Activity Calendar
The realisation of the ETOR programme
in Primary School no 22 in Katowice, Poland.
Stages of the realization:
1. The choice of the method of teaching reading and of the target group of students among which the method was applied.
2. The initial examination of the students’ reading skills.
3. The application of the chosen method
4. Evaluation of the method effectiveness.
Stage I
During the meeting of all teachers who work in our school two representatives who participated in the Istanbul meeting presented methods of teaching reading that were used in partner schools. They also put forward the task that our school was supposed to complete – the choice, application and evaluation of one methods.
After a discussion it was established that:
1. The method should not disturb the order of lessons in our school and should be consistent with the school’s programme of teaching.
2. The application of the method should not require many financial resources.
3. It should be easily applicable during various lessons.
4. The method will be used systematically, at least once a week.
5. It will be applied among a comparatively large group of students.
6. The method will give us the opportunity to use a variety of texts: stories, poems, instructions, newspaper articles, letters, etc.
7. The effectiveness of the method will be measurable.
We decided that the method which meets the above conditions is ‘Silent Reading Sessions’ presented by our partners from Wales.
It has been established that the target group will consist of 121 pupils (57 girls and 64 boys).
Stage II
Before applying the ‘Silent Reading Sessions’ method we carried out an initial examination of reading skills among the students from the target group. The examination was divided into two parts:
Part 1: The examination of the speed and accuracy of loud reading
Part 2: The examination of the reading comprehension skill
Part 1
In order to evaluate the speed and accuracy of loud reading among the target group students we used standard tests drew up by Jan Konopnicki. Each student was asked to read out a set of various words within one minute. The number of words a student managed to read out correctly showed the level of his/her skills.
The results of this examination are presented in Table1.
Level achieved by learners
Grade
In general
3a
3b
4a
4b
5a
5b
% of students who achieved the average level
27,8
37
14
20
20
20
23,13
% of students whose level is above the average
27,8
16
27
10
40
45
27,63
% of students whose level is below the average
44,4
47
59
70
40
35
49,23
Table 1. The results of the examination of speed and accuracy of reading
The results of this test were also analysed with respect to the students’ sex (Table2).
Level achieved by learners
Grade
In general
3a
3b
4a
4b
5a
5b
g
b
g
b
g
b
g
b
g
b
g
b
g
b
% of students who achieved the average level
16,67
11,11
5,26
31,8
0
13,6
10
10
20
0
5
15
9,49
13,59
% of students whose level is above the average
11,11
16,67
5,26
10,52
18,18
9,09
5
5
20
25
30
10
14,93
12,71
% of students whose level is below the average
22,22
22,22
15,79
31,58
18,18
40,90
45
25
15
20
30
10
24,37
24,95
Table 2 The results of the examination of speed and accuracy of reading (sex differentiation)
Conclusions:
1. The results indicate that almost half of the students represented a level of reading skills which was lower then the level that had been generally accepted as an average one (the average level was different for each grade).
2. No significant differences were observed as far as the sex is concerned.
3. The low level of reading skills among the learners was the main reason for their unwillingness to read longer texts and books. It also contributed to difficulties in comprehending texts (especially texts containing long, compound words and those which are not frequently used by the students).
Part 2
During the second stage of our examination we assessed the students’ reading comprehension skills. The tests that we used were chosen according to the students’ age level. 109 pupils were present during the test (that is 85.86 % of the whole target group).
The results of the test are presented in Table3
Grade
3a
3b
4a
4b
5a
5b
Altogether
The maximum number of points that a grade could obtain
64
95
190
180
342
361
1232
The number of points that grades obtained
41
61
147
142
275
300
966
Students’ scores in percentages
64,1
64,2
77,4
78,9
80,4
83,1
78,41
Table 3 The results of the reading comprehension test
The results were also analysed with respect to the students’ sex (Table4).
Grade
3a
3b
4a
4b
5a
5b
Ogółem
g
b
g
b
g
b
g
b
g
b
g
b
g
b
Students’ scores in percentages
64,1
64,2
77,4
78,9
80,4
83,1
74,68
66,66
60,71
70
61,54
92,86
68,33
79
78,75
85,17
72,93
84,21
81,87
79,65
70,69
Table 3 The results of the reading comprehension test (sex differentiation)
Conclusions:
1. Short and relatively simple texts did not pose serious problems for the students.
2. Students did not find it difficult to complete true/false tasks.
3. The analysis of the results shows that multiple choice tasks and tasks in which students were asked to make their own judgements and evaluations on the basis of the given text were the most difficult to cope with (only 34% of correct answers).
4. The perceptive and semantic skills of students were satisfactory.
5. The level of the pupils’ receptive skills was rather low (many students did not know how to make use of the information given it the text).
6. As the data indicate, pupils had biggest problems with drawing conclusions, formulating their own opinions, comparing and synthesizing the information given in the text (only 25% of students achieved a satisfactory level of those skills).
Stage III
The application of the method.
After conducting the initial examination we set about applying the ‘Silent Reading Sessions’ method with the aim of developing reading comprehension skills among the target group students.
