Research into Bilingual Transliteracy
The purpose of the study in round one, was to use a technology tool to explore engagement with bilingual students and effects on reading comprehension scores. In the classroom observed in this study, the teacher researcher found numerous students who struggled with reading comprehension. In a bilingual classroom, students struggled with both English and Spanish reading comprehension. Using a bilingual technology tool to engage them in reading might help them increase their reading comprehension scores in English and Spanish. After the collection of data, results showed no significant difference in English reading comprehension scores; and large drop in Spanish reading comprehension scores. The results had the researcher look into something a little different to achieve the desired results.
In round two the researcher used a variety of GLAD strategies and embedded technology strategies into the two units. Students were engaged in the pictorial process since the picture was done in front of them. Information put on the actual pictorials was a combination of student input and information gathered from OCDE Project GLAD materials on these units. Embedding the technology was a big part of engagement as well. In the first unit with Cesar Chavez students were able to watch a short biography video on Cesar Chavez. The teacher was able to add multiple choice comprehension questions into this video that students had to answer along the way. Students then had to create a handwritten product as well as include a technology piece to each unit.
This is my capstone poster.
Background and Need
The National Assessment of Educational Progress scores for reading showed that there has not been much growth in 4th and 8th graders in 2015 scores compared to 2013 reading scores. In fact 8th grade scores from 2015 have dropped compared to 2013. The results showed that the following group of 8th graders dropped their scores: males, females, white, black, hispanic, suburb, town, rural. It seems that almost all 8th graders, regardless what ethnicity or where they live, have dropped their reading scores. Both grades have only gained small amount of points from the first ever scores in 1992 (6 points for 4th grade and 5 points for 8th grade). In 23 years 4th and 8th grade students have only gained 6 points in reading comprehension scores since first implementing this test.
As a nation, educators have adopted the new common core standards to hold students and teachers to a higher level of education. Students are still not reaching benchmark and educators are looking into different tools in order to have students reach grade level. Students still need to be pushed to achieve bench mark and educators are still searching for better ways to get their students at grade level.
According to the CAASPP English Language Arts/ Literacy reports in the state students scores from 2017 have slightly increased from the 2016 scores. In 3rd and 4th grade their scores combined increased 1.96%, in 5th and 6th grade their scores combined dropped by 3.43%, and in 7th, 8th, and 11th grade their scores combined increased by 2.77% compared to 2016 scores (California Department of Education, 2017). Thus there was a slight 1.30% increase in total from all grades 2017 scores compared to 2016.
The district where this study took place is located in Northern California. Smarter Balanced test results for the district of study, reveal that the percentage of students meeting or exceeding the English standard on the English Language Arts smarter balanced assessment have increased 0.32% from the 2016 scores. At the school where this study took place, the percent has increased in the number of students meeting or exceeding the standard by 0.97% from last year (EdSource, 2017).
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