSITY

Action Research Project - Capstone Project - Reading and Student Engagement

Megan Weidenhaft

4/28/2013

Reading is a huge focus in education, and this literature review and action research study will look at what is currently being done to teach reading to students, and how they are learning. It will look at the best practices and strategies of helping students to be successful readers and learners. How are students taught in groups, and how are they split into those groups? This literature review is going to look at and identify the ways in which students are taught in groups, and the ways they are engaged in reading. For my area of focus for my action research project, I would like to focus on the area of reading. I would like to find ways to incorporate physical activities into a brain break before reading instruction begins to discover if it helps to better engage students. I would also like to find ways to help students become more successful readers by finding things such as video and computer games that influence reading in a positive way. I will be looking at a 3rd grade class, during their primary reading instruction, and ways to enhance and increase their engagement and reading ability. Keywords: reading strategies, reading enrichment, teaching reading, reading engagement, comprehension, fluency, DIBELS, physical activity.

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Megan Weidenhaft EDUC 690

Action Research Project Capstone Project Due by: 4-28-13

Research Focus/ Introduction

Reading is a useful and necessary skill that all students need to be successful in

school and in life. During this action research project, I will be looking at ways to

enhance reading ability and find ways and things that will positively influence student

engagement during reading instruction. My primary research question has changed and

been rephrased many times since the beginning of this project to better correspond with

and better suit what I am want to focus on.

Since I am currently not teaching while working on obtaining my Masters Degree,

I don’t have my own class that I can observe and perform my action research study with.

However I do have friends that are teaching. They’re more than willing to allow me to

perform my research study in their rooms so that I am successful in my Masters

program. I will be looking at a third grade class, during their primary reading instruction,

and ways to enhance their engagement and reading ability.

Throughout this research project, I will be using note taking and journaling in my

observations, as well as using current up-to-date information in education journals, and

information found in reliable sources online to gather my information. By the end of this

project, it is my hope and desire to have some new ways to help students become

successful readers that are engaged during reading, and help teachers to be able to

teach their students and get their students engaged and immersed in reading.

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Reading has always been a passion for me. I remember my 3rd grade teacher

would read aloud to our class every day after lunch recess. She often read “Winnie the

Pooh”, because she loved “Winnie the Pooh”. She taught us to have a passion and

enjoyment for reading. I want to pass that down to students. Although throughout

school sometimes with the mandatory readings for class, I didn’t always have as much

passion for pleasure reading. I want to see all students be successful readers. Earlier

this year, in the research writing class, I looked at how video games and computer

games can influence reading ability in a positive way. I would like to incorporate that into

a research study, at some point, as well as finding more beneficial and helpful ways that

influence student engagement during reading while promoting reading ability. :

In this study I will be observing and researching to learn if implementing a brain

break and using physical activity will increase student engagement during reading

instruction. My three (3) goals are: I want to increase student engagement during

reading by implementing physical activities. I want to enhance student achievement in

reading. I want to observe students that are eager to learn and have a passion for

reading.

Research Questions

Primary Research Question

How does using physical activity before reading increase student engagement

and achievement?

Secondary Research Questions

a: How do small groups compare or differ from large group reading instruction?

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b: In what ways can I use my findings to further increase engagement during

reading instruction and improve students’ reading ability?

Abstract

Reading is a huge focus in education, and this literature review and action

research study will look at what is currently being done to teach reading to students, and

how they are learning. It will look at the best practices and strategies of helping students

to be successful readers and learners. How are students taught in groups, and how are

they split into those groups? This literature review is going to look at and identify the

ways in which students are taught in groups, and the ways they are engaged in reading.

For my area of focus for my action research project, I would like to focus on the area of

reading. I would like to find ways to incorporate physical activities into a brain break

before reading instruction begins to discover if it helps to better engage students. I

would also like to find ways to help students become more successful readers by finding

things such as video and computer games that influence reading in a positive way. I will

be looking at a 3rd grade class, during their primary reading instruction, and ways to

enhance and increase their engagement and reading ability.

