The reading teacher as classroom researcher

THE READING
TEACHER AS
CLASSROOM
RESEARCHER

COMPONENTS
• General introduction to action research that
highlights its value and versatility
• A list of general reading – related topics that
can be explored through action research
• A detailed, and easy- to- use description of a
12- step action research process.
• Two sample action research projects that
illustrate each step of the process.

The reading teacher shall:
• Assess student’s reading needs
• Define meaningful instructional goals and objectives
• Design (redesign) the courses
• Plan purposeful reading lessons
• Adopt, adapt, and develop instructional materials and
assessment instruments
• Provide feedback to students on various aspects of
reading.
• Adjust daily lessons in response to students’ immediate
needs, response and attitudes.
• Redefine and adjust curricular priorities to meet
students’ evolving needs.

What is an action research?
• Takes its name from two processes that are
central to it: a data- gathering component ( the
research element) and a focus on bringing out
change ( the action component).
• Involves the collection and analysis of data
related to some aspect of our professional
practice. It is a loop process, I the sense that the
process can be repeated ( reframing the problem,
collecting fresh data, rethinking our analysis, etc.)
until we have found a solution that satisfies us.
Wallace ( 1998, pp. 16- 17)

Purposes for reading- related action
research
• Examine instructional practices that appear to work
well and determine why they work.
• Analyze instructional practices that do not work as
effectively as expected, so that such practices can be
remedied.
• Monitor classroom behaviors to determine how they
impact on reading improvement
• Evaluate aspects of reading in relation to different
instructional techniques to determine what works best.
• Determine the effectiveness of various instructional
techniques in relation to students’ reading
development.

• Examine the appropriateness of assigned reading passages
in terms of abstract imagery, assumed background
knowledge, cultural assumptions, grammatical complexity,
length, text density, vocabulary and so forth.
• Evaluate student responsiveness to a range of text types,
genres and topics.
• Assess the effectiveness of different purposes for reading to
determine the real benefits derived by the students.
• Determine the value of extensive reading in terms of
student attitudes toward reading and student reading
abilities.
• Evaluate alternative means of achieving instructional goals,
experiment with them and evaluate their effectiveness.

12 –BASIC STEPS FOR ACTION
RESEARCH
Establish a purpose and decide on a topic.
Pose a specific question (narrowing the focus
of inquiry)
Anticipate outcomes
Specify the type of data to collect
Determine way(s) to collect data
Consider issues related to time

Collect data systematically
Examine and analyze data
Reflect on results
Generate practical solutions
Experiment with solutions
Share insights with colleagues

 Establish a purpose for research
and decide on a topic
When we identify some aspect of reading, our
teaching, or student’s learning that we would
like to improve, we are, in essence, establishing
a purpose for our research and defining a topic

Example 1:
Purpose: I want to understand the extent to
which I am teaching vocabulary directly because
there is evidence that direct instruction can
assist L2 students in developing their vocabulary
and, in turn, help them become better readers.
Topic: Explicit instructional techniques for
vocabulary expansion

Example 2:
Purpose: I recognize that extensive reading is one
of the best ways to help students develop their
reading abilities. Although I devote a lot of class
time to reading- related activities, I don’t think that
my students engage in enough silent, extended
reading. I want to determine how much extensive
reading my students actually engage in.
Topic: amount of extensive reading that students
engage in.

 Pose a specification
To conduct a manageable action research
project, we need to limit the focus of our
enquiry by posing a question that will guide our
research. To get started, we generally
brainstorm possible questions related to the
topic of interest. Then, in an effort to narrow the
scope of the project, we select one (or limited
number) of our questions to guide our research.

