Action Research

Initial Meeting With Teacher

Student A This student was chosen for the action research group because
she is behind in reading and does not comprehend well. She has trouble
focusing and easily gives up on tasks. She also does not understand why she
does things, but merely guesses and sometimes gets the right answer. She
cannot pick out important information from a text, and therefore struggles
with overall comprehension.

Student B This student was chosen for the action research group because
of his reading scores. He seems to be a good reader and he enjoys reading,
but he has problems comprehending and does not do well with non-fiction
texts. It is hard for him to look at an article and then find the important
information he needs when answering test questions. He was chosen to
specifically focus on these comprehending skills.

Student C This student was chose for the action research group based on
his reading scores. He struggles with comprehending articles, and finding
the needed information in a text. Because this student cannot pick out correct
answers from a text, he struggles with testing. He also does not comprehend
the overall meaning of the text because he does not understand the details.

Action Research
Student D This student was chosen for the action research group because
of his reading scores and his comprehension skills. He also does not know
how to read a text and find the pertinent answers. He is also a different
ethnicity, so the language barrier and lack of English at home might be a
problem. He has trouble comprehending articles as well, with a focus on
nonfiction texts.

The Question
Mr. Addison chose these students from his class because they each have a
common problem: They have trouble reading a text and properly
comprehending it. They struggle with answering questions about a text
because they cannot distinguish the difference between necessary and
unnecessary information. Therefore, the question for my action research
project is this: Will the students comprehension skills improve if they learn
how to better determine what is important information from a given nonfiction text? This question was posed because Mr. Addison noticed the low
reading scores and saw that the students struggled with comprehension. By
helping the students learn how to determine what is valuable information in
an article, hopefully the students comprehension skills will improve, as
well.

Action Research

Timeline
Session 1

Initial meeting with Mr. Addison

Choose students
Determine question and main focus of project
First meeting with Action Group
Read half of Spiders in picture walk form. Focus on importance of
pictures in non-fiction.
Read the second half of Spiders out loud to them and compare to picture
walk way. Which way did students respond better?
Administer Water non-fiction test as initial assessment. Students will
read the article and then answer the test questions.

Session 2

The Hook:
Read Sharks non-fiction book out loud to students. Focus on pictures
again.
The Lesson:
Have students re-read and finish the Water initial assessment from last
session.

Session 3

The Hook:
Read non-fiction book about the weather chorally. Reiterate the
importance of non-fiction and also of the illustrations.
The Lesson:
Students will read Extreme Weather from K12 Reading Instruction
Resources.
In order to practice finding important details, students will make weather
flipcharts. They will draw the type of weather on the front flap, and then
write three facts that they learned from the passage about that type of
weather on the inside flap.
Once the flipchart is completed, they will take the hurricane reading
comprehension assessment (Hurricanes Comprehension assessment
from Mr. Nussbaum Learning +Fun) They can use flipchart to help with
assessment.

Session 4

The Hook:
Read non-fiction colonial times book.
While reading the book, encourage the students to fill out the Main Idea
and Key Details Graphic Organizer from Teacher Workbooks: Graphic
Organizer Series.
The Lesson:
Once they have completed the organizer, give them colonial times

Action Research
comprehension assessment (Massachusetts Colony Comprehension
Assessment from Mr. Nussbaum Learning + Fun) Can use GO.

Session 5

The Hook:
Read non-fiction book about Jupiter.
Play Dice comprehension game with Jupiter book
The Lesson:
Administer final comprehension assessment (Jupiter Comprehension
assessment from Mr. Nussbaum Learning +Fun)

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Initial Assessment Reflection