Keywords: reading strategies, reading enrichment, teaching reading, reading

engagement, comprehension, fluency, DIBELS, physical activity

Participants/Research Location

This action research study will involve a classroom of third grade students in

Springfield, Oregon at Yolanda Elementary School from [January 8, 2013 - March 1,

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2013 from 12:30pm-1:45pm]. I will then analyze my data with the final submission of my

data and study at the end of April, tentatively set for April 21, 2013, date dependant on

NCU coursework dates.

Yolanda Elementary School has a great atmosphere where everyone works as a

team. The school motto is Together Everyone Achieves More. Everyone on staff strives

to help every child succeed. There are 423 students enrolled at Yolanda this year. Of

those students, 50 students are on some kind of Individual Educational Plan (IEP), and

47.53% of the students are on free and reduced lunch; that is almost half of the student

population at Yolanda. There are 29 students enrolled at Yolanda who are receiving ELL

services.

I will be conducting my action research study in a third grade classroom at

Yolanda Elementary School, in Springfield, Oregon. I will be conducting my study in

Mrs. Lisa Gibson’s reading class from 12:30pm-1:45pm. She has 15 students in her

reading group, with tree of them being ELL learners. There are nine (9) girls in the class,

and six (6) boys. I have sent the parent letters home, with the deadline of Jan.8 to return

them. I will have the students complete the student consent forms after I get parent

forms back, during the week of January 8-11, before I begin in the classroom on the 14th.

I will be conducting this action research project by myself. I will of course be

talking with and collaborating with the classroom teacher, and school staff to implement

my research project and findings and to better the reading instruction to help all students

become better readers and more engaged during reading instruction. Throughout the

research project, I will be using NCU instructors for feedback and guidance as needed,

as well as my critical friend, and fellow researchers who are in the program with me.

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Intervention

I will begin by having the students fill out a survey/questionnaire to find out their

current level of how engaged they feel in reading by having them answer some

questions. I will also have the teacher fill out the same questionnaire on her class, to

see how she views her class’ engagement.

Then, I will begin observing what the teacher is currently doing and taking detailed

field study notes. I will fill out the chart I have included in the appendix, as well as take

detailed notes on a separate sheet of paper, in a spiral notebook. I will monitor student

engagement and reading ability. Reading ability could influence their engagement, so I

will want to pay attention to their ability, and if they are struggling. I want to focus on

engagement, because I feel that if a student is engaged they will learn the material

better, and their motivation and success and ability will increase as a result of being

engaged in the lesson.

I will tally on task behavior and student engagement during reading instruction. I

will observe what students are doing as well. Some questions that I will consider and

ponder while observing are the following. Do they have distractions on or in desk? Are

they wearing something that is causing them to disengage from the lesson, and not

focus? Where are they seated and where is the teacher seated/standing? Is the teacher

moving around the room, or positioned in one spot?

I will observe for three weeks during their reading instruction time. At the end of

this time, I will tabulate all the data I have collected, and move forward in the study into

the intervention.

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I will use the data I have collected to see what areas can be improved. It could be

as easy as changing the room environment, such as where the student(s) or the teacher

is seated. I will share results with teacher on daily and weekly basis.

It has been proven the physical exercise increases learning. Physical activity has

also been beneficial for school children who have problems in attention and learning,

such as those with attention problems or diagnosed disorders.” (Kercood, 20) It has been

proven that physical exercise gets the blood flowing through our bodies, increases

energy, and brain function. Allowing students to have even just a few minutes of

physical activity such as jumping-jacks, running to a certain point on the playground and

back, or a tree and back will help the students get more engaged in reading, and ready

to learn. John Medina’s brain rule number one says that exercise boosts brain power.

(Medina) “Exercise regulates the release of the three neurotransmitters most commonly

associated with the maintenance of mental health: serotonin, dopamine, and

norepinephrine.”(Medina, 17) Medina talks about exercise increases blood flow across

the tissues in your body, and therefore stimulating the blood vessels creating a powerful,

flow-regulating molecule called nitric oxide. “That’s why exercise improves the

performance of most human functions” (Medina, 22). So, if exercise is proven to

improve the performance of human functions including the brain, we should be utilizing it

to the benefit of everyone, and using physical activity before reading instruction. The

intervention of using physical exercise in this study is hoped to increase the engagement

of the students during reading instruction.

