Raw Data

During this data collection phase, I have identified two important findings with regard to repeated readings and improved fluency. The following is the data collected through observations, student journals, student surveys, R-CBM and MAZE probes from AIMSweb, and The Six-Minute Solution reading sheets.

AIMSweb R-CBM and MAZE probes, and The Six-Minute Solution fluency program

R-CBM Scoring:

Benchmark:     116

Approaching:  83 – 115

Falling Far Below: >82

Student Baseline

Probe #4

Probe

#6

Probe

#21

Probe

#25

Probe

#19

3/2/15 3/6/15 3/13/15 3/20/15 3/26/15
A 39 54 55 55 57
B 34 61 66 45 60
C 74 91 84 89 88
D 51 54 79 68 62
E 49 63 63 65 67
F 49 56 62 97 88
G 82 102 108 92 90
H 84 86 88 78 96

Maze Scoring:

Benchmark:     15

Approaching:  9 – 15

Falling Far Below: >9

Student Baseline

Probe #4

Probe

#24

Probe

#18

Probe

#5

Probe

#17

3/2/15 3/6/15 3/13/15 3/20/15 3/26/15
A 9 10 12 7 10
B 11 13 13 10 13
C 13 20 21 22 19
D 14 16 11 10 16
E 13 18 16 17 16
F 14 15 17 14 17
G 11 15 13 13 16
H 11 17 17 16 16

All of the students had an increase in fluency scores on both the R-CBM and the MAZE probes. The R-CBM scores are the most important because the students have to read a passage fluently and correctly to increase scores. The students A-F are the lowest and least fluent readers in the study. The majority of the errors in the beginning were all phonetic errors. The students had continued added (looked-ed) and dropped endings (run from runs) on words. By the last probe, the majority of the errors were unknown words (words beyond second-grade level). On the MAZE probes, the fluent reading increased over time based on self-checking while reading.

The students all had increased word counts while using the Six-Minute Solution. The students relied on self-checking to increase reading scores. While students read, myself and another teacher monitored each reader over the four-week period. We were able to discuss errors and phonetic use when approaching new and or unknown words. Using the Six-Minute Solution, students improved reading times and scores from the first cold read to the last hot read each week. While the scores are not important, the ability to self-check was. Students made a conscious effort to read for fluency not for time and score.

Student Observation and Student Journals From The Six-Minute Solution

 

All students were observed during the AIMSweb Probes, and the use of The Six-Minute Solution. At the beginning of the study students thought it was a race to see who could get a better score. When they were told the score was irrelevant and the fluency of the reading was the important part of the program the reading quantity went down, and errors decreased. The students were shown errors, and the words were discussed. When the majority of the students realized they were adding and dropping endings on words, and adding words that didn’t fit, the fluency began to increase. By the third week, students were self-correcting and re-reading to have the sentence make sense. Students A through F had the worst reading skills of the subject group. Through observations and journal entries, all students became aware of their reading ability and fluency.