Date Administered: September 30th, 2015
Initial Information: I first assessed the students using a passage that my teacher had
provided about the different forms of water, called Water Takes Three Forms. There
were a total of 7 questions that they answered, but we did the last two together because
they were struggling.
Student A After viewing the results from the initial assessment, Student A did the best
on the test. She received a score of a 5 out of 7, and one that she missed was one of the
ones that we did together as a class. This was surprising to me, because she seemed to
struggle the most while we were completing the test. Student A has problems with giving
up, and not trying after working for a minimal amount of time. She will eventually just
guess the answer. However, she does seem to know what she is doing, she just will not
put the effort into doing it. The students were waiting on her to finish and working ahead
because she sat at the table and did nothing, or talked, while they were taking the test. My
goal with her is to teach her not to give up, and to see that these strategies that we are
learning will help her work more efficiently. If taught how to effectively read a passage
and pick out the important information so that she will immediately know the answers to
the questions, then she would be very successful. Her test results show potential, and I
hope her attitude will soon follow.

Student B Student B scored a 4 out of 7 on the initial assessment. He works hard and
is excited about reading. However, he does struggle with comprehension, as his results

Action Research
show. He worked ahead, and answered the last two questions before we did them
together. He answered one of those wrong initially, but then changed his answer once we
did it together. He has trouble focusing and staying on task, and that might be the reason
that he struggles with comprehension. He gets distracted easily, so I think he forgets what
he is doing. My goal with Student B is to teach him comprehension strategies that are
easy for him to do, and will help him to stay focused long enough to pick out important
information in the passage.

Student C Student C received a 4 out of 7 on the initial test because we did the last
two together. Out of the ones he answered himself he only got two correct. He has good
intentions, but he also struggles with effort. He does not want to put the time into reading
the passage and picking out the answers, so he just guesses. He had plenty of time to
complete the assessment, but still only really answered 2 questions correctly. My goal for
Student C is to reinforce the idea that with effort, he can answer theses questions. I will
teach him strategies that will help him quickly and effectively pick out the correct
answers.

Student D Student D received a 3 out of 7 on the initial test. Of the ones he completed
himself he only answered one correctly. He obviously struggles with comprehension, and
I am looking forward to working with him on this. He also struggles with taking
assignments seriously and not being goofy. Another factor at play might be that he is not
from this culture, so he does not fully understand some of the things we are talking about.
For Student D, I will try and encourage him to take it seriously, to take his time, and to

Action Research
use the strategies that we have talked about and learned about to help him find the right
answers.

Action Research
Date/Tim

Strategy Anecdotal Assessmen Plan For Reflect/

Description Observatio
t Data
Next
Respond
n
Session

e
Septembe - Initial
assessment
r 30th
45
minutes

October
14th
1 hour

The students
struggle with
(Reading
being
comprehensio distracted and
n quiz)
focusing.
They dont
- Picture walk know how to
with a book
pick out
about spiders important
information.
Student A
zones out
frequently,
Student B has
good
intentions but
gets distracted
easily, Student
C does not
exert much
effort into
trying, and
Student D is
very goofy.
- Made flip
The students
charts to help like to give up
pick out
easily, or rush
important
through
information
assignments.
- Color coded They do not
important
like to go
information in back to the
the text to
text, because
help us with
it takes to
our flipcharts much time.
They get
distracted and
off topic very
easily and are
sometimes
misbehaved.

All of the
students
scored less
than 50%,
either a 3 or
4 out of 7 for
all of them,
on their
initial
assessment.
This tells me
that they do
not
understand
how to
comprehend
nonfiction
text and they
do not know
how to pick
out
important
information.

We will
work on
picking
out
important
informatio
n by
making a
color
coded flip
chart
about
weather

This
assessment
was very
indicative
of the
students
skill level.
Im
enjoying
getting to
know them,
and getting
to work
with them.
They were
well
behaved
and seemed
very
interested.

The
flipcharts
were
successful.
They were
able to refer
back to the
text and
write the
information
down.
However, I
think that the
overall
purpose was
lost on them.

We will
complete a
graphic
organizers
about
main ideas
and
supporting
details to
help us
pick out
important
informatio
n

This was a
good
session and
the students
enjoyed
making the
flipcharts. It
was good
for them to
see how to
pick out
important
information
, but I do
not think
that they
grasped the
concept.

