Tia Yamashiro

STUDENT SURVEY September 25, 2016

Revised October 20, 2016
ITE 313
DEMOGRAPHICS
Grade Level: 3rd Grade
School: XXX Elementary School
Number of students: 23 students (15 boys and 8 girls)
22 students receive reading instruction in the general education class
Diverse learners:
1 resource student who leaves for Math and Language Arts
Ethnicities: Samoan, Chinese, Japanese, Filipino, Native Hawaiian, Caucasian, Portuguese, Thai,
Korean
Languages spoken: English, Thai, Mandarin Chinese, Hawaiian
Range of reading levels: Below grade level to above grade level
2nd 10th grade reading level
Curriculum Program: McGraw-Hills Wonders
Basal Textbook used by the entire school
Instructional approach:
Whole group, small group, partners
DEMOGRAPHICS (CONT.)
Instructional grouping:
Long-term ability groups for reading intervention
Beyond level, at-level, approaching level
Based on Reading Plus scores--- comprehension, vocabulary, reading rate
Read Wonders paired read story with a teacher, practice comprehension strategy and skill, and answer
reading response questions
Peer tutoring
Work in partners to complete the weekly guided reading sheet
Apply comprehension strategy and skill, vocabulary skill, grammar rule, and identify genre
characteristics
One high and one low ability student, changes weekly

Special reading programs: Reading Plus

Individualized reading intervention program on the computer
Based on capacity (vocabulary and comprehension), efficiency (reading rate and
visual screening skills), and motivation (interest)
When: If students finish early with classwork or during reading intervention rotation
Assessment tools:
Think-pair-share, class discussion, reading responses, guided reading sheets,
reading fluency, spelling tests, unit assessments
 Name: ___________________________

C - 11 S t u d e n t S u r v e y :
W ho a re you a s a re a d e r?

SURVEY METHOD
W h a t is y o u r F A V O R I T E t h in g t o r e a d a b o u t ?

D o y o u lik e t o r e a d c h a p t e r b o o k s ?
a) Ye s
b) N e utral
Students completed a paper and pencil survey. c) No

Students used a colored pencil to circle/highlight and H o w d o y o u f e e l a b o u t r e a d in g ( s e le c t o n e ) ?

a ) I d o n t lik e it .

write their answers. I projected the survey, read, and

b ) I t s o k a y .
c ) I lo v e it .

explained each question as students answered. After W he n

a)
r e a d in g , y o u lik e it t o b e ( s e le c t o n e ) :
S ile n t

reading students answers, I revisited 3 of the b)

c)
Q u ie t ( a lit t le n o is e is o k a y )
Lo ud

questions and asked students to adjust their answers I lik e t o r e a d ( s e le c t o n e ) :

a ) I n d iv id u a lly
based on my new prompts. I changed the first question b ) I n a s m a ll g r o u p
c ) A s a w h o le c la s s

to: What are your favorite reading topics? As a class, I lik e w h e n o u r t e a c h e r r e a d s s t o r ie s a lo u d t o o u r c la s s :

a) Ye s
we brainstormed topic ideas first. I asked students to b) N e utral
c) No

review their answers for my strength is and my I lik e t o d is c u s s t h e s t o r ie s I r e a d w it h ( c h o o s e a ll t h a t a p p ly ) :

a) A pa rtne r
weakness is. We brainstormed characteristics that b ) A s m a ll r e a d in g g r o u p
c ) A te a c he r
good readers have and students could either choose d) N o o ne

from the class list or think of their own. M y s t r e n g t h is : M y w e a k n e s s is :

W h a t w o u ld m a k e r e a d in g in s c h o o l m o r e e n jo y a b le ?
CONTENT OF SURVEY
Survey consisted of 10 questions/prompts
2 attitude
2 interest
2 learning style
4 work habits
Questions/Prompts:
Open response
Multiple choice
22/22 students participated in this survey
 Data:

68% love reading

ATTITUDE: 27% find reading to be okay

0.05% dont like reading

MULTIPLE CHOICE

HOW DO YOU FEEL ABOUT READING?

Analysis:
15
Students in this class have been taught to find
the just right books, which are books that are
not too hard, yet not too easy. Students visit
the library once a week to borrow books they
are interested in. Knowing how to choose an
appropriate level book and being encouraged to
find ones that are enjoyable may have
contributed to this positive attitude toward
6 reading.