Example 1:
Topic: Explicit instructional techniques for vocabulary expansion
Possible questions:
1. What instructional approaches do I use in class to assist students
in learning new vocabulary?
2. To what extent do I integrate the use of definitions into my
instructions?
3. How often do I use word- family exercises and word- analysis
activities to promote vocabulary learning?
4. What kind of games do I use to promote vocabulary learning?
Preferred Question: What instructional approaches do I use in class to
assist students in learning new vocabulary?( question 1)

Example 2:
Topic: amount of extensive reading that students engage in.
Possible Questions:
1. How much extensive reading do my students actually do
in class?
2. How much extensive reading do my students claim to do
at home?
3. How do students feel about the amount of extensive
reading that they are engaged in?
4. Which books or magazines do students decide to read
when they engage in extensive reading?
5. What are the students’ attitudes toward extensive
reading?
Preferred question: What is the total amount of extensive
reading students do in class and at home? ( questions 1 and 2)

 Anticipate outcomes of action
research
We should consider what we hope to gain from
our research. This early reflection will help us
decide what data to collect and how to collect
them.

Example 1:
Topic: explicit instructional techniques for vocabulary
expansion.
Preferred question: what instructional approaches do I
use in class to assist students in learning new vocabulary?
Anticipated outcome(s): after becoming more aware of
the direct instructional techniques that I use in class, I
hope to incorporate additional explicit vocabulary-
building approaches into my teaching repertoire. In this
way, I’ll be able to add variety to my teaching and help my
students expand their vocabulary.

Example 2:
Topic: amount of extensive reading that my
students engage in.
Preferred question: what is the total amount of
extensive reading students do in class and at home?
Anticipated outcome(s): after I determine how
much extensive reading my students actually do
each week (in and out of the class), I will rethink my
classroom activities and homework assignments to
make sure sufficient time is being spent on
extensive reading because it is so important for
reading skills development.

 Specify the type of data to
collect
After deciding on a research question, we need to
consider the type(s) of data that we should collect
to answer the answer the question. Careful
consideration of the research question is likely to
reveal various options, including the collection of
quantitative data (i.e. Numerical data, data that
can be counted), qualitative data (i.e. data that
cannot be counted, but that can be reviewed for
noticeable patterns and insights into students and
tasks).
Many type of data can be collected (.e.g. student’s
reading rates, lesson plans, journal entries, student
homework, reading exams and audio lessons)

Example 1:
Topic: explicit instructional techniques for
Preferred question: what instructional
approaches do I use in class to assist students in
learning new vocabulary?
Type of data to collect: inventory of explicit
vocabulary instruction techniques used in class.

Example 2:
Topic: amount of extensive reading that
students engage in.
Preferred question: what us the total amount of
time ( in minutes) that students spend reading
in school and at home?
Type of data to collect: a record of time (in
minutes) that students spend reading in school
and at home.

 Determine ways to collect data
Important consideration in action research revolve
around the kinds of data to collect. We can
approach the data- collection task in many ways.
We can choose individual approaches ( does not
involve other teachers) or collaborative approaches
( which involve others, often another teachers).
We can devise data- collection procedures that
complement normal classroom routines. Or we
might choose approaches that do not impact on
classroom instruction at all by.

Data- collection techniques
• Case studies –investigation of an individual case
• Classroom observations –attentive observations supported by
some form of record keeping of aspects of one’s own classroom or
another teacher’s classroom.
• Document gathering –collection of sets of documents that are
relevant to the research question.
• Field notes –a written record of classroom events related to the
research question. Field notes are taken as the study proceeds, not
after the fact.
• Interviews –face – to face interactions conducted by the teacher in
a structured, semi- structured, or unstructured format with
teachers, administrators, aides and parents.
• Journals –written records of teacher’s opinion and reactions to
research questions and related issues. Dated journals are
completed after class

• Questionnaires –a set of written questions related to research that the
teacher asks participants to answer.
• Self- observation –attentive observation of some select aspects of one’s
own teaching, utilizing some form of record keeping.
• Simulated recall –review of previously recorded data to prompt responses
from participants on events or activities being investigated.
• Teacher –student conferences- focused face- to- face interactions
between teacher and student, often away from the rest of the class.
• Teaching logs –written record of focal teaching events, usually completed
after class. Dated log entries normally include factual information rather
than more subjective reactions and opinions.
• Verbal reports –verbal reflection on focus of research, often tape-
recorded.