Action Research
October
21st
1 hour

- Graphic
organizer

- Read aloud

November - Vocab
lesson
3rd
1 hour

- Word Sort
- Chart

Today, we
struggled with
attitudes and
with staying
focused. They
were very
goofy, and it
was a struggle
to make them
do anything.
They also do
not put much
effort into the
activities, so it
was a little
frustrating

The students
did very well
today, and
stayed focus.
They seemed
to understand
the lesson
very well.

We talked
through the
first section
of the
graphic
organizer
together, and
then the
students did
the rest by
themselves. I
assessed
them on the
spot, by
looking at
their
sentences
and telling
them to add
more details
or to fix their
mistakes.
They did
well with
this
assessment.

We will
switch
approache
s and
focus on
decoding
vocabulary
words to
help us to
understand
words.

I was very
frustrated
today. I felt
as if the
students
were not
being
serious or
behaving
well at all,
even when
we talked
about it. As
well as they
did on the
assignment
today, I do
not think
that they
understood
that they
were doing
it to help
them learn
strategies to
comprehen
d. That is
my fault.
The students Next
Although
charts
lesson will we
indicate
be our
switched
great
final
focuses
participation assessment slightly on
in the lesson , in which this lesson,
and shows
they will
it will help
that they
read a
the students
understood
passage
when trying
what we
and then
to
were
answer
comprehen
learning.
questions. d different
words in
non-fiction
text because
they can
think about
similar or

Action Research

November - Final
assessment
17th
30
minutes

(Reading
comprehensio
n quiz)

The students
were pretty
well focused
today and
willing to
work. They
were not
silent liked I
asked them,
and Student A
had difficulty
today working
up enough
effort to
complete the
assignment,
but overall
they did well.

The data
shows that
while none
of the
students
regressed, 2
of them
showed no
progress and
2 of them
improved
slightly.
Student A
and Student
D did not
improve,
while
Student B
and Student
C showed
significant
improvement
.

N/A

different
words. This
point could
have been
made
stronger,
but they did
very well
with this
lesson.
While I am
discouraged
that only 2
students
showed
progress, at
least 2 of
them
improved.
In the
future, I
will be
more clear
when we
are doing
each
activity to
tell the
students
why we are
doing it. I
also think it
would have
helped to
have them
take a test
after each
session, just
to practice.
I also think
some of it
was due to
the
students
effort and
actions.

Action Research
Strategies Used:
1.
2.
3.
4.
5.

Reading comprehension quizzes

Picture Walk
Flipchart creation/color coded highlighting
Graphic organizers
Word Sort

Lessons/Assessments Used:
1. Flipchart (Assessed on whether they followed directions and included
correct and necessary information)
2. Graphic Organizer (Assessed on completion and whether the
information was correct)
3. Vocabulary Chart (Assessed on completion because we did it together)
4. Reading comprehension quizzes (We read the passage out loud
together, and then the students would answer the questions)

Necessary Instruction Changes

Action Research
1. During the very first assessment, I noticed that the students were not referring
back to the passage at all to help them. They were simply reading the questions
and guessing. From then on, we talked about going back to the passage and
looking for the answers in the passage. I told them that it was like having the
answers to the test, because they were all right there, they just needed to look for
them. Even after this instruction, they still did not naturally use the passage.
2. Most sessions, we read a book or did some kind of activity before moving on to
the assessment or the lesson. However, the one lesson that we did not do this, the
students were wild. I learned that in order for them to do well and complete the
lesson efficiently, they needed a fun activity at the beginning. From then on, we
read a book or did some fun little brain warmer before we moved into the heart of
3.

the lesson.
One session when the students were particularly wild and out of control, we
stopped at the end and I informed them that they could not behave like this again.
If this behavior continued to happen, then we would not be able to meet and I
would tell Mr. Addison exactly why: because they would not focus or be serious.
From that point on, they behaved much better and we got much more
accomplished without me having to stop and ask them to sit down or be quiet or

be serious.
4. There were many changes that I had to make to the different strategies that I used
in teaching them how to pick out information. The first time we made a flipchart
and underlined the important information in different colors. This seemed to help
them, especially with underlining and picking out important information. The
second time we used a graphic organizer to pick out the main idea and key details,
and the students did very well with this, too. The third session, we switched gears

Action Research
and talked about vocabulary and how we can get to know words better and that
helps us to comprehend passages, but this lesson did not seem to help. I would not
do that lesson again; instead I would choose a lesson that would finalize what we
had been doing and help the students to put it all together. I believe that would
have helped them on their final assessment, as well.

