Running Head: READING STRATEGY USE DURING INDEPENDENT READING 1

Reading Strategy Use During Independent Reading:

Can Reflection Through Technology Help?

Kassandra Simeon

Bowling Green University

READING STRATEGY USE DURING INDEPENDENT READING 2

ABSTRACT

This action research study was conducted in Mentor, OH at Lake Elementary School

in the Mentor Public School District. This study used a third-grade class (n=22) divided into

an experimental (n=11) and control group (n=11). This study investigated if using

technology to practice and reflect CAFÉ reading comprehension strategies would

significantly increase STAR Reading Assessment Scores. CAFÉ comprehension reading

strategies were first taught to the entire class. Google Slides were created for each

comprehension strategy and used with the experimental group. Qualitative data was

gathered using the Renaissance STAR Reading benchmark assessment to determine if the

extra practice using technology showed a significant increase in scores. The fall and spring

benchmark scores were compared. Overall, there was an increase in scores but statistically

they were not significant enough to show that using Google Slides to practice and reflect on

the comprehension reading strategies had an impact on student achievement.

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INTRODUCTION

In elementary school, independent reading time is essential to building successful

readers who not only can read well, but more importantly enjoy reading. Independent

reading is one part of the balanced literacy framework that many elementary schools are

turning to. According to Brown & Fisher (2006), balanced literacy has four main

components: read-alouds, shared reading, independent reading, and guided reading. It is a

framework that is focused around building strong readers and through a wide array of

reading tasks.

Independent reading is a time where students read books of their choosing on their

own. “Independent reading challenges teachers to give up the control of what students read

and how students assess what they read” (Brown & Fisher, 2006, p. 39). By having a choice

of what they read, students can practice reading different kinds of texts and expand their

reading diets (Kasten & Wilfong, 2007). Having choice in what in what they read helps

students to stay interested in what they are reading and builds their confidence as readers.

“Independent reading allows students to expand their world, background knowledge, and

experiences” (Brown & Fisher, 2006, p. 39).

Reading is a main foundation and can motivate, inform, inspire, and has the ability

to change lives (Lele, 2017). “The primary goal of a reading program is to inculcate love for

books in the minds of young readers” (Lele, 2017, p. 14). By having time in the school day

dedicated to independent reading, teachers are providing their students a time to foster

their love of reading. Enjoyment of reading is imperative to being an all-around successful

reader.
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“Once the students fall in love with the books, the next goal of a school is to equip

students with the strategies to make reading easier” (Lele, 2017, p. 14). Using reading

strategies is crucial to elementary school students understanding what they read.

“Explicitly, the reading strategies that proficient readers use when trying to make sense of

the text, help deepen the understanding and create independent readers” (Lele, 2017, p.

14). Teachers in elementary school teach students reading strategies to use during reading.

Students take the strategies they learn and apply them on their own. Students are to use

these reading strategies during independent reading time to help them comprehend what

they are reading and understand what the text is telling them. According to Bishop, Reyes,

& Pflaum (2006), “What sets strategic readers apart from those readers who read but get

little information from the text is the understanding that they must read smarter and not

harder” (p. 69). Reading strategies make reading easier when they are used because

students are better able to decode the text, understand what it is saying, and ultimately

comprehend what they are reading.

Research Question

During independent reading time, students are expected to be using reading

strategies taught to help them read through books that are at their independent reading

level. One issue with independent reading time is students are not always using the reading

strategies that are taught. Some students don’t fully understand the strategy so they don’t

use it. Some students understand the strategy but think it doesn’t apply to the book they

are reading. Some students just forget to use reading strategies altogether. Teachers are

struggling to get students to use reading strategies in their independent reading, especially

struggling readers who need to use the strategies the most. This is a huge issue because
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research shows what benefits using reading strategies has on reading fluency and

comprehension. “It is a simple fact that if the children don’t understand what they read,

they’re not really reading” (Lele, 2017, p. 15).

The purpose of this study is to get students to better understand the reading

strategies taught and then apply the reading strategies during independent reading time.

This study will integrate technology in a way that ensures understanding of each strategy,

gets students to practice each reading strategy during independent reading, and then

reflect on how they used that reading strategy to help them become a better reader. The

following research questions will be answered:

 By using technology to practice and reflect as each reading strategy is taught,

will STAR Reading Assessment scores of students in the experimental group

increase more than the control group?

LITERATURE REVIEW

Reading strategies have been used in elementary to help students read grade level texts

and comprehend what they are reading. Elementary students are challenged daily in their

reading and are often faced with reading complex texts. Incorporating reading strategies is

a way that teachers teach students how to decode words, read accurately, and ultimately

comprehend what they are reading. In elementary school, students start out by learning to

read. Around third grade however, students switch from learning to read to reading to lean.