“ data collection methods used are generally
multidimensional, allowing for a variety of data
collection tools and methods as well as perspectives
of different participants in the research context.
This means that the data can be ‘triangulated’ or, in
other words, come from various sources which can
be tested out against each other.”
Burns (1999, p. 10)

Example 1:
Topic: explicit instructional techniques for
Question: what instructional approaches do I
use in class to assist students in learning new
vocabulary?
Primary way(s) to collect data: self- observation
and record keeping

Example 2:
Topic: amount of extensive reading that
students engage in.
Question: what is the total amount of extensive
reading students do in class and at home?
Primary way(s) to collect data: a record-
keeping form of students to complete out of
class, class observation and a record keeping
form for the teacher to fill out in class.

 Consider issues related to time
Although action research need not to take up a lot
of time, time is required for all action research
projects. We must consider the time demands of
the project. The time demands of action research
vary, depending on the nature of the tasks, data-
collection procedures and analysis. In some, we
have to devote time before actually starting our
research, to prepare or locate appropriate
materials. In other case, time may be needed after
class sessions to reflect on classroom events or to
transcribe an audiotape of a class observation.

Also related to time issues of when, how often,
and how long to gather data. We may choose to
observe ourselves during one single class
session or we may choose to collect data on
days selected for an entire semester or
academic year. Although action research can be
shortened or lengthened at any point in time,
deciding on an initial time frame is helpful.

Example 1:
expansion.
Question: what instructional instructions do I use in class
to assist students in learning new vocabulary.
Time needed: before actually starting my research, I need
to devote time to researching explicit vocabulary-
teaching techniques and then creating a checklist for easy
record keeping. Then I’ll set aside time after class- for one
month, every Monday, Wednesday, and Friday – to fill out
my checklist.

Example 2:
Topic: amount of extensive reading that students
engage in.
Question: what is the total amount of extensive
reading students do in class and at home?
Time needed: “I need to create two charts, one for
student record keeping and the other for my own
record keeping. I’ll need to set aside time in class to
introduce the project to my students and show
them how to keep records of their out-of-class
extensive reading…”

 Collect data systematically
It is during the data- collection stage when the
preceding steps are put into action. How data
are collected and how often they are collected
ae variable; what should remain constant,
however, is careful, register and systematic data
collection.

Example 1:
expansion.
Question: what instructional approaches do I use in class
to assist students in learning new vocabulary?
Data collection: during class, I’ll pay careful attention to
the ways in which I assist students in learning new
vocabulary. Immediately following each Monday,
Wednesday and Friday class for a month, I’ll fill out my
checklist by indicating the instructional techniques used
in class. If I use a technique that is not listed on my
checklist, I’ll add it on my list.

Example 2:
Topic: amount of extensive reading that students engage
in.
Question: what is the total amount of extensive reading
students do in class and at home?
Data collection: over a two- week period, I’ll time
students while they are engaged in silent reading in class.
I’ll record the actual time spent reading, in 5- minute
increments, on a record- keeping chart. During the same
time period, I’ll ask students to record what they read
and the amount of time that they spend reading at home,
using a standardized record sheet. After 2 weeks of daily
record keeping, I’ll determine if I need more data

 Examine and analyze data
During this important step of the action
research process, we are likely interpret and
explain the significance of the data collected in
the light of the research question driving
project. The ultimate aim of the project, of
course, is to use insights gained during this stage
of the process to improve one’s own classroom
teaching and the learning that takes place there.
The analysis stage is likely to require us to be
involved in one or more of these activities:

1. Assembling or transforming data
2. Examining data in search of:
1. Patterns
2. Trends
3. Characteristics
4. Sequences
5. Relationships
6. Hierarchies
7. Themes
3. Categorizing data
4. Comparing data

Example 1:
expansion.
Question: what instructional approaches do I use in class
to assist students in learning new vocabulary?
Data analysis: after a month of data collection, I’ll
tabulate the check marks on my record keeping sheet to
determine which explicit vocabulary teaching techniques
I use and the extent of their use. The results should reveal
my current preferences as well as techniques that are
under- used or not used at all.