After the observation phase, I will begin the implementation phase. I will

implement a brain break of physical activity before reading instruction begins with the

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teacher. Since they are coming in from lunch and recess to reading, the teacher and I

discussed it, and decided that she would start templates and then during the natural

break between templates and whole group reading I would do my brain break. This will

be a period of three (3) to five (5) minutes. I will have the students do a variety of

physical exercises over the course of the next month to determine if one activity works

better as an engagement tool better than another. Each week, will be a different

exercise.

The first week, the students will sing and do the motions for Tony Chestnut (Toe-

Knee Chest-nut). It is an action song, which students will have fun with. It is similar to

head, shoulder, knees, and toes. I’ve seen this used before, and the Lisa Gibson

suggested this one to me, as an option. She has used it in years past, but not this year.

The second week, I will implement the students doing 20 jumping jacks, 10 sit-ups

or 10 push-ups, 10 arm circles forward, and 10 arm circles backward. They will be doing

these to music, and repeating the warm-ups for the entire song (3 mins). Students don’t

get PE every day, and this will give them an opportunity to not only have some activity

before reading, but also gain some PE into their day.

The third week students will safely move around the classroom to music and

various songs, which are all school and age appropriate. They will skip, hop, dance, or

walk.

The last week of the intervention Students will run from the classroom to a point

on the playground or to the school fence and back, weather depending – if the weather is

rainy, and the ground is too wet, so students might slip and fall– I will use other music in

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the classroom and have them do movements with, such as head and shoulders knees

and toes with tony chestnut, and shake your sillies out. .

After the physical exercise (brain break), students will return to class, and class

will resume as normal. I will take field study notes and journal observations during this

time, and record all data. At the end of the study, students will fill out the questionnaire

once again to see if their engagement level has changed since the intervention.

Data collection, reflections & analysis

I chose a few ways to be able to document my reflections, and findings during the

research process. I would like to use note taking, and journaling. I will be taking

accurate field notes while observing in the classroom, and implementing the

intervention(s).

I plan to use baseline data by observing to see what is currently being done in the

classroom by the teacher, and by the students. It is important for me to have this

baseline data and information to further help my study, and help students be successful

in reading by being engaged during the instruction time.

I plan to use observations and the questionnaires to gather this baseline data. I

will also talk with the classroom teacher about her thoughts on how she feels the

students are currently engaged and what strategies she is currently using.

I will use observation and field study notes to collect this data. I will also collect

baseline data by having the teacher and a sample collection of students answer a survey

questionnaire about their thoughts and experiences with reading instruction and

engagement, and how they think it is going or if there needs to be a change.

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The data collection strategies that are going to be used will provide me with the

necessary data to answer my research questions. By using a variety of ways to gather

the data by using artifacts, observational data, and inquiry data, it will give me a better

understanding of my study and how the students are engaged in reading and during

reading instruction.

My primary research question will be answered by using the baseline data,

observations and questionnaires and collecting the data throughout the study. By

implementing the intervention(s), I will continue to observe and take field study notes,

and collect data to find out what engages students, and how students are engaged

during reading instruction.

I will collect data from both small group reading instruction, and large or whole

group reading time. Using this data will help answer one of my secondary research

questions. It will also give me more data to work with, and if a student is more

successful in a certain atmosphere.

My second research question will be answered at the end of the study, and by the

results and findings of the study. It will also give me goals and planning for research to

be continued at a later time.

Discussion

Both current and future educators, parents and those who have a passion for

reading and teaching reading will be interested in this study and the results that it

produces. Also, instructors at NCU and my fellow action researchers who are also in the

Master of Education program will be interested in this study. They will have an interest in

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the study because of its focus on implementing physical activity before reading

instruction begins to further increase student engagement, motivation, and achievement.

It has been proven that engagement and motivation are linked to achievement. I plan on

sharing my results from my research project and study in the form of paper, and my

capstone project and course, and during ACE day in the spring.