“Reading to learn is a lifelong journey, during which we build background knowledge on a

continual basis” (Marcell, DeCleene, & Juettner, 2010). Teaching students reading strategies

helps them to make this transition easier and get the most out of reading.
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Independent reading time is a time where students can practice these learned

strategies with books of their choice. Studies have been done to show the importance of

teaching reading strategies at the elementary level. Other studies have been conducted to

show the importance of independent reading time and giving students a choice in what

they read. Together, reading strategies and independent reading time give students the

opportunity to practice what they have learned, apply it their reading and ultimately

become a better reader.

Reading Strategies in Elementary

Several studies have been conducted to show the impact that reading strategies

have on elementary students and their reading. Daily 5 and the CAFÉ is a reading

framework in which students make independent choices while the teacher leads small

groups or reading conferences with students (Boushey & Moser, 2012). This framework is

used by many teachers in order to make their reading time more student centered, teach

students independence, and let students have the ability to make choices about their

learning. Duty (2016) conducted a qualitative study regarding the Daily 5 and CAFÉ

framework. In this study, Duty (2016) explored the impact of this particular reading

framework with fourth grade struggling students’ reading comprehension, attitudes, and

engagement while reading. This study looked closely at six fourth grade students that were

picked by maximum variation sampling. These six students showed low test scores in the

area of reading comprehension. An equal number of boys and girls were selected. Over the

course of a ten-week period, the researcher met with students individually. The researcher

used interviews, reading response journals, and Draw-a-Reader illustrations to collect data.

“Throughout the data collection process, students related a meaningful connection to

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reading when participating in the Daily 5 and CAFÉ framework (Duty, 2016, p. 87).

Students in this study ended up making one years growth. This study shows the

importance of a sound reading framework and how teaching reading strategies can have a

major impact on struggling readers.

Reading strategies in elementary school can be flexible and different reading

strategies are used as the student becomes a better reader. Kragler, Martin, and Schreier

(2015) conducted a study about how students use reading strategies and how the reading

strategies they use change over time. The purpose of this study was to investigate the use

and change of reading strategies used by elementary school students over time from first

grade to third grade (Kragler et al., 2015, p. 448). Stratified sampling was used to select

thirty students in first grade. By the end of third grade, due to students moving or lack of

attendance, sixteen students remained in the study. Throughout this study, the researchers

conducted interviews, running records, anecdotal notes, and retellings to examine reading

comprehension. “The results of this study indicate young children are using a variety of

strategies while they read. However, the results also show the critical need for a systematic

instructional program that encourages teacher modeling of comprehension strategies and

rich discussions about the texts being read” (Kragler et al., 2015, p. 468). Reading strategy

instruction is important in elementary because these reading strategies build the

foundation of reading skills students will use throughout their lives.

Another study was done by Droop, Elsacker, Voeten, and Verhoeven (2016) in order

to examine the effects of a program that offered strategic reading instruction (SRI) on

reading abilities of third and fourth graders over a two year period. There is no doubt that

reading comprehension is essential to student success, especially in upper elementary

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grades. According to Droop et al. (2016), there have been many studies conducted on

strategy instruction but none over an extended period of time. This study was conducted

over a period of two years (third and fourth grade) in a natural classroom setting in the

Netherlands. 40 schools participated in the study and were randomly assigned to an

experimental or control group. In the first year, third grade teachers in the experimental

group received training on the SRI program and implemented it in their classrooms and in

the second year, fourth grade teachers received the same training. The control group

received training in the standard school curriculum. A pretest/posttest control group

design was used to examine the effects of the SRI program on the experimental group.

“Measurements occurred at three moments in time: the pretest at the beginning of third

grade (September 2009), the intermediate posttest at the end of third grade (June 2010)

and the final posttest at the end of fourth grade (June 2011)” (Droop et al., 2016, p. 80).

Overall, the results of this study showed positive effects on students and their knowledge of

reading strategies. At the end of the study, students in the experimental group had greater

growth in their knowledge of reading strategies than the control group. “Gaining an

understanding of reading strategies was a core element of the approach. Thus, it is

concluded that the intervention was effective in enhancing children’s declarative

knowledge of these strategies” (Droop et al., 2016, p. 98). This study shows that

implementing a sound reading program like SRI can have positive effects on student

knowledge of reading strategies which ultimately helps them comprehend what they are

reading. Comprehension is key in elementary when students are reading to learn.

