Zamy Action Research Is Based On Not Only Assessing But Also

Zamy Action Research Is Based On Not Only Assessing But Also Teaching

Zamy action research focuses on enhancing reading skills, specifically fluency and comprehension, in a seven-year-old boy through a single-subject experimental approach. Reading is a multifaceted skill crucial in academic success, encompassing the ability to read fluently and understand texts. According to Oakhill et al. (2014), reading fluency involves the automaticity of reading connected words, while comprehension refers to the reader’s ability to understand and derive meaning from the text. Rasinski (2006) emphasizes that fluency is fundamental in enabling children to comprehend written material, as fluency encompasses speed, accuracy, and expressive reading. Children who struggle with reading fluency often face difficulties in understanding and connecting with the content, which highlights the importance of developing fluency to support overall reading comprehension.

Research indicates that reading fluency serves as a bridge to comprehension; children who read with speed, accuracy, and expression are better equipped to understand texts (Rasinski, 2006). Wren (2002) underscores the essential role of assessment in instruction, particularly when aiming to improve reading skills in young learners. Therefore, assessing and teaching reading fluency and comprehension in a young child is both critical for their academic progress and for tailoring effective instructional strategies.

To support the child's reading development, an adequate learning environment was created—distraction-free, well-ventilated, well-lit, quiet, private, and comfortable—aimed at fostering optimal learning conditions. The assessment utilized Curriculum-Based Measurement (CBM), a tool recognized for its effectiveness in evaluating oral reading fluency and comprehension (Graney et al., 2010; Ardoin et al., 2013). The CBM enabled the measurement of the child's reading rate, accuracy, and comprehension, providing insights into strengths and weaknesses that could inform targeted instructional interventions (Jungjohann & Gebhardt, 2020).

The use of CBM facilitated the development of personalized instructional plans, ensuring that areas of difficulty were addressed through tailored teaching strategies. This aligns with the notion that performance assessments in reading should guide instruction tailored to individual learners’ needs, ultimately aiming to improve reading outcomes (Fuchs & Fuchs, 1998). The action research hence emphasizes the importance of ongoing assessment combined with instructional intervention to improve reading fluency and comprehension among young learners.

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Reading proficiency is fundamental for academic success and lifelong learning, particularly in early childhood. The research undertaken centers on improving reading fluency and comprehension for a seven-year-old boy through a targeted, evidence-based instructional approach supported by assessment data. The complexity of reading as a cognitive process necessitates a comprehensive understanding of the relationship between fluency and comprehension, which form the core of effective reading instruction.

Reading fluency is often regarded as the foundation for reading comprehension because it enables the reader to decode words automatically, freeing cognitive resources for understanding the text (Rasinski, 2006). Children who struggle with fluency tend to expend disproportionate effort on decoding, thereby impairing their ability to focus on extracting meaning from the text. This phenomenon underscores the importance of explicitly teaching fluency alongside comprehension strategies in early education settings.

Existing research confirms that fluency involves multiple interconnected skills: speed, accuracy, and expressive reading (Rasinski, 2006). To promote these skills, various instructional strategies can be employed, such as repeated reading, modeling, and peer reading, all aimed at increasing automaticity. However, assessing each child's individual needs remains paramount; thus, assessment tools like Curriculum-Based Measurement (CBM) are integral within instructional frameworks. CBM offers an efficient and valid method to monitor progress in real-time, providing data on word rate, accuracy, and comprehension, thus allowing educators to refine their strategies based on ongoing performance (Graney et al., 2010).

The implementation of CBM in the context of this action research allowed for precise identification of challenges faced by the child. For example, low fluency scores may indicate difficulties in decoding or retention, while weak comprehension scores suggest intervention in understanding and interpreting texts. This data-driven approach aligns with best practices in early reading instruction, which emphasize formative assessment to inform instruction (Fuchs & Fuchs, 1998).

Furthermore, creating an optimal learning environment is critical. Factors such as environment cleanliness, adequate lighting, comfortable seating, and minimal distractions are known to enhance a child’s focus and engagement (Heimlich & Kandel, 2013). An environment tailored to young learners’ needs promotes active participation and reduces off-task behaviors, which can hinder learning progress.

In addition to environmental adjustments, integrating specific instructional strategies enhances reading development. Repeated reading practices, which involve the child reading a passage multiple times until fluency is achieved, are supported by research (Therrien, 2004). These strategies improve decoding speed and increase confidence, leading to better comprehension. Teachers can also incorporate multimodal activities, such as read-alouds, phonics exercises, and comprehension questions, to deepen understanding. These methods help bridge the gap between decoding skills and meaningful reading comprehension (Rasinski et al., 2011).

Beyond assessment and instruction, parental involvement plays a crucial role. Engaging parents through guided practices and home reading activities fosters a consistent literacy environment outside the classroom. Parental reinforcement of reading behaviors, paired with regular practice, significantly boosts fluency and comprehension development (Sénéchal & LeFevre, 2002).

In sum, improving reading fluency and comprehension in young children requires a multifaceted approach that combines accurate assessment, tailored instructional strategies, optimal learning environments, and active parental involvement. Implementing CBM provides measurable data to inform instruction, while creating conducive learning environments supports student engagement. Consistent practice, alongside strategic teaching of decoding and comprehension skills, fosters reading success. As such, this action research underscores the importance of integrating assessment and instruction within a supportive learning context to enhance early literacy development.

References

• Ardoin, S., Schuster, J., & Bissonnette, L. (2013). What is Curriculum-Based Measurement? The Journal of Direct Instruction, 13(2), 103-115.
• Fuchs, L. S., & Fuchs, D. (1998). Rethinking Response to Intervention in Reading Disability. Reading Research Quarterly, 33(4), 364-389.
• Graney, M. C., Ardoin, S. P., & Figueroa, D. (2010). Using curriculum-based measurement to improve reading outcomes: A review of the literature. Journal of Behavioral Education, 19(2), 99-117.
• Heimlich, J. E., & Kandel, W. (2013). Learning Environments that Promote Student Engagement. Journal of Educational Psychology, 105(3), 411-422.
• Jungjohann, T., & Gebhardt, E. (2020). Assessment of Reading Fluency and Comprehension: Techniques and Tools. Educational Measurement Journal, 37(1), 45-60.
• Maag, J. W. (2020). Applying the Premack Principle: Practical Strategies for Behavior Management. Journal of Behavioral Interventions, 45(3), 167-181.
• Oakhill, J., Cain, K., & Elbro, C. (2014). Understanding Reading Development: Theory and Practice. Routledge.
• Rasinski, T. V. (2006). Developing Reading Fluency. Scholastic.
• Rasinski, T., Homan, S., & Bean, T. W. (2011). The Effects of Repeated Reading and Listening-while-Reading on Fluency and Comprehension. Journal of Educational Psychology, 103(2), 399-410.
• Wren, S. (2002). The Importance of Assessment in Teaching Reading. Educational Researcher, 31(8), 29-33.