Example 2:
Question: what is the total amount of extensive reading
students do in class and at home?
Data analysis: at the end of the data- collection period, I’ll add
up numbers on both sets of record- keeping charts: my own
records and students’ individual records. I’ll tabulate how
much time each student reads per week. I’ll try to identify the
characteristics of students who read the most and those who
read the least. I’ll compare the amounts of out- of- class
reading completed by skilled student readers and less- skilled
student readers to see if there are any transparent
relationships between the two.

 Reflect on results
This phase of the action research process, in reality, is hard to
separate from the examination and analysis stage. As we
analyze our data, we naturally reflect on the importance and
usefulness of our observations for the ultimate purpose of
answering our research question, drawing conclusions and
resolving the dilemma that led to the question. We can
consider important questions such as:
– What do these results mean?
– What have I learned about myself?
– How about my students?
– How about reading?
– What about reading instruction?
– How can I use

“Gaining insights into one’s own teaching or
discovering something about oneself as a
professional that one didn’t know before is the
very essence of action research.”
Wallace (1998, p. 44)

Example 1:
Topic: explicit instructional techniques for vocabulary expansion.
Question: what instructional approaches do I use in class to assist
students in learning new vocabulary?
Reflection on results: I’ll think about the patterns that have emerged
from my data and try to understand why I’ve been drawn to certain
vocabulary- teaching techniques and why I’ve shied away from others.
I’ve noticed that I often used definitions, synonyms and antonyms,
illustrations and mime to define new vocabulary terms but rarely use
techniques such as dictionary consultation, analysis of word parts,
cognate awareness and use of lexical sets. Not even once did I use
semantic feature analysis with my students! Now that I think about it, I
probably had many opportunities because I haven’t had much
experience with those other techniques.

Example 2:
Question: what is the total amount of extensive reading students do in
class and at home?
Reflection on results: as I might have predicted, the total amount of
extensive reading my students engage in out of class varies greatly.
Although I have to keep in mind that students’ records may be
overinflated or under –reported, there are indications that the
stronger readers in class read at least 20 minutes everyday. A few of
the able readers spend even longer period of time with pleasure –
reading materials taken out of the library. What was particularly
surprising, and even disturbing, is the limited amount of silent reading
going on in class. Little time is actually spent on reading. The totals
that I’ve tabulated convince me that I need to reorganize my lessons to
make time for extensive reading. In addition, I need to find ways to
motivate my weaker readers to read more out of class.

 Generate practical solutions
In one sense, the goal of action research is to arrive
at this point in the take practical steps to improve
classroom instructions. One way to enhance
classroom teaching and learning, after having
reflected on the results of your research, is to
generate practical solutions and a plan to
implement them. It should be noted that in the
‘search’ for solutions, we should not assume that
there is a single solution waiting to be discovered;
rather, there are probably many practical options
from which we can choose. The critical issue is to
use the research results to take action, to try out
new classroom practices.

Example 1:
expansion.
Question: what instructional approaches do I use in class to
assist students in learning new vocabulary?
Practical solutions: I want to expand my repertoire of explicit
vocabulary teaching techniques by initially experimenting
with four techniques listed on the checklist that I have never
used: semantic feature analysis, in –class dictionary
consultation, analysis of word parts and use of lexical sets. To
experiment with these four vocabulary –teaching techniques,
I’ll have to spend time predicting the words that my students
are likely to have difficulties with and work out lesson plans,
when appropriate, tat make use of these new techniques.