Timeline

This is just a rough estimate on all dates…some dates may vary slightly

depending on NCU coursework, Spring Break, and the school that I am doing my

research at.

October 22-28: Select focus area

October 29- November 4: Outline of Literature Review

November 14- November 30: Plan intervention and data collection strategies

November: Contact teachers and school for permission to do research study

November 5-25: Review of Literature

November 26-December 2: Create Timeline for Study

December 10- December 20: Contact teacher, parents, & students - send home

permission slips

December 8: Literature Review Due

December 15: Research Proposal Due

January 8- January 14: Verify I have all permission slips returned and needed

information to start research project

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January 14: Have students and teacher fill out questionnaire about how they feel

about their current level of engagement during reading

January 14 – January 31: Collect baseline data and observe in classroom

February 4- 28: Implementation phase - 3-5 minute exercise break before reading

instruction

February 4-8: Students will sing and do the motions for Tony Chestnut

(Toe-Knee Chest-nut).

February 11-15: Students will do 20 jumping jacks, 10 sit-ups or 10 push-ups, 10 arm

Circles forward and 10 arm circles backward to music and continuing

to repeat for the entire length of the song (3 mins)

February 18-22: Students will safely move around the classroom to music and various

songs, which are all school and age appropriate.

February 25-28: Students will run from the classroom to a point on the playground

or to the school fence and back (weather depending – if weather

is rainy – I will use other music in the classroom and have them

do movements with, such as head and shoulders knees and toes

with tony chestnut, and shake your sillies out.)

March 1: Have students and teacher fill out a questionnaire about how they feel

about their level of engagement during reading, and if it has changed.

March 1-March 17: Data Analysis

April 27: Report Findings

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Validity Issues

By focusing on the data, and using the accuracy of the facts and findings, and by

verifying that I am accurate in my data recording, I will be able to triangulate the data,

and verify the data is valid. I was accurate in my data taking methods, and note taking to

verify the validity of the data. I kept an accurate account of all data and information.

Results of findings

This section will discuss the results of the study, and answer the primary and

secondary research questions. I will share the results with the teacher and staff at

Yolanda Elementary School (YES) who will benefit from the results. The results of the

study will also be shared with my class and instructor(s) at Northwest Christian

University (NCU).

During my time in the classroom, I had the opportunity to not only monitor student

behavior and engagement during reading, but also monitor on task behavior as well.

Within the first week I was there, and after talking with the teacher, there were two

students that I noticed who were really struggling not only with reading and participating

and being engaged during reading, but also staying on task and following directions.

Mrs. Gibson uses brain breaks in her classroom periodically already, and uses some

movements during templates. Since, the 3rd graders are coming in from lunch and

recess to reading we (Mrs. Gibson, and I) thought it would be best to wait until the

natural break between templates and whole group reading for me to complete my brain

break intervention for my research project to gain the best results.

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The students were fidgeting around a lot, and would play with items on or in their

desk. There were a few students who would play with their necklaces, or self manager

badges, but these students were staying focused. It is my belief and conclusion that

these students need something to keep their hands busy to engage their minds. These

would be considered our kinesthetic learners. I noticed a lot more fidgeting and playing

around with items during template time. However, the data in my study shows that the

students often changed their behavior and were engaged after some form of

intervention, either the teachers’ or mine. The teacher I did my study with, uses brain

breaks in her classroom whenever possible, and when she sees fit. If she notices her

class is off task and needs to move, she finds ways to get them up and moving for a few

minutes. That is why she had them move around so much during templates, and that is

something she has been doing since the beginning of the school year.

Observation data collection form

Date Time Student(s) Activity On

Task

Off

Task

Engaged

in lesson

Behavior Physical

activity

(Intervention)

Engaged

after

intervention

1/14 12:40 14 Templates 12 2 12 Playing

with hair

Stand up 12

12 2 12 Playing

with

bookmark

Sit on desks 14

12:55 14 Whole

group

reading

14 0 14

1:20 14 Brain

break

Roll dice, jump

15 times rub

right arm,

squeeze left arm

Shake left hand

14

1:25 14 Small

groups

(combined

12 2 12 Playing

with pencil

15

today)


with pencil

Playing

with coat

16 Whole

group

Listen to

story on

CD

16 0 16

16 Worksheet 15 1 15 Talk-outs,

not paying

attention,

Eyes not on

screen

16 Small

groups

(combined

today)

16 16

15 1 15

12 4 12 Fidgeting

Playing

with

nametag

Card turns 15

I will also be keeping a journal with notes that will provide more data and detail.

