My project is inspired by the endless number of students who struggle with reading comprehension on a daily basis. I’m not talking about those who misunderstand a word every now and then; I’m talking about the ones who never are passed grade after grade, are reading years behind where they should be, and are in third or fourth grade and still have not been able to tell you about the book they read. These are the students that are missing out on the most important part of education. If they don’t understand what they are reading how will they succeed in life?
The goal of my project is to implement what I call a reading workshop into the elementary classroom. I am focusing more on the delivery aspect rather than the evaluation. The idea is to create a triangle among the parents, students, and teacher using technology so that reading becomes a routine family activity. This idea that parent and teacher involvement is important is supported by multiple studies, one being Teacher Perceptions of Parent Involvement in Literacy Education which states “Durkin found that early readers tended to have parents or family members who: served as literate models, read aloud to the child, took time to interact with the child, and provided reading and writing materials.” (1997) In a study performed by Monique Senechal (2002), two types of literacy activities are identified: formal and informal. These activities have shown to have an effect on different aspect of reading. The reading workshop aims to target both types of literacy activities with the addition of technology to obtain the best possible results for elementary students.
While technology is the main source of communication and delivery of the program I am also implementing and highly encouraging the use of some wonderful online reading programs, including: storynory.com, starfall.com, and pbskids.com/lions. Hadjerrouit (2010) found that student centered web-based learning is a highly effective tool in education. Chen & Chen (2014) conducted a study, which used a reading annotation system. The results of this study were remarkable, finding that students who collaborated and communicated via technology showed a much higher rate of reading comprehension success.
Chickering and Gamson’s Seven Principles and Bloom’s Taxonomy have a strong influence in the foundation of this program, as well as the California Common Core Literacy Standards. The design of this program has been carefully thought out in order to gain the parents interest, provide a manageable technology based delivery system, maintain interest, encourage social activity and collaborative reading, and provide a fun family learning environment.
I have chosen a wonderful website called collaborizeclassroom.com in which to deliver this program to the families. I have included information posts, resources, small quizzes, short answer questions, forums, and questionnaires. The website allows the teacher to add whatever information she would like and create multiple types of assessments. Each time the site is updated the students/parents receive an email that includes the updated information. The workshop will not be restricted to the home environment; the assignments will be discussed in class to ensure understanding and involvement.
Please access the website by following this link: msgriffith.collaborizeclassroom.com
Chen, C., & Chen, F. (2014). Enhancing digital reading performance with a collaborative reading annotation system. Computers & Education, 67-81.
Hadjerrouit, S. (2010). Developing web-based learning resources in school education: A user-centered approach. Interdisciplinary Journal of E-learning and Learning Objectives, 6.
Linek, W. , Rasinski, T. , & Harkins, D. (1997). Teacher perceptions of parent involvement in literacy education. Reading Horizons, 38(2), 90.
Lysenko, L., & Abrami, P. (2014). Promoting reading comprehension with the use if technology. Computers and Education, 162-172.
Sénéchal, M. (2006). Testing the Home Literacy Model: Parent Involvement in Kindergarten Is Differentially Related to Grade 4 Reading Comprehension, Fluency, Spelling, and Reading for Pleasure. Scientific Studies Of Reading,10(1), 59-87. doi:10.1207/s1532799xssr1001_4
Sénéchal, M., & LeFevre, J. (2002). Parental Involvement in the Development of Children’s Reading Skill: A Five-Year Longitudinal Study. Child Development, 73(2), 445.