Independent Reading
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In elementary school, independent reading is an extremely important time in a

student’s day. Independent reading time is a time where students build their reading

stamina, are exposed to text at their level, practice reading strategies, and foster the love of

reading. Giving students a choice in what they read is crucial to fostering the love of

reading. “When a child chooses a book and reads it with ease, it promotes fluency, self-

expression and works towards better comprehension” (Lele, 2017, p. 14). The most

important thing teachers can do is encourage students to read independently and foster the

love of reading.

Kasten and Wilfong (2007) conducted a study based from past observations and

experiences with independent reading. They wondered, “What makes students hate

reading? What makes students like reading? How are students feeling about themselves as

independent readers?” (Kasten & Wilfong, 2007, p. 1). In this study, the researchers

conducted two surveys with 1,006 students from two Ohio school districts from third grade

all the way up to twelfth grade. “Students were asked questions about their attitudes

towards independent reading, what they believe helped them want to read, what

discouraged them from reading, and their habits as readers” (Kasten & Wilfong, 2007, p. 1).

The results showed that certain reading activities in school encouraged them and made

them want to read. Sustained silent reading, artistic projects, book talks, and journaling all

are activities that help them want to read. The results also showed that students look at

their peers, teachers, and mothers as role models and for ideas on what to read. Building

positive attitudes for independent reading at the elementary level can influence how

students feel about independent reading later in middle and in high school.
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Although independent reading in elementary school is a crucial time for students to

learn reading strategies, it also is a time for middle and high schoolers to continue to build

their love of reading. Dickerson (2015) conducted a study in her own high school

classroom dealing with independent reading. She noticed that many of her students did not

enjoy reading, whether it was done independently outside of class or inside of class.

Because of this problem, she decided to do a study within her own classroom over a two-

year period that incorporated more independent reading and more choice into her reading

classroom. She used purposeful sampling throughout the two years to select students from

her classes on multiple reading levels. She collected data during “Reading Zone,” which was

ten minutes of independent reading time at the start of her class. She collected data

through reading trackers, reading notebooks, a genre tracker in her classroom, reading

surveys, and through conversations. The results of this study showed increase in student

reading levels, students reading a wider variety of books, better engagement by calling it

Reading Zone instead of Sustained Silent Reading time (SSR), and overall higher quality

reading being done by the students. Dickerson (2015) states, “What I’ve learned from the

past two years of my Reading Zone experiment is that everyone is reader; out of the

roughly two hundred students I’ve tried Reading Zone with, all of them have willingly

engaged in it” (par. 34). Dickerson (2015) also expresses, “But students need to be guided

toward texts that resonate with them and be given the freedom and trust to explore these

texts” (par. 34). This study shows how important a structured independent reading time

can be in a classroom. It also shows the importance of student choice and how powerful a

student choosing his or her own books can be.

Summary
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Based on these studies, teaching reading strategies and independent reading have a

positive impact on elementary students. Reading strategies are used across multiple grade

levels and have a huge impact on reading comprehension when reading. By teaching

reading strategies, teachers help students to break down the text they are reading in order

to better understand it. Reading comprehension is crucial to every reader, especially to

those in upper elementary where reading shifts from learning to read to reading to learn.

Practicing these reading strategies during independent reading time can increase student

independence with reading as well as give them an opportunity to experiment with these

strategies on their own. During independent reading time, students choose from a wide

variety of books and choose what they want to read (Brown & Fisher, 2006). By giving

students a choice on what they read, teachers are facilitating independent choice and will

see better engagement in their readers. Better engagement means higher quality

independent reading time which overall leads to better readers.

PROJECT FILES

The CAFÉ Reading strategies have four different reading strategy groups;

Comprehension strategies, Accuracy strategies, Fluency strategies, and Expanding

Vocabulary strategies. For this research project, the Comprehension strategies were the

strategies that were focused on. The other groups of strategies were still taught in small

reading groups, but the comprehension strategies were taught to all students in a whole

group setting.

For this research project, Google Slides were created for students to interact with.

The project files for this research project include a set of slides for students to reflect on all

of the CAFÉ reading comprehension strategies. Each set of slides include a title slide that
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tells students the comprehension strategy that the set is focused on (Figure 1). The title

slide also includes what letter of CAFÉ the strategy falls under. The colorful cards on each

slide correspond to the CAFÉ anchor chart that is displayed in the classroom.

