I have a lot of quantitative data that transition well into qualitative data. I am able to look at the probe scores and see that students overtime improved by the numbers, and when compared to my notes I see that the rate of errors decreased. The beginning errors were added and dropped endings and skipped words. Those errors decreased and fluent reading became the outcome. Using the Six-Minute Solution and daily discussions on errors seemed to enable to students to check themselves, something that wasn’t the norm prior.
The student journals show me the students are aware of their reading, and conscious of their reading to improve scores. It was like a game, and once they understood the rules, they played better.
I learned that the students did perform better and also believed they performed better using the Six-Minute Solution. They became aware of their reading, and also aware of their understanding. By the third week, students were conscious of their fluency, and worked to read every word, this huge considering they were skipping or saying what they thought and not making sense of what they read. Students were concerned with the passage making sense and re-reading to make that happen. This tells me that the skills learned using the Six-Minute Solution worked when reading other passages.