  • Student A Using The Six-Minute Solution
    • Week 1
      • Did not read with inflection
      • Skipped words
      • Dropped and added endings
      • Cannot answer questions about reading
      • Looses place while reading
    • Week 2
      • Low amount of reading with inflection
      • Lower rate of skipped words
      • Less dropped and added endings
      • Follows along with finger while reading
    • Week 3
      • Reads loud and with some inflection
      • No skipped words
      • Lower amount of dropped endings, no added endings
      • Follows along with finger
    • Week 4
      • Reads loud with inflection
      • No skipped words
      • Re-reads for fluency
      • No dropped endings
      • Follows along with finger
      • Can answer questions about story
  • Student B Using The Six-Minute Solution
    • Week 1
      • Does not read with inflection
      • Skipped sentences
      • Multiple dropped and added endings
      • Cannot answer questions about reading
      • Looses place frequently while reading
    • Week 2
      • Low amount of reading with inflection
      • Skipped words not sentences
      • Lower amount of dropped and added endings
      • Slightly lower rate of losing place
    • Week 3
      • Reads with some inflection
      • Fewer skipped words
      • Lower amount of dropped endings, no added endings
      • Follows along with finger while reading
      • Understand of what was read
    • Week 4
      • Reads loud with inflection
      • Lower amount of skipped words
      • Re-reads for fluency
      • Low amount of dropped endings
      • Follows along with finger
      • Can answer questions about story
  • Student C Using The Six-Minute Solution
    • Week 1
      • Did not read with inflection
      • Several skipped words
      • Multiple dropped and added endings
      • Cannot answer questions about reading
      • Looses place while reading
    • Week 2
      • Low amount of reading with inflection
      • Lower rate of skipped words
      • Less dropped and added endings
      • Beginning to use finger to follow reading
    • Week 3
      • Reads with some inflection
      • No skipped words
      • Re-checks reading for understanding
      • Can answer some questions about reading
      • Lower amount of dropped endings, no added endings
      • Follows along with finger
    • Week 4
      • Reads loud with inflection
      • No skipped words
      • Re-reads for fluency
      • No dropped endings
      • Follows along with finger
      • Can answer questions about story
  • Student D Using The Six-Minute solution
    • Week 1
      • Does not read with inflection
      • Several skipped words
      • Dropped and added endings
      • Cannot answer questions about reading
      • Uses finger to follow reading
    • Week 2
      • Does not read with inflection
      • Lower rate of skipped words
      • Less dropped and added endings
      • Cannot answer questions about reading
      • Follows along with finger while reading
    • Week 3
      • Reads with some inflection
      • No skipped words
      • Lower amount of dropped endings, no added endings
      • Can answer some questions about reading
      • Follows along with finger
    • Week 4
      • Reads loud with inflection
      • No skipped words
      • Re-reads for fluency
      • No added endings
      • Follows along with finger
      • Can answer questions about story
  • Student E Using The Six-Minute Solution
    • Week 1
      • Did not read with inflection
      • Several skipped words
      • Dropped and added endings
      • Can answer some questions about reading
      • Uses finger while reading to keep place
    • Week 2
      • Low amount of reading with inflection
      • Lower rate of skipped words
      • Less dropped and added endings
      • Follows along with finger while reading
    • Week 3
      • Reads loud and with some inflection
      • No skipped words
      • Re-reads for fluency
      • Lower amount of added endings
      • Follows along with finger
    • Week 4
      • Reads loud with inflection
      • No skipped words
      • Re-reads for fluency
      • No dropped or added endings
      • Follows along with finger
      • Can answer questions about story
  • Student F Using The Six-Minute Solution
    • Week 1
      • Reads with some inflection
      • Low amount of skipped words
      • Dropped and added endings
      • Cannot answer questions about reading
      • Looses place while reading
    • Week 2
      • Reading with some inflection
      • Lower rate of skipped words
      • Less dropped and added endings
      • Follows along with finger while reading
    • Week 3
      • Reads loud and with some inflection
      • No skipped words
      • Re-checks self for fluency
      • Lower amount of dropped endings, no added endings
      • Follows along with finger
      • Can answer some questions about reading
    • Week 4
      • Reads loud with some inflection
      • No skipped words
      • Re-reads for fluency
      • No dropped or added endings
      • Follows along with finger
      • Can answer questions about story
  • Student G Using The Six-Minute Solution
    • Week 1
      • Reads with some inflection
      • No skipped words
      • Few Dropped and added endings
      • Can answer some questions about reading
      • Uses finger to keep place while reading
    • Week 2
      • Reads with some inflection
      • No skipped words
      • No dropped and added endings
      • Follows along with finger while reading
      • Can answer questions about reading
    • Week 3
      • Reads loud and with inflection
      • No skipped words
      • No dropped and added endings
      • Follows along with finger
      • Can retell story and find main idea and supporting details
    • Week 4
      • Reads loud with inflection
      • No skipped words
      • Re-reads for fluency
      • No dropped endings
      • Follows along with finger
      • Can answer questions about story and ask questions for more information
  • Student H Using The Six-Minute Solution
    • Week 1
      • Reads with inflection
      • No skipped words
      • Few Dropped endings
      • Can answer questions about reading
      • Uses finger to keep place while reading
    • Week 2
      • Reads loud with inflection
      • No skipped words
      • No dropped endings
      • Follows along with finger while reading
      • Can answer questions about reading
    • Week 3
      • Reads loud and with inflection
      • No skipped words
      • No dropped or added endings
      • Uses finger to keep place and re-check reading
      • Can retell story and find main idea and supporting details
    • Week 4
      • Reads loud and with inflection
      • No skipped words
      • Re-reads for fluency
      • No dropped endings
      • Follows along with finger
      • Can answer all questions about story