1. The starting date: 27th November 2007.
2. Persons responsible for the application: teachers who work with the target group grades.
3. Target group: 121 students from grades 3,4 and 5 (57 girls and 64 boys).
4. Time of application: each session lasts for 15 minutes, sessions take place twice a week (every Tuesday and Thursday at 10:55).
5. The description of the method application:
a) at the beginning of the lesson students received texts, their task was to read them and complete tasks or answer questions concerning the text,
b) texts were chosen during meetings of teachers who worked in target group grades (the meetings took place at the end of each month)
c) the results of all sessions were systematically written down in overall charts (Table5 )
d) the results were analysed at the end of each month,
e) texts which were used during sessions were chosen on the basis of:
• function (artistic or functional)
• content (description, narrative, explanation, instruction etc.)
• form (advertisement, chart, table, map, plan, leaflet, comics, poem etc.
Date
Score
Student
The maximum number of points to be obtained
Jan Kowalski
Maria Nurowska
Table 5 An overall chart presenting students scores obtained during the sessions.
6. The day care room also participated in the application of the method by organizing meetings of the Drama Club. Students who participated in those meetings were asked to read various texts, analyze them, write scripts and prepare short drama performances. Those performances were recorded with the digital video camera.
Stage IV
Evaluation of the method effectiveness.
In order to assess the effectiveness of the method we carried out a final test and compared the results with the results of the initial examination. The final test took place on the 12th of April. It was also divided into two parts:
Part 1: The examination of the speed and accuracy of loud reading
Part 2: The examination of the reading comprehension skills
Part 1
Students were asked to read out the same sets of words as in the initial test. The time for completing the task was also one minute. The results are presented in Table 2 ( the table presents the results of both tests – the initial and the final one (I stands for the initial test results, F stands for the final test results)
Level
achieved
by learners
Grade
In general
3a
3b
4a
4b
5a
5b
% of students who achieved the average level
I.
27,8
37
14
20
20
20
23,13
F.
33
42
18
40
35
30
28,5
% of students whose level is above the average
I.
27,8
16
27
10
40
45
27,63
F.
33
25
30
40
45
50
37,17
% of students whose level is below the average
I.
44,4
47
59
70
40
35
49,23
F.
34
33
52
20
20
20
29,83
Table 2. The results of the examination of the speed and accuracy of reading.
Conclusions:
The results indicate that the application of the Silent Reading Method contributed to the improvement of the speed and accuracy of reading. The percentage of students who are below the average level diminished from 49,23 to 29,83. The percentage of pupils whose level is above the average increased from 27, 63 to 37,17. The improvement was noted in all of the grades that participated in the test.
The results of the test were also analysed with respect to the students’ sex (Table3).
Grade
3a
3b
4a
4b
5a
5b
In general
% of students who achieved the average level
I
g
b
g
b
g
b
g
b
g
b
g
b
g
b
16,67
11,11
5,26
31,8
0
14
10
10
15
5
15
5
13,59
12.81
F
17.9
15.1
24
18
10.2
7.8
30
10
17,4
17.6
20
10
19.9
13.08
% of students whose level is above the average
I
11,11
16,67
5,26
10,52
18,18
909
5
5
20
25
30
10
14,93
12,71
F
17.5
15.5
13
12
15,2
14,8
22.4
17.6
24
21
27
23
19,8
17.3
% of students whose level is below the average
I
22,22
22,22
15,79
31,58
18,18
40,90
45
25
15
20
30
10
24,37
24,95
F
17
17
14.8
18.2
23.6
28.4
9.8
10.2
10
10
7.9
12.1
13.85
15.98
Table 3. The results of the examination of the speed and accuracy of reading (sex differentiation)
Conclusions:
As the table shows both boys and girls improved their speed and accuracy of reading. However, the improvement was higher among the girls. The percentage of female students whose level is above the average or average is now higher than the percentage of male pupils representing those levels (after the initial test the discrepancy between the boys’ and girls’ skills was not as noticeable as it is now).
Part 2.
Students completed a reading comprehension test. The level of difficulty was the same as during the initial test and it was adjusted to the students’ age levels. Pupils read short texts and were asked to complete tasks or answer questions concerning the texts. The results are presented in Table 4 (I stands for the results of the initial test, F stands for the results of the final test).
Grade
3a
3b
4a
4b
5a
5b
Altogether
The maximum number of points that a grade could obtain
I
64
95
190
180
342
361
1232
F
50
46
126
126
84
76
508
The number of points that grades
obtained
I
41
61
147
142
275
300
966
F
42
40
107
112
76
61
438
Students’ scores in percentages
I
64,1
64,2
77,4
78,9
80,4
77,2
73,7
F
84
86,96
82,54
88,89
71,43
78,95
82,13
Table 4: The results of the reading comprehension test
Conclusions:
The results indicate that the application of the Silent Reading Sessions enhanced students’ reading comprehension skills. Students’ scores in the final test were noticeably higher than in the initial examination (only one of the six grades that participated in the project had lower scores than in the first test).