I can make a key such as * is see journal for more information.



Task

Off

Task

Engaged

in lesson

Behavior Physical

activity

(Intervention)

Engaged

after

intervention

1/28 12:40 15 Templates 15 0 15 Give

WOWS

Stand up

Chair

backwards

Sit down

Stand up

Sit on top

of desk

15

12:50 15 Voacb

words and

story

14 1 14 Playing

with coat

16

15 Listen to

story on

CD

14 1 14 Playing

with coat

and pencil

1:20 9 Small

group

9 0 9

9 Worksheet 8 1 8

1/30 12:30 16 Templates 16 0 16

12:50 16 Worksheet 15 1 15 Hard time

tracking

Seems lost

1:10 16 Video to

go with

story

16 0 16

1:20 8 Small

group

reading

8 0 8





Task

Off

Task

Engaged

in lesson

Behavior Physical

activity

(Intervention)

Engaged

after

intervention

2/4 12:40 13 Magic

School Bus

Film

12 1 12 Playing

with

nametag

1:10 13 Intervention

week 1

13 0 13 Tony Chestnut 13

1:15 13 Teacher

read aloud

13 0 13

1:25 6 Small

groups

4 2 6 Keep

blowing

noses


with

nametags,

eyes

wandering

Stand up,

Sit on desks

13


Week 1

14 0 14 Tony Chestnut 14

12:55 14 Vocab

activity

14 0 14

1:05 14 Reading, 14 0 14

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listen to

story on CD

1:20 7 Small group 7 0 7


with water

bottles


week 1

15 0 15 Tony Chestnut

12:55 15 Vocabulary

activity

15 0 15

1:20 8 Small group 7 1 8 Squirming





Task

Off

Task

Engaged

in lesson

Behavior Physical

activity

(Intervention)

Engaged

after

intervention

2/11 12:35 15 Templates 13 2 13 Squirming

Ice pack

Stand up

Sit on desk

15


week 2

15 0 15 Warm ups 15

12:55 15 Reading

comp.

teacher read

quiz

14 1 15 Playing

with shoes

1:10 15 Read story 14 1 14


2/13 12:35 14 Templates 13 1 13 Fidgeting


week 2

14 0 14 Warm-ups 14

12:55 14 Listen to

story on CD

14 0 14

1:10 14 Whole class

read story

and test

prep

12 2 12 Fidgeting

1:25 7 Small group 5 2 6 Playing

with hair

Fidgeting


with badge,

Talkouts,

Playing

18

with hair


week 3

12 0 12 Parade of

Colors

12:55 12 Whole

group

reading

11 1 12 Talk outs

Not

following

directions

1:25 6 small group 6 0 6





Task

Off

Task

Engaged

in lesson

Behavior Physical

activity

(Intervention)

Engaged

after

intervention


with chair

Fidgeting


week 3

13 0 13 Parade of

Colors

1:00 13 Whole

group

reading

12 1 12 Bathroom


2/22 12:35 14 Instructions

book report

packet

13 1 13 Playing

with water

bottle


week 4

14 0 14 Shake Your

Sillies Out

1:00 14 Reading

books

working on

book report

14 0 14

2/25 12:35 12 Book

reports

11 1 12 Kept going

to other

educational

sites on pc

instead of

where he

was

suppose to

12:50 12 Intervention 12 0 12 Shake Your

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week 4 Sillies Out

12:55 12 Book

reports

12 0 12

2/27 12:35 11 Book

reports

11 0 11


week 4

11 0 11 Head Shoulders

Knees & Toes

w/ Tony

Chestnut

1:15 4 Small

groups

3 1 4 Playing

with

nametag





Task

Off

Task

Engaged

in lesson

Behavior Physical

activity

(Intervention)

