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Name: Laura Van Leer RichardsonResearch Question: In what ways will the use of same-age paired shared readings, as a during-reading strategy, affect literacy comprehension of 8th grade students for a narrative text?
Same-age Paired-Shared Reading and the Effects on Reading Comprehension and Attitude
Laura Van Leer Richardson
East Carolina University
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Name: Laura Van Leer RichardsonResearch Question: In what ways will the use of same-age paired shared readings, as a during-reading strategy, affect literacy comprehension of 8th grade students for a narrative text?
Abstract
This paper explores a myriad of published articles on the results from research conducted in the
classroom on cross-age shared reading and same-age shared reading. The static-group
comparison study, based on prior research, was conducted within two eighth grade classrooms in
which the teacher was also the researcher. This paper examines the effectiveness of same-age
paired-shared reading on reading comprehension and attitudes toward reading, over a six week
intervention period.
Key Words: reading comprehension, same-age, shared reading, eighth grade, static-group
comparison.
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Name: Laura Van Leer RichardsonResearch Question: In what ways will the use of same-age paired shared readings, as a during-reading strategy, affect literacy comprehension of 8th grade students for a narrative text?
Same-age Paired Shared Reading
Often, teachers deliberate upon the best method to obtain high achievement in students’
reading comprehension skills. Over the past few decades, numerous case studies have been
completed in regard to this topic. However, there have been many variations upon methodology,
sample size, and setting. Each quasi-experimental opportunity approached reading
comprehension from a different angle, utilizing a myriad of methods and focal points. The
purpose of this paper is to provide a literature review and describe the research methodology to
support the following research question: In what ways will the use of same-age paired shared
readings of a narrative text, as a during-reading strategy, affect literacy comprehension of eighth
grade students? Sub-question: Will students who engage in same-age paired shared reading of a
narrative text show more positive attitudes toward reading than those who do not?
Literature Review
Types of Research
There are two areas of focus in reading comprehension: peer tutoring and cross-age
tutoring. Both areas of study indicate that student collaboration and reading the material (text)
aloud gives students a better understanding of the literature. In most case studies, students
showed improvement in literacy scores and skills when participating in peer tutoring or cross-age
tutoring.
Cross-Age Tutoring
Student development. A review of studies conducted surrounding cross-age tutoring
show researchers utilizing multiple grade levels for their sample populations. One study,
explained by Susan Coleman (1990), explains how one teacher implements a tutoring program
between elementary school students and her own middle school students. Coleman concisely
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Name: Laura Van Leer RichardsonResearch Question: In what ways will the use of same-age paired shared readings, as a during-reading strategy, affect literacy comprehension of 8th grade students for a narrative text?deciphers the process in which students create and execute their lesson plans to a myriad of
students in multiple one hour sessions. The distinguishing aspect of this study is that the teacher
has implemented the strategy observed for over three years. Most research studies in the area of
cross-age or peer tutoring are between ten and fifty-two weeks in length. The strategy was
examined to establish whether or not peer tutoring had positive long-term effects on the tutor. In
this study, middle school students were tutors for kindergarten and second grade students. Tutors
made two one-hour visits a month, after planning out fifteen-minute teaching activities which
they repeat four times with four to five different students. The program has been shown to have
positive effects on all students involved. As a result of the program, the peer tutors gained greater
self-confidence which is correlated to higher classroom performance (Coleman, 1990). Students
also improved skills, such as library research, due to the creation of their individual tutor lesson
plans. Finally, positive attitudes and the development of leadership skills have also shown
positive gains throughout the study. This article focused on the teacher’s impression of the
effectiveness of the strategy implemented, rather than being solely data driven in discovery and
discussion. The piece evaluates how effective peer tutoring can be in a student’s academic
progress. Also, the author explains to other potential researchers or teachers who are looking for
reading strategies how cost-effective this strategy is as well. No expensive program or extensive
training is needed for an educator to utilize the information given by Coleman (1990).
In a comparative study, Jacobson, Thorpe, and Fisher (2001), theorized that cross-age
tutoring would be effective between third and sixth grade students. This study focused on the
effects of cross-age tutoring on the tutor, as well as the implementation and evaluation of the
intervention in regards to less proficient tutors who assisted third graders. The article bases its
research upon extensive background in cross-age tutoring and peer-tutoring studies, in which
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Name: Laura Van Leer RichardsonResearch Question: In what ways will the use of same-age paired shared readings, as a during-reading strategy, affect literacy comprehension of 8th grade students for a narrative text?both interventions were found to have a positive effect on the students’ ability to read. The study
focused specifically on 21 less than proficient young male readers. The study was implemented
using a five day plan for a course called Strategic Reading. Data were collected, both pre and
post study, from the tutors in the format of writing samples, the SDRT comprehension test
scores, and the Metacomprehension Strategy Index. The researchers described an extensive case
study, in which repetition and autonomy in the classroom proved to be vital in the success of the
program. Despite having a large group initially of possible participants, the group dwindled
down to a very small number due to consent. The authors also note in the study that they do not
believe that cross-age tutoring was the sole reason the study was successful, and they ascertain
that the structure of the course in which the study was implemented was a predominating
influence on the data. The results of this study were varied amongst the three formats of data
collection. Writing samples were considered improved, but statistically similar. The SDRT and
MSI data showed a significant improvement in comprehension scores for those who were in the
tutor role. Also, the students’ attitude towards reading showed improvement over the course of
the 8 month study (Jacobson, Thorpe, and Fisher, 2001).
Practice based on research. Paterson and Elliott (2006) conducted a cross-age
experiment that was based on extensive research of how a struggling reader’s past experiences
can be influential and effective when placed in the role of the tutor of a younger student. The
study references research by Vygotsky and Smith, as well as the Matthew Effect, to prove that
students must learn to improve their reading skills and decrease their negative attitudes towards
reading in order to be successful. The belief is that if a student can utilize his or her strengths
(i.e., life experience), then when he or she is placed in a situation alongside another struggling
reader, they can become in control of the situation. This article describes a study that could be
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Name: Laura Van Leer RichardsonResearch Question: In what ways will the use of same-age paired shared readings, as a during-reading strategy, affect literacy comprehension of 8th grade students for a narrative text?easily implemented, as long as the teacher had an opportunity to work with a lower grade level in
the area. All case study students were inducted into a program called REP (Remedial Education
Program), which was taught by one of the case study authors. The authors utilized test scores
(STAR, ITBS, and Accelerated Reader) to place the students within the case study. Two
subgroups were created: those who tutored 2nd graders and those who tutored 3rd graders. The
study took place over the course of a year, and the teacher used 40 minutes of SSR, journal time
for data collection, word study, reading in the content area, and oral reading practice, each day.