The Student Journals all showed that the students believed the Six-Minute Solution helped them increase fluency by making them re-read and re-check words while they read to help them increase understanding while they read. The students also like the process of using the Six-Minute Solution.

  1. Five of eight students said using the Six-Minute Solution helped them to read and understand other books, and they also felt they were reading at a higher level than where they started.
  2. Seven of eight students believed that using The Six-Minute Solution helped them to read R-CBM probes and increase scores based on fluent reading.
  3. Five of eight students believed that The Six-Minute Solution helped them increase their MAZE scores because they would re-read to ensure understanding.
  4. All eight subjects believed they were reading more fluently because they would go back and check understanding when they became lost or lost understanding.
  5. All students believed that using The Six-Minute Solution helped them to self correct dropped and added endings while reading both the R-CBM and the MAZE.
  6. All eight students believed The Six Minute Solution have helped them to improve their reading.

The Six-Minute Solution

The students started this program like it was a race. When I sat with them and discussed errors and fluency they began to understand the point of the program. The more I talked with them and talked about what they read, how they read it, and what the meaning was, the more of an understanding they began to have. After the first week, the students started to be self-conscious about how they were reading, and the point of the graphing at the end.

  1. Students found the graphing at the end a positive as to how they read and the quality of their reading.
  2. The graphing became a self-competition for the students to beat their previous score and have fewer errors.
  3. By week three almost all students believed they could read better, felt more confident in the fluency, and used the program for its benefits of fluency.
  4. The score became less of a goal as the actual reading and understanding.
  5. The use of the program made the students aware of how they were reading and how they could self correct their errors to become more fluent.

By the end of week four the most common errors (added endings, dropped endings, and skipped words) were reduced by 80%. The fluent rate of reading was up 72% over week one reading. The total outcome of the implementation of The Six-Minute Solution was increased fluency, improved self-correction, and improved comprehension.

Student Survey

 

  1. I like to read – 100% of the students said yes, they liked to read
    1. One student said they did not at the beginning, but after using The Six-Minute Solution they like to read now
  2. I feel I am a good reader – 87% of the students said yes
    1. Seven students said they thought they were good readers before the program, and feel they are better now
  3. I practice reading at home – 75% of the students said they practice everyday, 25% said sometimes
  4. I like practicing reading in groups – 100% said yes, they like reading alone, but reading to someone else was more fun
  5. I like The Six-Minute Solution – 100% said yes. All students thought it was fun and looked forward to it everyday
  6. What part of The Six-Minute Solution do you like best – 75% said reading with a partner, 25% said graphing word count
  7. The Six-Minute Solution is helping me be a better reader – 100% of the students said yes
  8. What would you change about the Six-Minute Solution
    1. Four students wanted to change partners often
    2. Two students want to read the whole passage with no time, and then count errors
    3. Two students want to try harder passages
    4. Three students want to read other things than the prescribed reading sheets
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