31st Annual Student Research Conference
The Use of STAR Test Data to Design Reading Strategy Lessons for Small Groups
Mackenzie Perron♦
Dr. Christopher Maglio, Faculty Mentor
The research study discussed in this paper explores avenues for increasing student comprehension by questioning whether the use of STAR Reading test data to design small group reading strategy lessons will increase student reading comprehension. Participants in the study consisted of fifth-grade students between nine and eleven years of age. At the beginning and termination of an initial three-week period, A STAR assessment reported student growth in grade equivalence (G.E.). Additionally, the second STAR Reading assessment identified targeted reading skills, which the researcher used to divide students into groups of three to four based on shared targeted skills. Each group received two small group strategy lessons addressing their targeted skills over the course of a second three-week period. Upon completion of the three-week period, student growth was measured again using the STAR Reading test. The results of both three-week periods indicated that the STAR Reading directed small group strategy lessons did not yield more reading comprehension improvement than the initial, exclusively whole-group, instruction model.
Keywords: reading comprehension, small group instruction, reading strategies, STAR Reading
Topic(s):Education
Presentation Type: Oral Paper
Session: 309-3
Location: VH 1212
Time: 1:30