We have just finished our term 2 testing in preparation for school reports. This is a great opportunity to see where my students are at with their confidence in reading and reading strategies they are using to answer questions as well as decode information. This data is also helpful to see if my students have made any progress with their reading and what my next steps could be in order to make sure they are gaining the shift that I am looking for in this inquiry. Below I have used graphs to show my data this will compare the start of the year data to the data I have found from completing the running records along with observational data that I have collect from the comments I have made during guided reading sessions and also from sitting one on one with the students to complete the running records.
This first graph shows the changes in reading level according to the running records using the PM kit. This data shows that most of my students moved up at least one reading level from the start of the year with some showing movements of up to 2 levels. From analysing this data the students who showed little to no movement were my students who were quite often away or late to our reading sessions. Some of these students also had not been at school since August 2021 and when they were retested on the return to school had moved back several reading levels. This was something I had to take into account when assessing the data. One thing I did do for these students was to test them until they passed a level with some needing to move back or stay on the same level as the decoding or comprehension was not satisfactory. This gave me a really good insight into their next steps as well as a clear picture of where the gaps were in the learning.
This graph shows the reading ages that students moved from the beginning of the year to the middle of the year. As you can see in this graph below again I have some students who made no progress in reading age with some making up to 1 years progress. The reason I showed the level data first is the move from 8 to 8.5 and 8.5 to 9 years requires the student to pass 2 levels to make the change in reading age. So although some of my students did not make gains in reading age they moved up at least one level. This data also highlighted some of the key areas that need to be worked on.
Finally this graph shows the reading age after mid year testing in comparison to chronological age of the students. This shows that most of my students are still currently below where they should be for their reading age. This data has shown me that there is still some progress to make before these students reach year 6 so that they do't fall further behind where they should be for their age. Again I have analysed all running records to see if there is trend and what I can best change in my teacher practice for these students.
Overall comparing this data has been really insightful to my inquiry and has shown the gaps in the learning and what I need to change in my practice to make sure that term 3 and term 4 are the most beneficial for my learners in terms of their reading achievement. I have decided not to reassess my wellbeing and engagement in reading surveys as this was something I did when most of my students had returned to school so will wait until term 4 to see the progress made from these surveys. In the meantime I have taken the time to ask my students these questions during guided reading sessions to see the answers and have noted these down and will continue to do so which will impact my next teaching steps going forward.
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