Students were allowed to express their opinions on the course. Eventually, the strategies used in
class were what the case study students used with the younger tutees. Data were collected
through journals, presentations, interviews, and photos. At the study’s conclusion, the authors
noted the building of relationships was a key factor in the success of the intervention. They noted
that the high school aged students related well to the elementary students due to community
knowledge, and eventually some tutors even became advocates for their tutee in regards to
reading placement. The authors also noted that students’ self-esteem and self-worth improved
dramatically by the end of the study, due to this experience being the first academic gain in
reading since admittance to school. The results and context of the case study allow a teacher to
easily relate to the material. This research also suggests the need for lower level readers to have
an opportunity to catch-up. However, school systems need to be aware that the best method may
not always be the most conventional. If a teacher is willing to create a course or opportunity, like
Paterson and Elliott, then educators could see potentially great gains in less than proficient
readers (2006).
In 2010, Van Keer and Vanderline examined how research has proven that students need
to be taught reading comprehension strategies, yet history has proven that educators do not
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Name: Laura Van Leer RichardsonResearch Question: In what ways will the use of same-age paired shared readings, as a during-reading strategy, affect literacy comprehension of 8th grade students for a narrative text?commonly utilize this data in implementation. The authors study how peer tutoring has been
proven effective and that teacher-led questioning in classrooms is ineffective in regards to
teaching reading skills. Peer tutoring has been proven to show gains in reading due to engaging
students in text and giving them opportunities to actively investigate and apply their knowledge.
Overall, the study focused on the difference between what research suggests (explicit strategy
teaching works) and what teachers traditionally practice in their classrooms (class-wide
comprehension tests and rare student-centered discussion). The researchers aim to prove a point
about how practices in today’s classroom do not match with the extensive research done in
regards to reading comprehension strategies. According to the article, the use of peer-tutoring
and student centered activities has been proven to show significant gains in reading ability, yet
the field of education has continued to ignore the data that proves these practices ineffective and
outdated. The experiment, a quasi-experimental pretest-posttest design, was designed to be
implemented in a real-life environment, rather than a lab setting, in order to encompass
authenticity. The interventions included: explicit strategies instruction, sound tutor preparation,
and practice of the reading strategies in weekly peer tutoring sessions. While lasting for one
entire school year, students were trained on how to become an effective tutor. Data were
collected through two questionnaires and standardized tests. The researchers authenticate,
through extensive data, that there were gains in reading strategy use and understanding in both
the third grade and sixth grade levels. However, one difference was the significant gain for sixth
graders in metacognitive reading strategy use. The authors also analyzed the data to view
whether or not reading ability (low level versus high level) had an effect on the statistics. Upon
analysis, there was no significant difference in the gains made by high level readers in
comparison to low level readers. In conclusion, the authors found that cross-age and same-age
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Name: Laura Van Leer RichardsonResearch Question: In what ways will the use of same-age paired shared readings, as a during-reading strategy, affect literacy comprehension of 8th grade students for a narrative text?tutoring opportunities are both effective in the fact that each allows the student to be in control of
their learning and application of knowledge. Thus, a valid argument that many reading
specialists currently have is supported. Schools are not applying research to the practices and
lesson plan formation in day to day teaching. Teachers continue to use traditional methods,
which have been proven time after time to be futile. Van Keer and Vanderline build off of other
action research in proving that a student’s confidence and success become more commonplace
when he or she is allowed to be in control of his or her learning.
Peer Tutoring
Benefits of peer mediation. Researcher, Mary Beth Calhoon, chose to study how much
influence peer-mediated instructional approaches had on a student’s ability to comprehend
literature (2005). The researcher examined three groups all of which utilized some variation of
an established reading program. Finally, the author examined how established reading programs
(those without peer-mediation) can improve reading skills, but do not significantly close the
reading gap between low-level readers and their peers. The article clearly goes deeper than other
case studies in the field of middle grade peer intervention strategies. This case study examined
not only the effectiveness of reading programs, but specifically the effectiveness on students with
reading disabilities. The author used a highly regarded norm-referenced diagnostic achievement
test to gauge students’ reading capabilities. All students involved had a current IEP in place, as
well as were receiving reading instruction interventions through the special education program at
school. The Woodcock-Johnson III test was administered for pretest and posttest data collection.
Students were committed to a peer-mediated LST/PALS reading intervention program, while a
control group was given whole class instruction. ANOVAS conducted on pretest scores showed
no significant difference between the two treatment groups in any subgroup of reading skills.
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Name: Laura Van Leer RichardsonResearch Question: In what ways will the use of same-age paired shared readings, as a during-reading strategy, affect literacy comprehension of 8th grade students for a narrative text?When ANOVAs were conducted on posttest scores, a significant statistical difference was shown
between groups. Thus peer tutoring (peer mediation) as a process for implementation of a
reading program demonstrated effectiveness in this example. The study goes in depth in
explaining the methods of implementation, as well as data collection processes and analysis, that
of which a researcher would like to include in his or her study (Calhoon, M., 2005).
In a comparative study about peer tutoring, Zoder, McNutt, and Horn examined the
effectiveness of Response to Intervention (RtI) systems in supporting classroom teachers and
students with disabilities (2010). The authors point out that RtI has many advantages in response
to numerous deficits in the field of education, yet one major limitation of RtI is its inflexibility.
Also, the authors examine research in regards to standard protocol approaches and show that if
reading interventions take place at both the Tier II and Tier III levels, students rarely need
special services as the end result. Finally, the authors compare two strategies, LPP and RR, and
show that a combination of both has proven most effective. These two strategies, in relation to
peer tutoring, all encompassed the strategy used in this case study. The study evaluated
individual student data, as well as group data, due to the fact that case study had a small focal
group. The authors clearly explained the process of teaching peer tutoring, which implies that the
process of implementation was thorough. All tutoring sessions were conducted in a secluded and
quiet environment, such as the library or an empty classroom. Data were collected through use of
DIBELS and AIMSWEB. Students, along with receiving tutoring, were also given PBIS rewards
and tickets. Tutors were well trained on coaching and how to score reading data (WCPM and
EPM). Data showed that tutor integrity was high for seven of the ten steps implemented.
