Lindsey Finch

INTASC Standard #1: Learner Development

The teacher understands how learners grow and develop, recognizing that patterns of learning
and development vary individually within and across the cognitive, linguistic, social, emotional,
and physical areas, and designs and implements developmentally appropriate and challenging
learning experiences.

Licensure/Content Standard #3b: Knowing about and using observation, documentation, and
other appropriate assessment tools and approaches, including the use of technology in
documentation, assessment and data collection.
Licensure/Content Standard #4b: Knowing and understanding effective strategies and tools for
early education, including appropriate uses of technology.
Licensure/Content Standard #5c: Using own knowledge, appropriate early learning standards,
and other resources to design, implement, and evaluate developmentally meaningful and
challenging curriculum for each child.
Licensure/Content Standard #6c: Engaging in continuous, collaborative learning to inform
practice using technology effectively with young children, with peers, and as a professional
resource

Description of evidence and how it demonstrates the standard(s):

This action research project consisted of researching successful reading comprehension strategies
and interviewing current, long-time teachers about their experiences with reading
comprehension. Through extensive research and data collection, this paper is a compilation of
many strategies to enhance reading comprehension in early childhood education.

Implications for Future Teaching:

This project has allowed me to compile successful reading strategies into one document,
allowing me to look back at my work when I am in need of assistance in the area of reading
comprehension. As we know, not all children learn the same way. Therefore, this project
provides several ways in which to try and reach all children. If one strategy does not work, try
the next one. If that one does not work, then try the next, and so on. Engaging in extensive
research has encouraged me to use available sources more often. I know that the resources I took
advantage of have information/studies on almost anything having to do with education. That
gives me ample supply of answers to any questions I might have. By interviewing two long-time
teachers, I was able to get real-world insight into their opinions, successes, and failures with
reading comprehension in the classroom. Although research can infer a lot about a certain topic,
it is always nice to get one-on-one, person-to-person, first-hand information. Interviewing the
teachers allowed me to practice using peers as resources. This is something I will continue to do
in my career as a educator.