Engaged

after

intervention

2/28 12:35 13 Book report 13 0 13


week 4

13 0 13 Head Shoulders

Knees & Toes

w/ Tony

Chestnut

1:25 13 Book report 13 0 13


with water

bottle

Hands in

desk

Stand up

Sit on desk

13

1:00 11 Brain Break 11 0 11 Tony Chestnut

1:05 11 Final

Survey

11 0 11

1:10 11 Whole

group

11 0 11

1:25 6 Small group 5 1 5 Fidgeting Stand up 6



The study shows that the use of even a short (3-5) three-five minute brain break

and the use of movement does increase engagement and participation in both whole

group and small group reading instruction. It also shows that there are times when

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student(s) are off task and not engaged during reading. It was usually the same student,

or students that were off task and fidgeting, and playing with items. I have also had the

opportunity to substitute for this teacher, and the one student is in her home room, and is

off task quite a bit throughout the day. It is brought to my attention, that this could be a

learning disability or a medical issue rather than a purely educational issue for this

student. The others students, I feel are trying to avoid having to read and complete the

tasks during reading, so they are using avoidance. However, getting the students up

and moving, as in a brain break, allows them to get some activity, and gets them

engaged. More often than not, after the brain break, or the interventions, the student

was then on task and engaged, paying attention, and participating during the reading

instruction.

The students looked forward to my being there each day, and to the brain break.

They also got excited each week when I would introduce something new. Thinking back,

I wonder if I had done different interventions each day week 1 and 2 and then repeated

during week 3 and 4, I wonder if I would have different results.

There are no real differences between small and large group as far as

participation and engagement. In the small group, the students do get more one-on-one

or individualized attention, and that allows more of a chance to participate and to read

aloud, but based on the data I collected in my study there was no real difference in the

groups.

At the end of the study, the students were asked to complete a questionnaire

form, the same form as they completed the first week, but now answering all the

questions on the form. There was little to no change in their responses, and the majority

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of the students responded with a 5 (completely agree) that they enjoy small group

reading, and that they are engaged during reading. All the students checked 5

(completely agree) for all the questions pertaining to the intervention phase, and they all

feel that the use of physical activity and the brain breaks did help them, and increased

their engagement and participation during reading

Also, at the bottom of the form, students are placing in order the brain

break activity they liked the most (1) to the one they liked the least (4). I was surprised

by the results. The charts (below) indicate the data that is discussed here. It is a visual

representation of the information that shows how the students ranked each activity.

For the song Tony Chestnut song, five students ranked it number 1, six students

ranked it 2, two students ranked it 3, and one student ranked it 4.

1 2 3 4

Tony Chestnut song

Student 1

Student 2

Student 3

Student 4

Student 5

Student 6

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For the warm ups with music (20 jumping jacks, 20 arm circles, 10 sit-ups/10

push-ups with music) four students ranked it 1, five students ranked it 2, two students

ranked it 3, and three students ranked it a 4.

Moving around the classroom to the song Parade of Colors only three students

ranked it 1, one student ranked it 2, seven students ranked it 3, and three students it 4.

1 2 3 4

20 jumping jacks, 20 arm circles, 10 sit-ups/10 push-ups with music

Student 1

Student 2

Student 3

Student 4

Student 5

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The last week where I did Shake Your Sillies Out song & Head Shoulders Knees

and Toes with Tony Chestnut song three students ranked it 1, one student ranked it 2,

three students ranked it 3, and seven students ranked it 4.

1 2 3 4

Parade of Colors Song

Student 1

Student 2

Student 3

Student 4

Student 5

Student 6

Student 7

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The two activities that they ranked they liked the most were Tony Chestnut and

the warm ups. I was surprised with the results from the warm-ups and that so many

students enjoyed doing them.

I would be interested to see how the students are doing now, (after my study) and

my intervention has ended. I would also be curious to see the next round of OAKS

scores, as well as EasyCBM scores to see if there is a change in their achievement in

reading since being involved in this study.