However, integrity for two of the steps in particular was extremely low (i.e. making tutees read a
passage three times). Compared to pretest data, four tutees improved in oral reading rate and
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Name: Laura Van Leer RichardsonResearch Question: In what ways will the use of same-age paired shared readings, as a during-reading strategy, affect literacy comprehension of 8th grade students for a narrative text?three showed an increase through progress monitoring probes. The authors also break down each
student’s posttest scores and explain how each student improved or showed no improvement in
specific areas. The authors bring to the reader’s attention why certain interventions need to take
place. While other articles merely point out that teachers are not following what research states
to be true (i.e. peer tutoring works and should be utilized, while traditional teacher-led
questioning is ineffective), this article gives the reasons why people should consider a varied
approach to teaching reading and how they can do this in their classroom. A researcher can
appreciate that this study explains how one can take peer tutoring and adapt it effectively to his
or her own classroom, while still gathering data (Zoder-Martell, K., McNutt, M., Horn, D.,
2010).
Self-esteem and reading. The 2009 study by Grubbs focused on the use of a peer
tutoring program and how to adjust the overall program’s effectiveness based on needs of
improvement (p.21-31). The author chose to evaluate how peer tutoring can be effective in a
middle school setting in an educational world where there is little funding, and high expectations
for success in reading. The authors collect multiple sources of research that state students must
have a good self-esteem in order to be successful academically. This study evaluates an area of
research, peer tutoring, that has been extensively researched and proven successful. However,
two major differences exist in this study in comparison to other available research. The authors
chose to study middle school students, which is not a common case study group, as well as
evaluating how to make adjustments to a treatment/ intervention while completing
implementation. Grubbs explains how at the middle school level, there are multiple opportunities
outside the classroom for students to obtain practice in peer tutoring (i.e., Beta Club) for use in
the classroom. The authors also evaluate available research and history of various peer tutoring
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Name: Laura Van Leer RichardsonResearch Question: In what ways will the use of same-age paired shared readings, as a during-reading strategy, affect literacy comprehension of 8th grade students for a narrative text?groups utilized currently in the middle grades setting. This study attempted to increase
understanding of practitioners to resolve problems that arise during implementation. Quantitative
data were gathered by: surveys (student and teacher), peer tutoring logs, and graders (score
evaluation tools). Qualitative data were gathered by: observations and informal interviews. The
article proves that a researcher can evaluate a strategy while making changes to current
implementation. However, the author fails to give appropriate comparative qualitative data, only
comparative quantitative data. One would agree that often the lack of teacher understanding
proves to be the sole reason that a strategy, such as peer tutoring, fails upon implementation.
This study gives further proof that communication is crucial in the effectiveness of classroom
strategies used on a daily basis (Grubbs, N., 2009).
In their 2010 case study, Miller, Topping, and Thurston chose to focus on an area of peer
tutoring that has not been commonly researched. The authors explained that the research proved
that the technique in the classroom has proven to be effective in the past, however many
researchers have not focused on the effects that this intervention has on self-esteem. The
researchers chose to create a study that would focus on the change in self-esteem in correlation to
roles in the classroom. This study was unique because it compared two similar techniques: cross-
age tutoring and same-age tutoring (peer tutoring). Many case studies choose to focus the effects
of one intervention, rather than compare the two within the same data collection. However, a
secondary unique piece was added with the study of self-esteem in a pre and post assessment.
The study utilized a pre and post assessment of self-esteem by using the Rosenberg’s Self-
Esteem Scale. The study, which lasted for 15 total weeks, also utilized self-report methods of
self-esteem. The research proved that in comparison to the control group, both the same-age and
cross-age groups had improved self-esteem in regards to their reading. However, cross-age
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Name: Laura Van Leer RichardsonResearch Question: In what ways will the use of same-age paired shared readings, as a during-reading strategy, affect literacy comprehension of 8th grade students for a narrative text?showed a significantly higher gain in self-worth. Data also showed a difference between same-
age and cross-age in regard to role used (tutee and tutor) and the way the classroom was
organized. Thus the authors concluded that due to the multiple gains (self-esteem, self-worth,
and competence) in the cross-age group, there is an educational need to begin reevaluating the
approach to paired versus non-paired reading (Miller, D., Topping, K., & Thurston, A. 2010).
Special education peer support. O’Brien (2007) posed the question, how can special
education teachers accurately make accommodations for students with disabilities in a classroom
environment that is stringent, traditional, and non student-centered? Also, she points out that
numerous secondary teachers struggle to accommodate students with disabilities in the
classroom due to a lack of education themselves and due to a lack of support and resources
available. Thus, the author proposes that cooperative learning and peer support strategies can
support students with disabilities in the academic arena. The author utilizes current controversy
(the support of special education students in classes like Science and Social Studies) to correlate
research and practice. She explains how peer tutoring success has been well documented in
research, yet many teachers believe that group work constitutes cooperative learning. O’Brien
aims to explain the difference between peer support and peer-to-peer classwork completion,
while also proving that a strategy like Literature Circles is effective and easily implemented in a
classroom containing students with diverse needs. The article compares the research with regard
to implementation of Literature Circles/ Collaborative Reading Groups, and their effectiveness
on reading abilities in students with disabilities. O’Brien explains that teachers often misuse
Literature Circles, as well as have a lack of understanding in regard to their use for nonfiction
texts. She explains that Literature Circles encompass interdependent learning, which is crucially
important for students with disabilities. The method that O’Brien explains is how to teach
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Name: Laura Van Leer RichardsonResearch Question: In what ways will the use of same-age paired shared readings, as a during-reading strategy, affect literacy comprehension of 8th grade students for a narrative text?students their role within Literature Circles. This format of active response is valuable for
students with behavior problems. O’Brien’s main point in her research is the idea that a
structured program, like peer tutoring, can be beneficial for all students, especially those with
disabilities (2007).
Methods for Action Research
After researching multiple case studies, many conclusions can be made of what aspects
are most important to be included in one’s own case study. First, classroom structure is vital for
success. Also, students must feel that autonomy can be achieved or that they feel they are in
control of their own learning. The environment created through peer tutoring and shared reading
sessions allows students to assist in helping one another learn causing improvement in one’s own
skill set, as well as increasing self-esteem and self-worth (Coleman, 1990). Paterson’s (2010) use
of forty-minute sessions and giving students opportunity to express their opinions proved
influential in the success of that study (2006). Grubbs proves that communication between
student and teacher is a necessary piece in any study. Research explicitly and consistently
suggests that teachers can no longer ignore the data that proves peer tutoring is highly effective
(Van Keer and Vanderlinde, 2010).
Methodology
This project, entitled “Same-Age Paired Shared Readings”, was a Static-Group
Comparison design. The two intact groups received two different treatments. The study was
focused on the theory that with paired shared reading intervention, students’ literacy
comprehension is affected. The intervention group was compared to the control group to gauge
whether or not the intervention had any effect, either positive or negative.