All comprehension strategies are first taught using whole group instruction to the

entire class. The next slide in all of the sets is a slide telling about the comprehension

strategy (Figure 2). This slide reminds students what the reading strategy is all about and

gives some pointers on how to correctly use the strategy independently. In all of the sets,

this slide is followed by a slide the tells students the following slides are reflection slides

(Figure 3). This slide is the same in all sets, so it is familiar to the students.

The next slides in the Google Slides sets are slides where students reflect

independently while using the strategy in their own reading (Figure 4). These slides are for

students to practice using the comprehension strategy that was taught. By providing

opportunities to practice using the strategy and reflecting on how it helps them as a reader,

students will better comprehend the reading strategy taught.

The last slide in every set provides students an opportunity to reflect about

themselves as a reader (Figure 5). It asks students to reflect on how the strategy helped

them as a reader, what they liked about using the strategy, and what they didn’t like about

the strategy.
READING STRATEGY USE DURING INDEPENDENT READING 13

Figure 1: Example of a title slide that students see when interacting with the Google Slides file.

Figure 2. Example of a slide that tells students about the reading comprehension strategy.

Figure 3. An example of the slide students see to know it is time for reflection.
READING STRATEGY USE DURING INDEPENDENT READING 14

Figure 4. An example of a slide that provides students with an opportunity to practice the
reading comprehension strategy.

Figure 5. An example of the last slide in every set where students reflect on how the strategy
helped them as a reader.

METHODOLOGY

Research Design

This quantitative study will be done using a pretest-posttest control-group design.

According to Johnson and Christensen (2017) in the book Educational Research:

Quantitative, Qualitative, and Mixed Approaches, this research design is a strong research

design because it controls several threats to the internal validity of the study. “The pretest-

posttest control-group design is an excellent experimental design because it effectively

controls for rival hypotheses that would threaten the internal validity of the experiment”

(Johnson & Christensen, 2017, p. 338). Participants will first take the STAR Reading

Assessment by Renaissance Learning. The STAR Reading Assessment will be used as the
READING STRATEGY USE DURING INDEPENDENT READING 15

pretest and the posttest in this research study design. Half of the participants will be in the

experimental group and the other half will be in the control group. Participants in the

experimental group will have the opportunity to reflect on each reading strategy learned

through the use of technology, and the control group will not.

Participants

Twenty-two third grade students from one class will participate in this study.

Convenience sampling is used because the researcher is using her own class for this study.

Within this sampling of students, random sampling will be used to sort students into the

experimental and control group. By using random sampling, the target population will be

equally represented, and sampling bias is eliminated.

Instrumentation

The independent variable in this study is the technology used to have students

review and practice each reading strategy. Each reading strategy taught has a Google Slides

interactive presentation that accompanies it. Students in the experimental group will work

through the Google Slides interactive presentation through the use of Google Classroom.

These Google Slides will have spots where students type into text boxes, reflect on the

reading strategy, and tell how they practiced using it in their independent reading.

The pretest and posttest will be administered using the STAR Reading Assessment

by Renaissance Learning. This is a reading assessment used to measure the reading level of

each student and used to measure reading growth over time. This assessment is a

customized reading test taken on the computer that gives students a series of multiple

choice reading questions based on how they are answering. For example, if a student is

answering questions correctly, they will continue to get more advanced questions in order
READING STRATEGY USE DURING INDEPENDENT READING 16

to find their reading level. If a student is answering questions incorrectly, the test adjusts

and gives them less advanced questions in order to fins their reading level. By

administering the STAR Reading Assessment as a pretest and posttest in this study, the

researcher will be able to accurately measure the growth between both the experimental

and control group.

Procedures

Data will be collected at various points in this study. First, data will be collected for

the pretest. Students will be randomly selected for two subgroups using a randomly

assigned students ID number ranging from 1 through 22. Once the experimental and the

control groups are established, students in the experimental group will begin interacting

with the Google Slides presentations after each reading strategy is taught in the classroom.

Each reading strategy will have a different Google Slides presentation for students to

interact with. Students in the control group will not interact with the Google Slides and will

continue learning each reading strategy in whole group instruction only. At the end of the

experiment, the posttest will be administered and the scores from the pretest and posttest

will be compared.

RESULTS

Pretest Results

To start this experiment, the STAR assessment was given within the first month of

school to collect baseline data on the students. According to the STAR reading assessment,

the following are the benchmarks throughout the year; Fall, 323; Winter, 360; Spring, 393.

By earning the benchmark score, this means the students scored at or above the 40th
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percentile rank compared to other students their age. Their fall scaled score on this

assessment serves as the pretest for this experiment.

