The focus WILL be on low performing students, but provide the needed intrinsic motivation for the middle and high children.
With the low performing group we will look at data once a month in a literacy team and lay out the intervention we are giving the kids and what we need to do to accelerate reading instruction. For example: phonics, comprehension, and vocabulary in small group instructional setting.
Another aspect of this on my campus, is that many people are not using, in our case Acclerated Reader, to its full potential, so by providing the needed support, edcuating the teachers on what the program is and how to use it to their benefit, is a part of the action research. We have other reading intervention programs in place, this piece will be in addition to what we are already doing.
The quality of instruction component comes in here because I have observed teachers who have used Accelerated Reader in thier classrooms. These teachers have increased their childrens' reading levels because:
-the child is reading on their insrtuctional level
-the child is finding success and motivation for reading
-the child recieves intrinsic motivation from reports, praise, and recognition
-the parents recieve monthly diagnostic reports to specifically support reading
-the teacher has access to simple, but REAL data at his/her fingertips
-the teacher understands that the Accelerated Reading program fosters READING, and the love of reading - and is NOT an empty motivator, a comprehension, phonics, or vocabulary teacher
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