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Name: Laura Van Leer RichardsonResearch Question: In what ways will the use of same-age paired shared readings, as a during-reading strategy, affect literacy comprehension of 8th grade students for a narrative text?
There were two variables in the study, the independent and dependent. The independent
variable was the type of during-reading strategy instruction, which varied between the control
and intervention groups. The control group was given normal classroom instruction in which
students partook in whole class instruction through read-alouds and open discussion, while the
intervention group used same-group paired shared reading. The type of during-reading strategy
instruction was assigned two levels: Metacognitive and Traditional. Metacognitive consisted of
the following instructional strategies: Shared-Reading between two students, discussion between
two students, and predicting between two students.
Shared-Reading between two students consisted of students reading the narrative text
aloud to each other. They took turns each paragraph and did not pause until the end of the
chapter/section. Once this process was complete, students discussed their reading via teacher
created questions. These questions were used for guidance to ensure that students remained on
task. Also, students were given the opportunity to make connections to their own life and form
opinions. This step was vital in the methodology of the experiment. Allowing students to have
autonomy through the shared readings and discussion of the text allowed the environment to be
conducive to the study of the effect on literacy comprehension. The final stage of the discussion
and questioning was for students to make predictions about what they believed would happen
next in the plot.
Traditional instruction consisted of the following instructional strategies: teacher and
student read-alouds, whole class instruction/discussion, and worksheet question and answering
independently. First, the teacher and student read-alouds were conducted during class time and
ensured that all students are on the same pace of reading the text. Upon completion of reading
the narrative text aloud, students were allowed to discuss the reading among the entire class with
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Name: Laura Van Leer RichardsonResearch Question: In what ways will the use of same-age paired shared readings, as a during-reading strategy, affect literacy comprehension of 8th grade students for a narrative text?the occasion of teacher input. Finally, students completed multiple worksheets with questions
(different than those the intervention group used) that required short-answer responses. These
answers stemmed from plot context in the novel and open-ended synthesis response. The
worksheets were completed within the class period. The dependent variable, literacy
comprehension, was operationally defined as a score on the Speak Comprehension Test (test over
the narrative text) assessment.
Participants and Setting
Research was conducted at a suburban middle school in Raleigh, North Carolina, which
was built in 1988. The school served 1,366 6th-8th grade students, of which 28 percent were on
Free or Reduced Lunch status. The demographics within the school were comprised of: 51.9
percent Caucasian, 27.2 percent African American, 12 percent Hispanic, 4.5 percent Multi-
Racial, 3.8 percent Asian, and 0.7 percent American Indian. On the Reading EOG, 78.7 percent
of eighth grade students were proficient, while the overall school scored 76.7 percent in
proficiency. Based on test dating, this school qualified for School of Distinction status. The
student to teacher ratio was 17.2 students to every one teacher, with supports and resources for
Special Education, English as a Second Language, and a myriad of arts and music programs.
There were two groups of participants within the case study, the control group and the
intervention group. The control group was comprised of a total of 25 students, including: 10 girls
and 15 boys. The racial composition included 9 African American, 4 Hispanic, 10 Caucasian, 2
Multi-Racial. There was one student receiving ESL/ELL services and 7 students receiving
EC/Special Education services. The intervention group was comprised of a total of 21 students,
including 12 girls and 9 boys. The racial composition included 7 African American, 5 Hispanic,
9 Caucasian, 0 Multi-Racial. Within the class, there were no students receiving ESL/ELL
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Name: Laura Van Leer RichardsonResearch Question: In what ways will the use of same-age paired shared readings, as a during-reading strategy, affect literacy comprehension of 8th grade students for a narrative text?services and 5 students receiving EC/Special Education services. The two groups were chosen
based on class period, with the intervention group all being in 1st period ELA Extension class and
the control group being in 8th period ELA Extension class. Both groups were comprised of 8th
grade students, ranging in age from 13 to 14 years old. Each class had only one classroom
teacher, which was also the researcher. The classroom was a vibrant environment with posters
covering the walls, 35 desks organized into groups, and computers lining the back wall. Students
had access to multiple shelves of personal reading materials (novels, magazines, newspapers,
etc.), as well as the novel sets for the experiment.
The researcher was a sixth-year middle grades teacher with a Bachelor of Arts
undergraduate degree in English Education. This instructor had taught predominantly in the 8th
grade, teaching AIG, ESL, ELL, Special Education, and Regular Education students.
Research Procedures
Calhoon (2005) explicitly states, “Reading is a fundamental skill on which academic
success, secure employment, and personal autonomy depend” (p. 426). Calhoon goes further to
explain that teachers must analyze group size and the opportunity for immediate feedback when
teaching complex structures, such as reading. Her research indicates that in one’s own
intervention, the instructor must allow the groups to be small and provide the opportunity for
immediate feedback amongst peers. Fisher, Frey, and Lapp (2008) found there is “evidence that
shared reading positively affects student achievement” (p. 548). One must conclude that shared-
reading qualifies as an appropriate strategy to use in order to gauge an effect on literacy
comprehension between same-age pairs.
The intervention began in week one on January 22nd, 2013. Approximately 45 minutes
was needed for each session, as well as copies of novels for student read-alouds and printed
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Name: Laura Van Leer RichardsonResearch Question: In what ways will the use of same-age paired shared readings, as a during-reading strategy, affect literacy comprehension of 8th grade students for a narrative text?copies of student instructions and questions. In session one, students completed the pre-test
survey, in which students’ attitudes towards reading was measured. While administering the
survey to both the intervention and the control group, the researcher said the following script:
“Students, in front of you is a copy of an Adolescent Attitudinal Reading Survey. You will
answer the twenty-three questions to the best of your ability. There are no right or wrong
answers, just your opinion, and this isn’t related to your grades in school. Please, do not leave
any question blank. Take your time to complete all twenty-three questions. When you are
finished, place your pencil down and sit quietly until all students have completed the survey.
Thank you.” On January 24th, 2013, the intervention group began the shared-reading
intervention, while the control group began teacher-led classroom instruction, on the novel,
Speak (Anderson, 2011). During sessions two to fourteen, students read the novel in its entirety.