Example 2:
Question: what is the total amount of extensive reading students do in class
and at home?
Practical solutions: the results of my action research project reveal that I
need to increase the time students spend reading in and out of the class. The
real beneficiaries of my plan are my weaker readers, those who are spending
very little time reading. First, to increase the amount of the time that
students spend time reading silently in class, I'm going to experiment with a
Sustained Silent Reading (SSR) program 2 days per week. Second, to increase
the amount of reading done out of class, I’ll focus on the weaker readers in
class. I need to motivate them to spend more time reading at home.
Some time in the future, I’ll work with the school librarian to identify pleasure
–reading books that might be of interest to my weak students.

 Experiment with solutions
At this point in the process, we are eager to implement
practical solutions to our action research questions, with
the goal of enhancing the effectiveness of classroom
instruction the insights gained from our research and the
practical solutions generated through reflection usually
represent a source of excitement and positive challenge
because they are so closely tied to reality. At this point,
we learn that action research is never conclusive, nor it is
static or self –contained. The dynamic nature of action
research creates multiple opportunities fro new and
manageable action research projects.

Example 1:
expansion.
Experimentation with practical solutions: when appropriate,
I’ll experiment four new vocabulary –teaching techniques.
When I’ll be able to integrate these new techniques with my
lesson plans, I’ll be sure to observe students’ responses to the
techniques and the adjustments that I make to my plans in
order to accommodate their needs and reactions. To evaluate
effectiveness, I’ll integrate them into my classroom, I’ll keep
an after –class journal, noting my reactions and my students’
reactions to the techniques.

Example 2:
class and at home?
Experiment with practical solutions: I’ll start out with the two
solutions that are most closely related: the implementation of SSR and
a meeting with my principal to explain my rationale for SSR. During
experimentation, I’ll subscribe to standard SSR procedures: student –
selected reading materials, regularly scheduled SSR sessions, and
teacher participation by reading silently along. I’ll keep track of the
time allotments and make notes about students concentration,
attitude and restlessness to ascertain the best time allotment to
sustain student interest. I know at first there will be some confusion
and resistance but I’ll work through that.
When I meet the school principal, I’ll explain my reasons for
implementing SSR, I’ll explain the importance of extensive reading for
developing readers and the role of SSR

 Share insights with colleagues
In the final stage of an action research project,
we have the option of sharing what we have
learned from the project with interested
colleagues. We can share findings, practical
solutions, insights about the action research
process and new theories about our topic with
colleagues in our own institutions and with
professionals outside our institutions at
professional conferences –as part of formal
discussions, workshops or poster sessions.

Example 1:
expansion.
Sharing of insights with colleagues: After I interview my
colleagues to find out what vocabulary –teaching techniques
they use on a regular basis, I’ll share ideas about vocabulary –
teaching techniques with them. Because vocabulary is so
critical for all language students, I am considering creating a
poster to be displayed at a local teachers’ conference, that
highlights the ways in which I integrate one of the vocabulary
–teaching techniques into my lessons.

Example 2:
class and at home?
Sharing of insights with colleagues: I intend to share these insights
that I gain from my experimentation with SSR with other teachers in
my school. I feel that this is important because students at all levels of
instructions can benefit from uninterrupted extensive reading. I’ll
probably start out by talking informally with teachers in my own area
because I know them well and know what they are concerned about
the reading abilities of their students. Then I’ll write up a general set of
SSR guidelines, outlining the general principles of SSR, and some of
pitfalls that I experienced. I plan to present this on a faculty meeting
and organize a discussion that may lead to a department –wide
commitment to SSR.

CONCLUSION
“We agree that teachers are in the best position
to explore their own practice and to make sense
of the classroom worlds because they are full –
time inhabitants of those settings rather than
episodic visitors.”
Shulman ( 1997, p. 21, cited in Baumann and
Duffy –Hester, 2000, p. 94)

The 12 –step action research process outlined in
this chapter should be seen as flexible
framework for teacher –initiated research and
structured teacher reflection. This framework
represents a manageable tool that we can use to
understand the complexities of our own
classrooms and to generate practical solutions
to classroom –based issues.

The reading teacher as classroom researcher

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