Conclusions

This section will discuss where to go next, and the future goals and planning

based on the results and my engagement in the planning. It will also include my plans

1 2 3 4

Shake Your Sillies Out song &

Head, Shoulders, Knees & Toes with Tony Chestnut song

Student 1

Student 2

Student 3

Student 4

Student 5

Student 6

Student 7

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for the future. It is evident that physical activity and brain breaks help and increased the

students’ ability to be able to be more engaged during reading. I would encourage the

use of brain breaks, even if it is for just a few minutes to get up and move around the

room which gets their blood flowing and their brain more engaged and ready to learn. It

is proven and Dr. Medina talks about it as well, that the use of physical exercise and

activity helps the brain. I would encourage all teachers to use brain breaks in their

classrooms – to get their students up and moving, and it will increase their engagement

and participation, not only in reading, but in all subject matters.

The students looked forward to my being there each day, and to the brain break.

They also got excited each week when I would introduce something new. Thinking back,

I wonder if I had done different interventions each day week 1 and 2 and then repeated

during week 3 and 4, I wonder if I would have different results. I would like to do more

research on this in the future using other forms of brain breaks. I wanted to use a

running brain break, from the classroom to a point on playground and back, but the

weather wasn’t suitable for that to happen. I would also like to use a brain break in other

subject matters and content areas to increase engagement, participation, and

achievement in all content areas.

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References

Begeny, J. C., Krouse, H. E., Ross, S. G., & Mitchell, R. (2009). Increasing Elementary-

aged Students’ Reading Fluency with Small-group Interventions: A Comparison

of Repeated Reading, Listening Passage Preview, and Listening Only Strategies.

Journal Of Behavioral Education, 18(3), 211-228. doi:10.1007/s10864-009-

9090-9

Beers, K. (2003). When Kids Can't Read What Teachers Can Do. New Hampshire:

Heinemann.

Brassell, D. (2009). 75+ Reading Strategies - Boost Achievement and Build a Life-Long

Love of Reading. New York : Scholastic.

Brinda, W. (2011). A "Ladder to Literacy" Engages Reluctant Readers. Middle School Journal, 43(2), 8-17. Clark, A. C., & Ernst, J. (2009). Gaming Research for Technology Education. Journal Of STEM Education: Innovations And Research, Vol. 10(No.1-2), 25-30. Davis, G. &. (2012, 9 1). Learn To Read . Retrieved December 2, 2012, from http://www.learn-to-read-prince-george.com/why-is-reading-important Demski, J. (2009). The WOW Factor. T.H.E. Journal, Vol. 36(No.10), 30-35. Jones, T., & Brown, C. (2011). READING ENGAGEMENT: A COMPARISON BETWEEN EBOOKS AND TRADITIONAL PRINT BOOKS IN AN ELEMENTARY CLASSROOM. International Journal Of Instruction, 4(2), 5-22. Karasakaloğlu, N. (2012). The Relationship between Reading Comprehension and Learning and Study Strategies of Prospective Elementary School Teachers. Educational Sciences: Theory & Practice, 12(3), 1939-1950. Kercood, S., & Banda, D. R. (2012). The Effects of Added Physical Activity on Performance during a Listening Comprehension Task for Students with and without Attention Problems. International Journal Of Applied Educational Studies, 13(1), 19-32. Medina, J. (2008). Brain Rules. Seattle: Pear Press.

Mifflin, H. (2008, June ). Templates . Houghton Mifflin .

Opitz, M. F. (2011). Transcending the Curricular Barrier between Fitness and Reading

with FitLit. Reading Teacher, 64(7), 535-540.

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Reis, S. M., Eckert, R. D., McCoach, D., Jacobs, J. K., & Coyne, M. (2008). Using Enrichment Reading Practices to Increase Reading Fluency, Comprehension, and Attitudes. Journal Of Educational Research, 101(5), 299-315. UO DIBELS Data System. (2012). Retrieved December 3, 2012, from University of Oregon : https://dibels.uoregon.edu/training/swm/assess.php What Works Clearinghouse, (2012). Peer-Assisted Learning/Literacy Strategies. What Works Clearinghouse Intervention Report. What Works Clearinghouse

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Appendix:

Informed Consent Form

Authorization for a Minor to serve as a research participant

Dear Parents,

My name is Megan Weidenhaft and I am enrolled in the Master of Education program at

Northwest Christian University

I will be conducting a study in your child’s classroom to determine whether the use of three (3) to

five (5) minutes of physical activity before reading instruction will improve their engagement

during reading instruction. I am writing to ask permission to use the data I collect from your

child during this process. Participation in this study involves only regular classroom activities.