Sessions were constructed and delivered each week in three sessions, with page numbers
and chapters assigned for completion (See Figure 1 for more information on timeline). In session
two with the intervention group, students were given copies of the novel, Speak, and organized
into pairs. Pairs were constructed by gender, boys with boys and girls with girls, with the
exception of one group of three. This exception has been created due to having an odd number of
students in the class with nine boys. Also, the same gender pairs were created due to content
within the novel (date rape), and not based on any research evidence. Students were given
instructions about how to proceed in each session. First, students read aloud the selected pages
for the day, taking turns every other paragraph. Secondly, students discussed the reading together
with their partner using questions designed by the researcher. All question responses were said
aloud, rather than written or recorded. Students were given instructions on what their role was as
a partner and listener in the reading process. Both the instructions and questions were printed for
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Name: Laura Van Leer RichardsonResearch Question: In what ways will the use of same-age paired shared readings, as a during-reading strategy, affect literacy comprehension of 8th grade students for a narrative text?students to have during each session and refer back to (See Figure 2 for student questions and
Figure 3 for student instructions).
Finally in week six, students completed the post-test survey and the post-intervention
comprehension test. Session fifteen, or the post survey session, was completed on February 22nd,
2013. Students in both the intervention and control group completed the survey, in order for data
comparison between groups to take place. The researcher read the same script from the pre-test
administration of the survey to the intervention group. In session sixteen, on February 26th, 2013,
students completed the post-intervention comprehension test consisting of thirty-six total
questions. In the intervention group, the instructor read the following script prior to issuing the
test: “Students you have in front of you a copy of the Speak Post-Intervention Comprehension
Test. There are thirty-six questions. Please answer all thirty-six questions to the best of your
ability, leaving no questions unanswered. When you are finished with the test, place your pencil
down and sit quietly until all tests have been completed.” Upon completion of the
Comprehension Test, the intervention process was complete.
There was no specialized training needed in preparation of the experiment due to the
researcher being the sole instructor of the intervention. The teacher’s responsibilities at the start
of the intervention were to instruct students on expectations and guidelines. After the initial
session, the teacher became an observer of student behaviors, reading skills, and conversations
about the novel. Participants were not offered any incentives in participating within the study,
and there were no monetary costs in implementing the intervention. The researcher selected a
novel in which the teacher already owned a class set. The only biases present in the study were
the researcher had already previously taught the participants during the first semester of the
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Name: Laura Van Leer RichardsonResearch Question: In what ways will the use of same-age paired shared readings, as a during-reading strategy, affect literacy comprehension of 8th grade students for a narrative text?school year, thus already had prior interaction with the participants.
Data Sources and Data Collection Procedures
There were three methods of data collection: pre/post-test adolescent attitudinal reading
surveys, researcher log/observation notes, and post-test comprehension test over the narrative
text. Researcher log data were managed through handwritten transcribing, and then entered via
computer word processor into a Google Doc online. Once data were entered into a Google Doc,
the researcher reviewed the daily collected observations upon completion of the study. The data
collector was both the research and teacher within the classroom, for both the intervention and
control groups. She was trained based on Graduate School instruction, as well as through
Institutional Review Board coursework (see Appendices C and D for IRB training and approval).
First, students will be given a survey during week one and week six, to gauge their perceptions
and attitudes towards reading (See Appendix A for more information on the survey). This survey
was obtained from a study conducted in 2007 that evaluated adolescent motivation to read
(Pitcher, et al.). The survey contains twenty multiple choice questions, as well as three sample
questions. Scoring will be completed utilizing a four point scale. The least positive choice is
worth one point and the highest positive choice is worth four points. Some questions go from
least to highest, while others are reversed and need to be scaled accordingly (Pitcher, et al.,
2007). The reliability is strong due to the survey’s use in a peer-reviewed case study. All data
were entered onto a password protected flash drive for data analysis at the end of the study.
Secondly, during weeks two through five, students were observed during the process of
the intervention implementation. While students were reading in their pairs, the lead researcher
documented observations (student interaction, student questioning, and student behaviors)
through use of a researcher’s log. This method of collection allowed for the researcher to
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Name: Laura Van Leer RichardsonResearch Question: In what ways will the use of same-age paired shared readings, as a during-reading strategy, affect literacy comprehension of 8th grade students for a narrative text?document questions students had for one another during conversation time, methods of reading
aloud to one another, listening skills observed, as well as behavior during reading. The log
contained data for student identification, time, date, and behavior or action being observed.
Finally, during week six, students completed a post-test comprehension test over the
narrative text, Speak. The test was teacher-designed. Due to the test’s teacher-created design, the
researcher cannot verify whether or not the test lacks in validity and reliability. Students
completed a character matching, as well as answer multiple choice and short answer questions,
on the plot of the novel, used for data comparison between control and intervention groups. The
Comprehension Test had a total of thirty-six questions (See Appendix B for more information on
the Comprehension Test).
Overall, the researcher completed the following timeline: January 2013, administered
pre-test survey; end of January 2013 to February 2013, administered intervention; end of
February 2013, administered post-test survey and post-intervention comprehension test.
Data Analysis
Due to the research design being a Static-Group Comparison Design, the use of t-tests
was the best form of analyzing data collected (Zhang, G., 2012). This was used to see whether a
difference between the means of two samples was significant. Specifically, an independent
samples t-test was utilized since the two groups were not matched and analysis was needed to
evaluate the difference between the mean gain scores of the two groups. The researcher utilized
a Del Seigle t-tests spreadsheet calculator in order to analyze both the post-test comprehension
test scores and the pre/post-test survey test scores. A review of the mean scores, two-tailed p
value, and Cohen Effect Size were evaluated during data analysis. Due to the two-tailed p value
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Name: Laura Van Leer RichardsonResearch Question: In what ways will the use of same-age paired shared readings, as a during-reading strategy, affect literacy comprehension of 8th grade students for a narrative text?being above 0.05, the researcher had to investigate the Cohen Effect Size in both sets of data (see
Table 1 and 2).
Table 1
Comprehension Posttest Scores: Intervention v. Control Group
Group M SD n
Intervention
Control
64.95
67.35
19.07
13.25
20
23
t (1) = 0.48, p = 0.63, d = 0.18
Table 2
Survey Pre and Posttest Score Differential: Intervention v. Control Group
Group M SD n
Intervention
Control
0.29
0.58
5.82
3.94
21
26
t (1) = 0.20, p = 0.84, d = 0.07
Validity and Reliability or Trustworthiness
There were numerous threats to validity which could have affected the trustworthiness of
data collected. First, subjects could have matured, changed, or improved over the course of time.
This is known as the Maturation Threat and can be quite common in a middle grades classroom.
Due to the study only taking place for a six week period, the threat to validity was low.