1
 Data:

The most responses received for making reading in school more enjoyable were for

Reading favorite books/topic

Reading everyday
ATTITUDE: Many students mentioned ideas about learning style/work habits

Friends (2)
OPEN RESPONSE
Partner (1)
WHAT WOULD MAKE READING IN SCHOOL MORE ENJOYABLE? Together (class-1)
Teacher reads (1)
By yourself (1)
6 Silence (1)
Music in the background (1)
Analysis:
Students want more opportunities to read and
read about their favorite topics. This desire to
read more may stem from their attitude toward
3
reading and the lack of time they are provided
daily to read in the classroom. They may be
2 2
uninterested with the stories from Wonders, but it
is unclear based on my question. A follow up
1 1 1 1 1 1 1 1 1 question would be necessary. Many students
wanted different reading arrangements and
conditions, which is appropriate. People do not
 INTEREST: Data:

7 out of 22 students said sports was one of their favorite reading topics

OPEN RESPONSE Other top answers: games, war, magic (4 responses each)

17 different responses

9 out of 17 responses were only written down 1-2 times

WHAT ARE YOUR FAVORITE READING TOPICS? (SELECT TWO)

7
Analysis:
Overall, the majority of responses are
traditionally masculine topics. In fact, the top
answers are topics usually associated with
boys, which may have resulted because the
4 4 4
majority of this class are boys (63%). The
3 3 3 3
data may have been more accurately
depicted if I separated the data to show the
2 2 2 2 responses by girls and boys. I could have also
asked students to write down another favorite
1 1 1 1 1 topic to prevent ties from occurring.
Comparing the top answers to what I know
about students, I can see why sports, games,
 Data:

INTEREST:
95% of the class likes to read chapter books

Only 1 person said they were neutral

MULTIPLE CHOICE

DO YOU LIKE TO READ CHAPTER BOOKS?

Analysis:
Students do not read chapter books to
answer comprehension questions or
21
write about them. They are only
required to borrow chapter books from
the library, read them during silent
reading time, and read for 15 minutes
daily at home. They get to decide what
chapter book to read, so many choose
ones that include their favorite topics.
Being able to choose the topic of their
chapter books and not having to discuss
1
0 its contents may contribute to this
interest in chapter books. It is unclear if
students would enjoy chapter books if
 Data:

LEARNING STYLE 77% of the class likes it when the teacher reads aloud

23% have no preference

MULTIPLE CHOICE

I LIKE WHEN OUR TEACHER READS ALOUD TO OUR CLASS. Analysis:

Perhaps the responses would be
17 clearer if I reworded the question to I
like it when our teacher reads aloud
to our class because. This
question would have provided more
information about why these 17
students like it when the teacher
reads aloud. I do not know if it helps
5 students decode challenging words,
read with expression, understand the
0
main idea of the story, or any other
reason they may have. However, I do
know that the majority of students
 Data:
Discuss
LEARNING STYLE With a partner (77% of students)
MULTIPLE CHOICE With no one (55% of students)
In small group (34% of students)
I LIKE TO DISCUSS THE STORIES I READ WITH... With a teacher (23% of students)
(CHOOSE ALL THAT APPLY) Analysis:
The majority of students like discussing with a
partner, while approximately one in every two
17
students like discussing with no one. Students
may not feel comfortable with talking in groups
or with a teacher because they are shy and/or
12 afraid to be wrong. They may also be unsure of
how to add to conversations about the reading.
In groups, teachers control who shares so
7 everyone must contribute. Partner work is less
intimidating and students have the opportunity to
5
either contribute or not. Some students may
pretend to discuss, but actually work
independently. These factors may contribute to
the reasons why students like to discuss with
 Data:

WORK HABITS
59% likes to read in quiet environments

41% like to read in silent environments

MULTIPLE CHOICE

WHEN READING YOU LIKE IT TO BE... Analysis:

Students either like the environment to
13 be quiet or silent when reading. 59%
prefer a quiet place, which means a little
noise is optimal, however all students
9 are expected to read silently with no
sound. The environment in the
classroom may sometimes have a little
sound during read time, but most times
it is silent. These students that prefer
some sound will have a difficult time
reading and therefore appear to be off
0 task and disengaged. Another aspect to
consider is what kind of sound students
WORK HABITS
Data:

64% of students like to read by themselves

MULTIPLE CHOICE 32% like to read in a small group

I LIKE TO READ...
Analysis:

14 Students like to read

individually over other
arrangements, which may be
due to the fact that when
people read individually they
read in their heads and have
7
the opportunity to re-read and
go at a pace that is
comfortable. Reading in a small
group and as a whole class
requires oral reading skills.
1
Students must process
WORK HABITS
OPEN ENDED
MY STRENGTH: MY WEAKNESS:

6
7

4 6

2 2

1 1 1

3 3

1 1 1
WORK HABITS
O PEN END ED

Data:
The top responses for the "my strength" prompt were: reading at
an appropriate rate, re-reading, and decoding hard words.
The top responses for "my weakness" were: reading at an
appropriate rate and decoding hard words.

Analysis:
Some of the students strengths were also some of the
students weaknesses, such as reading at an appropriate rate
and decoding hard words. Students may have selected these
aspects of reading because these are some of the skills that
are emphasized. In lower elementary, the focus was word
attack strategies and decoding and in third grade many
students are monitored for reading fluency, which students
view as important. It is reasonable to have students who
SUMMARY OF DATA
ATTITUDE: The majority of students love reading. In fact, only 1 person said they
do not like it. There are 6 students who neither love it or hate it. Many of the
students said reading would be a more enjoyable activity if their favorite books or
reading topics were included in school. They thought they should have more
opportunities to read, read with friends, partners, the entire class, and the teacher.
Some thought reading would be more enjoyable if there were more pictures.
INTEREST: The majority of students like reading chapter books. Their favorite
topics to read about are sports, magic, war, and games.
LEARNING STYLE: Most of the class like when the teacher reads aloud to the
class. Students reported that they prefer to either discuss with a partner or with no
one (29/41 responses). 12 out of 41 responses were for reading in a small group or
with a teacher.
WORK HABITS: About 60% of students like to read in a quiet environment with
some noise, while 40% like to read in a silent environment. 64% like to read
individually, while 32% like reading in a small group. The top responses for the
"my strength" prompt were: reading at an appropriate rate, re-reading, and
decoding hard words. The top responses for "my weakness" were: reading at an
appropriate rate and decoding hard words.
CONCRETE ACTIONS-
ATTITUDE AND INTEREST
Overall, the majority of students enjoy reading, including the reading of chapter
books, most likely due to the fact that they have choices. They know how to choose
appropriate leveled books that interesting and therefore enjoyable to read. They are
most interested in sports, magic, war, and games. They reported that reading would
be more enjoyable if they could read their favorites and read in different arrangements.
I can use what I learned about the students attitude and interests when planning
future reading instruction. I can work with my MT to determine how to include
students favorite topics into English, Language Arts while also using the basil
textbook, McGraw-Hill Wonders. Perhaps, my MT and I can use articles about these
topics for our writing lessons to make writing more engaging or read short children
books before students go home.
I can research childrens chapter books to suggest book titles to students and go to
garage sales to find books about sports, magic, war, and games to add to the
classroom library. I can also provide students choices and use a variety of reading
arrangements so students have opportunities to read individually, as a group, and as a
class.
My MT mentioned that my reading group may be able to start a book club during the
second semester. I can use this data to find books that will be interesting for my
reading group.
CONCRETE ACTIONS- LEARNING STYLE & WORK HABITS

Overall, students liked when the teacher reads stories aloud. They seem to feel
most comfortable discussing with a partner because they liked this arrangement best.
Students also said they like discussing with no one. They like some noise when
reading, like to read individually, and struggle with decoding hard words and reading
at an appropriate rate.
I can share this information about students learning style and work habits with my
MT. We can read aloud more to the students and provide different ways of discussing.
Some days we can do whole class discussion. Other days we can do small group or
partner discussion. We can model strategies for adding to discussions, such as using
sentence starters so students feel more comfortable with sharing. My MT and I can
also provide more specific and positive feedback to encourage students to share. To
help students who are shy, we can ask students to share with a partner first and their
partner can report what they shared, so it is less intimidating. My MT and I can
discuss strategies to help students decode difficult words and provide students who
struggle with fluency opportunities to read aloud to practice. Within our small reading
groups, we can provide a mix of independent and group reading. We can also
consider playing soft, classical music in the background during reading time to help
students focus.