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Ashley Pennell
Ashley Pennell's Reflection
Mon Dec 8, 2014 22:40
75.130.131.134

One of the most important thing I learned from our project was how unbalanced reading instruction can impact student learning in a negative way - but that it can be corrected given effective, balanced instruction. I appreciated the up-close analysis of my students' learning that was afforded with this research process. While all of my beginning readers needed the same instruction and experiences with reading, the timing that the needed the instruction differed. Some of these readers grew exponentially during our research period, while others experienced growth at a steadier, slower-paced rate. I think this is an important message and reminder that while our students may not grow to reach the benchmarks set by our schools, county, or state reading tests, the growth they make is significant. I feel more confident in my ability to teach struggling readers after completing this project. The knowledge I gained through the research process has helped me to evaluate the effectiveness of my instructional strategies (both those included in my intervention plan and those throughout other parts of the day) and my students' learning. Further instruction for my students will be informed by our research.


After my first experience with teacher action research, I do see the value and importance of inquiry in the classroom. I do think that this type of research holds many opportunities for teachers to change their thinking about classroom and instructional practices to further promote success for their students.

As an extension of our research project, I am currently working with the Intervention teacher and EC teacher at my school to prepare a proposal to get a larger selection of high-quality texts for beginning readers. In our paper, we mentioned the lack of resources available when implementing our intervention. Without high quality texts, our intervention plan is less than helpful, so I saw acquiring these texts to be the next step in continuing to meet my students' needs. Fortunately, it was not difficult to find partnerships for this common goal because I work with like-minded folks who recognize the importance of high-quality texts for teaching reading.

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