Secondly, subjects took a pre and post-test survey which could have affected students’ post-test
answers due to having already seen the questions once. Students may have rushed through the
post-test survey and not as thoroughly answered the questions a second time. The instructor
could not control student’s focus or reliability in answering these questions without affecting the
testing environment, thus making the Testing Threat strong in this case study. Thirdly, the
Selection Threat was potentially imminent since both the intervention and control groups were
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Name: Laura Van Leer RichardsonResearch Question: In what ways will the use of same-age paired shared readings, as a during-reading strategy, affect literacy comprehension of 8th grade students for a narrative text?not randomly selected. Finally, Mortality Threat was a slight possibility due to students leaving
the school mid-study. The researcher explained to participants and parents, prior to obtaining
consent/assent, that this study was a six week case study.
Findings and Results
Upon the completion of the intervention, based on a lack of statistical difference, the
researcher concluded that the intervention of paired-shared reading was ineffective. The
researcher compiled data into a Del Seigle t-test spreadsheet calculator. Data were evaluated in
two separate t-tests: one, to compare score differential between pre and post-test survey scores
for both the intervention and control group; second, to compare intervention and control group
post-test comprehension test scores. In review of the first t-test (pre/post-test survey scores), the
researcher found that both the intervention and control group had an increase in average survey
test score. Both groups received a score out of 80 points for the pre and the post-test survey. The
intervention group increased by 0.29 points on the post-test survey, while the control group
increased by 0.58 points on the post-test survey. Through use of Equal Variance, the researcher
obtained the two-tailed p value of 0.84. Due to the two-tailed p value not being below 0.05, and
the small number of participants involved in the study, the researcher evaluated the Cohen Effect
Size. The Cohen Effect Size was 0.07, thus the researcher can conclude that there was minimal
to no effect on attitude due to the intervention of paired-shared reading in the classroom.
Another spreadsheet of data was evaluated to examine the effect on reading
comprehension through use of the paired-shared reading. Through use of the Del Seigle t-test
spreadsheet calculator, data from the post-test comprehension test were evaluated. The
comprehension test was scored out of 100 points. The mean score for the intervention class was
64.9 percent, while the mean score for the control class was 67.3 percent. Due to both the control
22
Name: Laura Van Leer RichardsonResearch Question: In what ways will the use of same-age paired shared readings, as a during-reading strategy, affect literacy comprehension of 8th grade students for a narrative text?and intervention class’ scores being only slightly numerically different, the researcher referred to
other data within the t-test calculator. Through use of Equal Variance, the researcher found that
the two-tailed p value was 0.63. Due to the two-tailed p value being above 0.05, the researcher
reviewed the Cohen Effect Size. The Cohen Effect Size was 0.18, thus the researcher can
conclude that there was minimal to no effect on reading comprehension due to the intervention
of paired-shared reading in the classroom.
Conclusion
The goal of the study was to prove that same-age paired shared reading affects reading
comprehension of a narrative text. The researcher initially predicted that the effects of paired-
shared reading on the intervention group would be greater than the test scores of the control
group; thus, concluding that shared-reading causes an increase in reading comprehension. This
study has allowed for a powerful impact on student learning to take place and provided to
educators a window to view a learning environment, such as the one created by paired-shared
reading. Current research shows that paired-shared reading allowed for students to achieve at a
higher degree than through whole classroom or teacher-led instruction; however, the findings in
this study do not support previous research.
One might conclude that there were extraneous factors that led to the lack of test score
improvement upon completion of the intervention. None of the previously documented case
studies in the area of same-age paired-shared reading explained to a new researcher what steps
during the intervention needed to take place in order to ensure the intervention was effective. A
limitation of the study is that students in the intervention class were given few supports or
content reviews during the intervention process. In future opportunities for implementation of
same-age paired-shared reading, the researcher would instruct a teacher to utilize the following:
23
Name: Laura Van Leer RichardsonResearch Question: In what ways will the use of same-age paired shared readings, as a during-reading strategy, affect literacy comprehension of 8th grade students for a narrative text?one, have students transcribe unknown vocabulary while they listen to their partner read aloud.
This vocabulary could be words that either the student themselves struggle to understand, or
could be a word their partner struggled with. Two, students should take their vocabulary lists, use
the dictionary, and create a definitions list of their unknown words. The researcher’s chosen
comprehension test utilized for data collection included an entire section of vocabulary
identification, thus this could have also impacted student test scores or lack of improvement in
those scores. Third, students should have reading comprehension quizzes at the end of each
session to ensure that students grappled with the text in a positive way. Fourth, students should
not remain with the same partner every day. Students could be challenged by interacting with
other peers and discussing their ideas/thoughts to the text. Finally, students should have to record
their conversations through use of hand-held tape recorders. This step would ensure that students
are truly having in depth conversations and are being held accountable for what they say. This
step would also help better collect research data from every single pair in the classroom.
The intervention employed in this study was chosen based on evidence-based research.
Other studies’ data show that the use of same-age paired-shared reading has a positive effect on
reading comprehension. One might conclude that if certain aspects were to be changed in future
implementation of paired-shared reading, then the effect would vary dramatically from the
outcome found within this study. Previous studies in this area explain that structure and
extensive time (months) can positively affect the final outcome on students’ reading
comprehension. This study was conducted in the short time of six weeks, and the lack of time
spent on the intervention process could have also impacted the effectiveness of the strategy.
Also, numerous delayed school days (due to inclement weather) affected the time and date of
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Name: Laura Van Leer RichardsonResearch Question: In what ways will the use of same-age paired shared readings, as a during-reading strategy, affect literacy comprehension of 8th grade students for a narrative text?when the intervention was actually implemented as opposed to when it was planned to be
implemented.
A future direction for this research would include completing a comparative study, in
which the researcher would utilize a larger intervention group, as well as a longer intervention
time period. Rather than using one teacher’s classes for the intervention and control groups, a
researcher could utilize four different instructors’ classes for the intervention and control groups
(i.e., each different teacher could have one control group and one intervention group, thus giving
a total of 8 classes overall). Also, a future researcher could lengthen the overall intervention time
period from six weeks to eighteen weeks. Previous research shows that the longer an intervention
is utilized the greater opportunity for effectiveness. Finally, by utilizing changes such as those
previously mentioned (i.e., tape recorders, quizzes and questions throughout the intervention,
etc.), a researcher might be able to document the intervention’s impact more effectively. The
researcher in this case study has plans to implement such a follow-up study in the fall of 2013.
Reflection
Upon reflection of the case study’s conceptualization, planning, implementation, and
outcomes of the research project, I can present of myriad of facets in the process that I would
like to improve upon. During the conceptualization phases, I would have liked to view another
researcher implementing a paired-shared reading study. One of the major epiphanies I had during
the planning phase of the study was that most research only reflected upon why the intervention
worked, not on the how it worked. A researcher, such as myself, who wishes to model a similar
study has to fill in the gaps using prior knowledge in teaching, and I think this missing piece
directly affected the outcome of my study.