You may contact me at [email protected]

The purpose of this study is to test that using physical activity before reading instruction will

improve student engagement, participation, and achievement. The study will take place at

Yolanda Elementary School and will last a few days a week from Jan. 14 – March 1. During the

study, I will observe student behavior and engagement during reading instruction, and collect

various forms of data through observations and note-taking. I will ask students to fill out a

questionnaire about reading to gather more information.

Only I, Megan, and your child’s teacher will have access to all of the data collected in this study.

When I submit my study for my course in the Master’s program, no names will be used, but only

the data. Did using physical activity increase student engagement during reading instruction?

Your child’s participation in this study is strictly confidential.

Use of data from your child is voluntary. You may contact me at any time if you do not wish to

have your child’s data included in this study.

Please check the appropriate box and sign the form. Please return to your child’s teacher no later

than Tuesday, January 8, 2013. Thank you!

Yes. I give my permission for my child’s data to be used in this study. I understand that I will

receive a signed copy of this consent form. I have read this form and understand it.

No. I do not give my permission for my child’s data to be involved in this project.

____________________________ _____________________________________

Student name Signature of Parent/Guardian

_________________

Date

mailto:[email protected]

29

Student Assent Form

Dear Student,

My name is Ms. Weidenhaft and I am enrolled in the Masters of Education program at Northwest

Christian University

I will be doing a study in your classroom to decide whether the use of three (3) to five (5) minutes

of physical activity before reading instruction will improve your engagement level, and

achievement during reading instruction. I am asking permission to use the data I collect from

you during this process. Participation in this study involves only regular classroom activities.

You may ask questions at any time.

The purpose of this study is to see if using physical activity before reading instruction will

improve student engagement, participation, and achievement. The study will take place at

Yolanda Elementary School and will last from Jan. 14 – March 1. During the study, I will

observe student behavior and engagement during reading instruction, and collect various forms of

data through observations and note-taking. I will ask students to fill out a questionnaire about

reading to gather more information.

Only I and your teacher will have access to all of the data collected in this study. When I submit

my study for my course in the Master’s program, your name will not be used, but only the data.

Did using physical activity increase student engagement during reading instruction? Your

participation in this study is strictly confidential. You have the right to ask me not to include your

data in the study or tell me later that you no longer want your data included.

Yes. I give my permission for my data to be used in this study.

No. I do not give my permission for my data to be used in this study.

____________________________________________

Student name

_____________________________________________ __________________

Students’ Signature Date

30

Survey/Questionnaire

Name: _________________________

Please put an “X” in the box.

Question 5 (Completely Agree) 4 (Agree a little) 3 (Disagree a little) 2(completely Disagree)

Do you enjoy (like) reading at school?

Are you engaged (participate) during reading?

Do you enjoy (like) small group reading?

Do you enjoy (like) large or whole group reading?

Do you enjoy (like) reading at home?

Do you enjoy (like) reading aloud?

(After the Intervention phase also ask the following)

Did using physical activity increase your engagement during reading?

Did using physical activity increase your achievement and learning during reading?

Did using physical activity increase your participation during reading?

Have your thoughts about reading changed since being involved in this study?

Please number in order the activity you liked the most (1), to the one you liked the least (4).

________ Tony Chestnut song

________ 20 jumping jacks, 20 arm circles, 10 sit-ups/10 push-ups with music

________ Move around the classroom to the song Parade of Colors

________Shake Your Sillies Out song & Head Shoulders Knees and Toes/ Tony Chestnut song

31



Task

Off

Task

Engaged

in lesson

Behavior Physical

activity

(Intervention)

Engaged

after

intervention



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