The STAR Screening report breaks down each student score into the following color

categories listed chronologically from high scoring to low scoring: Green stands for

At/Above Benchmark (at or above 40th percentile rank); Blue stand for On Watch (below

40th percentile rank); Yellow for Intervention (below 25 percentile rank); and Red stands

for Urgent Intervention (below 10th percentile rank).

The benchmark score for fall administration of the assessment was a scaled score of

323. According to the fall STAR screening report, 12 participants (55% of population)

scored in the At/Above Benchmark category; 1 student (5% of population) scored in the On

Watch category; 4 students (18% of population) scored in the Intervention category; and 5

students (23% of population) scored in the Urgent Intervention category (Figure 6, Figure

7).

Figure 6. Fall pretest scores of all participants.

READING STRATEGY USE DURING INDEPENDENT READING 18

Figure 7. Chart showing the breakdown of each category from pretest.

Subgroups for the experiment

In order to get true random groups, students were assigned a student ID # ranging

from 1 through 22. These numbers were randomly drawn one by one in order to determine

which subgroup they were assigned to; the experimental group or the control group

(Figure 8). The experimental group started with an average scaled score of 309.7 with the

lowest score being 74 and the greatest being 632. The control group started with an

average scaled score of 311.5 with the lowest score being 92 and the greatest being 517.

Both averages were below the 323 benchmark score for fall. The following chart shows the

pretest scores within both subgroups as well as what color category those score fell into

according to the STAR report.

READING STRATEGY USE DURING INDEPENDENT READING 19

Figure 8. Experimental and Control Group Fall Scaled scores paired with the category color.

Post test results

The posttest was taken in early spring under the same conditions that the pretest

was administered in (Figure 9). The experimental group ended with an average scaled

score of 396.4 with the lowest score being 132 and the greatest being 679 (Figure 10). The

control group ended with an average scaled score of 372.7 with the lowest score being 198

and the greatest being 566 (Figure 11). The average score for the experimental group

(396.4) was slightly above the spring benchmark score of 393 and students on average

increased 86.6 points from their fall score. The average score for the control group (372.7)

was below the spring benchmark score and students on average increased 61.1 points from

their fall score. The following charts show the posttest scores within both subgroups, what

color category those score fell into according to the STAR report, and the increase in scores

from pretest to posttest.

READING STRATEGY USE DURING INDEPENDENT READING 20

Figure 9. Experimental and Control Group Spring Scaled scores paired with the category
color.

Figure 10. Chart showing the Experimental Groups’ pretest and post test scores along with the
amount of points increased.
READING STRATEGY USE DURING INDEPENDENT READING 21

Figure 11. Chart showing the Control Groups’ pretest and post test scores along with the
amount of points increased.

Statistical Analysis

To analyze the results of the impact of using technology to practice and reflect on

reading strategies, statistical analysis was used. In this study, the independent variable was

the CAFÉ Strategy online unit which was used for students to reflect on the reading

strategies being taught. This unit was only given to those students in the experimental

group. The dependent variable was the STAR reading assessment that was given to all

students.

According to the original research question, by implementing the extra technology

practice, experimental groups scores (n=11, M=372.27, Sample Group 1) were predicted to

increase more than the control group (n=11, M=396.36, Sample Group 2). To statistically

analyze the posttest scores, a t-test of independent samples was used and tested at the .05

alpha level. Based on the results of the spring posttest, the p value (0.6795) is greater than
READING STRATEGY USE DURING INDEPENDENT READING 22

the .05 alpha level which shows the sample data is not significantly different. This means

that we fail to reject the null. Using technology to review reading strategies did not

significantly increase STAR Read Assessment scores; t(17.25)=-0.4203, p=0.6795, one-

tailed.

Summary of Results

Overall, the experimental group’s scores did increase and showed a higher average

than the posttest scores of the control group but did not show significant difference when

analyzed statistically.

CONCLUSIONS

One possible reason the data did not show significant difference may be the

population size. This study was done within one third grade classroom using only 22

students. This is quite a small population size to analyze. The results may have been

different if the population size was greater. If this research experiment was to be done

again, using a larger population size, such as multiple grade levels with more participants,

may produce better results.

Although statistically speaking the results did not show a significant increase, the

classroom teacher did see a difference in some of the students who participated in the

experimental group. The classroom teacher regularly conferences with students about

their reading. While conferencing with the students in the experimental group, these

students were better able to talk about how they used the reading comprehension

strategies in their independent reading than students who were in the control group. This

may be because the students in the experimental group had extra opportunities to practice
READING STRATEGY USE DURING INDEPENDENT READING 23

using the strategies through the use of the Google Slides than students who were in the

control group.

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