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Name: Laura Van Leer RichardsonResearch Question: In what ways will the use of same-age paired shared readings, as a during-reading strategy, affect literacy comprehension of 8th grade students for a narrative text?
During the implementation phase of the study, I would have taken advantage of more
time between the IRB approval step and the acquiring consent and assent step. This is also in part
due to my study’s participants leaving for a five and half week break, upon which immediate
implementation of the study was to begin. I felt that I was more pressed for time than perhaps
some of the other researchers. Also the delay in implementation (by approximately three weeks)
only allowed for a six-week intervention time period. Unfortunately, teaching at a year-round
location did not allow me an earlier date to begin the intervention and with graduate school
deadlines quickly approaching, my study was prevented from being extended further. This facet
prevented me from gathering an optimal amount of intervention time.
The outcome of the research project, however, had been extraordinary. As a researcher
and a teacher I felt that I struggled at first with how to interact with my students without
dramatically affecting the outcome of the study. Over time I quickly adapted, and I think this
transition has made me a better educator and a more efficient researcher. The action research
process is a grueling and time consuming process, yet in the end the process is so incredibly
valuable. I have become more in tune with current research in my field; have been able to
implement research-based practices in the classroom; as well as becoming a leader at my school
in the area of reading methodology. This process has also led me to aspire to continue my
research in the field of paired-shared reading. Next fall I plan to implement a secondary study,
with some modifications that are necessary for a positive effect to occur.
In conclusion, this process had led me to believe that every educator needs to complete an
action research study. If our goal is to educate the youth of America properly, then we must be
aware of current research in our field. Secondly, we must be utilizing methods that have been
proven to be effective (i.e., research-based methods). Finally, teachers must share their
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Name: Laura Van Leer RichardsonResearch Question: In what ways will the use of same-age paired shared readings, as a during-reading strategy, affect literacy comprehension of 8th grade students for a narrative text?experiences in the classroom by publishing their studies or sharing their knowledge with peers
through professional development. The latter of which I plan to complete this year with my
colleagues. Overall, the growth my students have gained is important, but the growth I have
gained is priceless.
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Name: Laura Van Leer RichardsonResearch Question: In what ways will the use of same-age paired shared readings, as a during-reading strategy, affect literacy comprehension of 8th grade students for a narrative text?
References
Anderson, L. H. (2011). Speak. New York, NY: Square Fish.
Calhoon, M. (2005). Effects of a peer-mediated phonological skill and reading comprehension
program on reading skill acquisition for middle school students with reading disabilities.
Journal of Learning Disabilities, 38 (5), 424-433. Retrieved from
http://www.ingentaconnect.com.jproxy.lib.ecu.edu/content/proedcw/jld
Coleman, S. (1990). Middle school remedial readers serve as cross-grade tutors (in the
classroom). The Reading Teacher, 43 (7), 524-525. Retrieved from
http://ehis.ebscohost.com.jproxy.lib.ecu.edu/ehost/detail?vid=5&hid=115&sid=9b688706
-661a- 4ce8-89dd-42ed44149d50%40sessionmgr14&bdata=JnNpdGU9ZWhvc3QtbGl2Z
Q%3d %3d#d b=eric&AN=EJ406794
Dufrene, B. A., Reisener, C.D.., Olmi, D. J., Zoder-Martell, K., McNutt, M. R., Horn, D. R.
(2010). Peer tutoring for reading fluency as a feasible and effective alternative in
response to intervention systems. Journal of Behavioral Education, 19 (3), 239-256.
Retrieved from: http://dx.doi.org.jproxy.lib.ecu.edu/10.1007/s10864-010-9111-8
Fisher, D., Frey, N., Lapp, D. (2008). Shared readings: Modeling comprehension, vocabulary,
text structures, and text features for older readers. Reading Teacher, 61 (7), 548-556.
Retrieved from: http://dx.doi.org.jproxy.lib.ecu.edu/10.1598/RT.61.7.4
Grubbs, N. (2009). The effects of the peer tutoring program: An action research study of
effectiveness of the peer tutoring program at one suburban middle school. Georgia
School Counselors Association Journal, 16 (1), 21-31. Retrieved from
http://www.gaschoolcounselors.com/displaycommon.cfm?an= 1 &subarticlenbr=139
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Name: Laura Van Leer RichardsonResearch Question: In what ways will the use of same-age paired shared readings, as a during-reading strategy, affect literacy comprehension of 8th grade students for a narrative text?Jacobson, J., Thorpe, L., & Fisher, D. (2001). Cross-age tutoring: A literacy improvement
approach for struggling adolescent readers. Journal of Adolescent & Adult Literacy, 44
(6), 528-536. Retrieved from http://ehis.ebscohost.com.jproxy.lib.ecu.edu/ehost/detail?
vid=13&hid=115&sid=9b68870 6- 661a-4ce8-89dd-
42ed44149d50%40sessionmgr14&bdata=JnNpdGU9ZWhvc3QtbGl2
ZQ%3d% 3d#db=eric&AN=EJ622820
Miller, D., Topping, K., & Thurston, A. (2010). Peer tutoring in reading: The effects of role and
organization on two dimensions of self-esteem. British Journal of Educational
Psychology, 80 (3), 417-433. Retrieved from
http://dx.doi.org.jproxy.lib.ecu.edu/10.1348/000709909X481652
O’Brien, C. (2007). Using collaborative reading groups to accommodate diverse learning and
behavior needs in the general education classroom. Beyond Behavior, 16 (3), 7-15.