As the data indicate, even tasks which posed the biggest problems for students in the initial test (drawing conclusions, formulating opinions, comparing and synthesizing the information given in the text) turned out to be much easier now - most of the students completed them correctly in the final examination.
The results of the test were also analysed with respect to the students’ sex (Table5).
Grade
3a
3b
4a
4b
5a
5b
In general
g
b
g
b
g
b
g
b
g
b
g
b
g
b
Students’
scores in percentages
64,1
64,2
77,4
78,9
80,4
77,2
73,7
66,66
60,71
70
61,54
92,86
68,33
79
78,75
85,17
72,93
84,21
81,8
79,65
70,6
84
86,96
82,54
88,89
71,43
78,95
82,13
70,66
65
77
65
93,33
77,27
85
92,42
80,77
56,25
88,64
78,1
82,57
72,3
Table 5 The results of the reading comprehension test (sex differentiation)
Conclusions:
The data show that the girls’ achievement in the initial and the final test was considerably higher than boys’ achievement (only in one grade boys did better than girls).
ADDITIONAL ACTIVITIES THAT TOOK PLACE IN OUR SCHOOL:
1. Drama Club- meetings of the club took place in the day care room. Students who participated in them were asked to read various texts, analyze them, write scripts and prepare short drama performances. Those performances were recorded with the digital video camera.
2. Socrates Club – meetings of this club took place once a week. The members wrote letters and cards to friends from partners schools. They continued Travelling Tales sent by the partner schools. They learnt about culture, history and geography of those countries.
3. Socrates Contest- in June 2007 we organized a competition in which our students could boast their knowledge about the countries that cooperate with us in the Socrates Programme. Students answered questions concerning those countries and completed tasks such as drawing flags, preparing posters, etc.
4. A contest for the logo of the ETOR Programme.
Measuring comprehension
We measure the text-understanding just as reading aloud at the end of the first term in Year 1.
In Year 2, 3, 4 we do this 3 times /at the beginning of the year, at the end of the first term and at the end of the year.
Year 1
The first test is at the end of the first term. It is not a real test, but children have to join words and pictures and to draw the meanings of words and expressions. At the end of the school year a short tale is included in the test.
Exercises:
make a list of the characters
find the answers for the questions
cronological order of events
Year 2
The first test is similar to the last test of Year 1.
At half term and at the end of the year the basic is a short tale.
A little bit difficult exercise is to compose their own answers on the basis of the tale.
Year 3
We observe the pupils’ comprehension on the basis of a tale, but the texts are longer. (about one or one and a half page)
Children solve higher level exercises.
For example:
fill incomplete outline
distinguish true or false statements
find synonyms
substitute expressions of writer with common expressions
complete sentences
Year 4
Pupils solve exercises in connenction with texts about animals, plants and nature.
Such as:
to give a title for the text
to make their own outline
to form their own opinions
to find the ’main point’ /the essence/
to find facts
Measuring reading aloud
We measure it from the end of the first term. At that time they have already known all letters.
In Year 2, 3, 4 we measure it 3 times:
At the beginning of the first term, at the end of the first term and at the end of the school year.
The length and the content of the text is adequate fot their age level.
First they read aloud.
Every pupil reads 5-6 sentences.
Children who have dyslexia always get shorter and easier text than the others.
We make a chart to mark their achievment observing 2 things:
1. - the level of their reading /read letters, syllables, read 2-3 words together, …/
2. - their mistakes
change letters
leave out letters
confuse /mix letters/
restart words
read another word
put another annex to the end of the word
We use the same chart for 4 years in order to observe the development of pupils.
Evaluation
The evaluation of reading – the teacher’s opinion with text until the end of Year 4. The end of Year 4 pupils get grades (1-5) considering their own progress and the requiremens of the year.
By the end of Year 1:
Reading with syllabification
By the end of Year 2:
Slow continuous reading
By the end of Year 3: continuous reading
By the end of Year 4: suggestive reading /with feeling/
Name
Read letter
Read syllable
Word-picture
Not continuos
Slow continuous
continuous
enthusiastic
h hl
h hl
h hl
h hl
h hl
h hl
h hl
Berkes Enikő
Buda Richárd
Dombai Zoltán
Gede G. Luca
Horváth Marcell
Kiss Máté
Kókai Mónika
h: without mistake
hl: with mistake
Chosen exercise
• Reading with parents at home
Year 1 /age 6-7/
• You can see that most of the children read with their parents every day.If you look at the difference between the boys and the girls, less boys read every day,more boys read never.The difference is not very big at this point.
Year 2 / age 7-8/
• There are more boys than girls in every column, but this is not significant.There are a lot of pupils who do not read at all at home.
Year 3 / age 8-9/
• There are more boys than girls in every column, but the difference is not significant among who read every day.In this class most children sometimes read.
Year 4 / age 9-10 /
• In this class you can see big difference between boys and girls.Most of the boys do not read at all at home.Their teacher’s opinion- same pupils read, same pupils don’t in every case.Parents were not partners in the project.