Retrieved from: http://www.ccbd.net/content/ using - collaborative - reading -
groupsaccommodate - diverse - learning -and- behavior - needs - general -0
Paterson, P. O. & Elliott, L. N. (2006). Struggling reader to struggling reader: High school
students’ responses to cross-age tutoring program. Journal of Adolescent & Adult
Literacy, 49 (5), 378-389. Retrieved from
http://www.reading.org.jproxy.lib.ecu.edu/publications/journals/jaal/v49/i5/
Pitcher, S. M., Albright, L. K., DeLaney, C .J., Walker, N. T., Seunarinesingh, K., Mogge, S.,
Headley, K. N., Ridgeway, V. G., Peck, S., Hunt, R., & Dunston, P. J. (2007). Assessing
adolescents’ motivation to read. Journal of Adolescent & Adult Literacy, 50 (5), 381-382,
389-390. Retrieved from http://dx.doi.org.jproxy.lib.ecu.edu/10.1598/JAAL.50.5.5
29
Name: Laura Van Leer RichardsonResearch Question: In what ways will the use of same-age paired shared readings, as a during-reading strategy, affect literacy comprehension of 8th grade students for a narrative text?Van Keer, H. & Vanderlinde, R. (2010). The impact of cross-age peer tutoring on third and sixth
grader’ reading strategy awareness, reading strategy, and reading comprehension. Middle
Grades Research Journal, 5 (1), 33-45. Retrieved from
http://www.infoagepub.com/index.php?id=89&i=47
Zhang, G. (2012). Basic research designs and data analyses [PowerPoint slides]. Retrieved from
Lecture Notes Online Web site http://moodle.aos.ecu.edu/course/view.php?id=806
Appendix A
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Appendix B
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APPENDIX C
EAST CAROLINA UNIVERSITYUniversity & Medical Center Institutional Review Board Office 4N-70 Brody Medical Sciences Building· Mail Stop 682600 Moye Boulevard · Greenville, NC 27834Office 252-744-2914 · Fax 252-744-2284 · www.ecu.edu/irb
Notification of Exempt Certification
From: Social/Behavioral IRBTo: Laura Richardson CC: Elizabeth Swaggerty Date: 11/16/2012
Re:UMCIRB 12-002194 Same-Age Shared Paired Reading
I am pleased to inform you that your research submission has been certified as exempt on 11/16/2012. This study is eligible for Exempt Certification under categories #1 & #2.
It is your responsibility to ensure that this research is conducted in the manner reported in your application and/or protocol, as well as being consistent with the ethical principles of the Belmont Report and your profession.
This research study does not require any additional interaction with the UMCIRB unless there are proposed changes to this study. Any change, prior to implementing that change, must be submitted to the UMCIRB for review and approval. The UMCIRB will determine if the change impacts the eligibility of the research for exempt status. If more substantive review is required, you will be notified within five business days.
The UMCIRB office will hold your exemption application for a period of five years from the date of this letter. If you wish to continue this protocol beyond this period, you will need to submit an Exemption Certification request at least 30 days before the end of the five year period.
The Chairperson (or designee) does not have a potential for conflict of interest on this study.
IRB00000705 East Carolina U IRB #1 (Biomedical) IORG0000418IRB00003781 East Carolina U IRB #2 (Behavioral/SS) IORG0000418 IRB00004973
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Name: Laura Van Leer RichardsonResearch Question: In what ways will the use of same-age paired shared readings, as a during-reading strategy, affect literacy comprehension of 8th grade students for a narrative text?
APPENDIX D
CITI Collaborative Institutional Training Initiative
Human Research Curriculum Completion ReportPrinted on 9/2/2012
Learner: Laura Van Leer (username: Vanleerl11)Institution: East Carolina UniversityContact Information
3210 Trimblestone LaneApt. 302Raleigh, NC 27616 USADepartment: EducationPhone: 404-444-4147Email: [email protected]
Group 2.Social / Behavorial Research Investigators and Key Personnel:
Stage 1. Basic Course Passed on 11/05/11 (Ref # 6989152)
Required ModulesDate
Completed
Introduction 11/05/11 no quiz
History and Ethical Principles - SBR 11/05/11 2/4 (50%)
Defining Research with Human Subjects - SBR 11/05/11 3/5 (60%)
The Regulations and The Social and Behavioral Sciences - SBR
11/05/11 5/5 (100%)
Assessing Risk in Social and Behavioral Sciences - SBR 11/05/11 5/5 (100%)
Informed Consent - SBR 11/05/11 5/5 (100%)
Privacy and Confidentiality - SBR 11/05/11 3/5 (60%)
Research with Prisoners - SBR 11/05/11 4/4 (100%)
Research with Children - SBR 11/05/11 3/4 (75%)
Research in Public Elementary and Secondary Schools - SBR
11/05/11 4/4 (100%)
International Research - SBR 11/05/11 3/3 (100%)
Internet Research - SBR 11/05/11 4/4 (100%)
Vulnerable Subjects - Research Involving Workers/Employees
11/05/11 4/4 (100%)
39
Name: Laura Van Leer RichardsonResearch Question: In what ways will the use of same-age paired shared readings, as a during-reading strategy, affect literacy comprehension of 8th grade students for a narrative text?
For this Completion Report to be valid, the learner listed above must be affiliated with a CITI participating institution. Falsified information and unauthorized use of the CITI course site is unethical, and may be considered scientific misconduct by your institution.
Paul Braunschweiger Ph.D.Professor, University of MiamiDirector Office of Research EducationCITI Course Coordinator
Figure 1
Session Date Pages to be Read Title of Sections
Session #2 January 24th, 2013 p.3 to p.17 “Welcome to
Merryweather High” to
“Home.Work”
Session #3 January 25th, 2013 p.17 to p.32 “Our Fearless Leader”
to “The Opposite of
Inspiration is…
Expiration?”
Session #4 January 29th, 2013 p.32 to p.46 “Acting “ to “My Report
Card”
Session #5 January 31st, 2013 p.49 to p.61 “Go ______ Fill In the
Blank” to “Giving
Thanks”
Session #6 February 1st, 2013 p.61 to p.74 “Wishbone” to “Hard
Labor”);
Session #7 February 5th, 2013 p.74 to p.88 “Foul” to “Rent Round
3”
Session #8 February 7th, 2013 p.88 to p.102 “Can It” to “Code
Breaking”
Session #9 February 8th, 2013 p.102 to p.118 “Stunted” to “MISS”
Session #10 February 12th, 2013 p. 118 to p.132 “Picasso” to “Stupid
Stupid”
Session #11 February 14th, 2013 p.133 to p.150 “A Night to Remember”
to “My Life as a Spy”
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Name: Laura Van Leer RichardsonResearch Question: In what ways will the use of same-age paired shared readings, as a during-reading strategy, affect literacy comprehension of 8th grade students for a narrative text?
Session #12 February 15th, 2013 read p.150 to p.165 “Thin Atmosphere” to
“Oprah, Sally Jessy,
Jerry, & Me”
Session #13 February 19th, 2013 read p.165 to p.180 “Real Spring” to “Prom
Preparation”
Session #14 February 21st, 2013 p.180 to p.198 “Communication 101”
to “Final Cut”
Figure 2
*Retell: What happened in this section of the story?
*Connect: Can you relate to the characters in the story? Why?
*Predict: Based on what you’ve read, what do you think will happen next? Why do you think
that?
Figure 3
*Interact: Do not sit quietly. Speak to your partner.
*Elaborate: Build on what your partner has said.
*Explain: Do not just say “I agree”. Tell your partner why you agree with what they said.
41