Final Assessment Reflection

Date administered: November 17, 2015

Action Research
Final information: The students were given a passage about the Massachusetts Colony.
They were instructed to read the passage and answer the questions. There were a total of
8 questions, however they all missed number 7, so I decided not to count that one.

Student A Student A received a 4 out of 7 on the final assessment. Unfortunately, this

was worse than what she received on the initial assessment. On this last day, she was
particularly stubborn and it was very difficult to make her work. She laid her head down
on the table and would not read the passage or answer the questions. It took lots of
coercing to get her to finish the assessment, and whenever I asked her how she got a
particular answer, she said, I guessed. It was very discouraging and frustrating. She did
well completing the flipchart and the graphic organizer, but she did need extra help and
encouragement. I do not think these results are indicative of her true knowledge and
capability.

Action Research

Student As Test Results

Initial Assessment
Final Assessment

Student B Student B scored a 6 out of 7 on the final assessment, meaning that he

improved from the first session! This was very encouraging. Student B was the only
student who consistently listened and used the different strategies that we talked about.
He would underline information in the passage, and I often times saw him referring back
to the passage while reading. When I saw this, I would mention to the group that I liked
the way that Student B was underlining or looking back at the passage, so that they would
do the same. This student completed both the flipchart and the graphic organizer
flawlessly, and I can see that this effort and practice paid off in the end, as his test results
show. I am very proud of him!

Action Research
Student Bs Test Results

Initial Assessment
Final Assessment

Scores

Student C Student C received a 5 out of 7 on the final assessment, also showing

improvement. The day of the final assessment, he was very focused and he put forth his
best effort. I was very proud of him, because this showed that he can do it when he really
tries. He also completed the flipchart and graphic organizer with little help and guidance,
and this clearly paid off for him as well. The effort that he put into learning these
different strategies helped him for the final assessment. I was glad to see that he
improved, both in effort and in scoring, and it made me very happy.

Student Cs Test Results

Action Research

Initial Assessment
Final Assessment

Student D Student D received a 3 out of 7 on the final assessment. This was the same
score that he received on his initial assessment, so he showed no progress. This surprises
me. During our sessions, although very goofy, Student D did very well with the
assignments. He had good comments to make and participated frequently. He completed
the flipchart and the graphic organizer, even though I had to keep reminding him to work
and to stay focused. Unfortunately, I do not think that these strategies helped Student D at
all, and that is very sad.

Student Ds Test Results

Action Research

Initial Assessment
Final Assessment

Data Analysis and Additional Reflections

Action Research
The students all showed different amounts of progress and had various test results.
Because of this, I believe that the issue was in the way that I taught them. Although we
used helpful strategies and I thought of creative ways to help them pick out information, I
do not think that I stressed enough the reason why they were doing this. Yes, they
completed the tasks and learned how to pick out information, but I did not teach them
how to apply that skill to reading passages, and that is where the disconnect occurred.
Although Student B and C were able to take what they had learned and apply it to reading
the passages, Student A and D were not. In the future, after each strategy, I would review
with the students why we learned that strategy. For example, after the flipchart, we would
talk about how it helped us to underline the important information. Once we underlined
it, it was easy to find and we were able to pick out the most necessary information. After
the graphic organizer, I should have told the students how that helped us to organize our
thoughts into what the main ideas were, and then what some supporting details were. This
helped us organize our thoughts, and also sift through information. Finally, after our
vocabulary lesson, I should have reiterated the fact that getting to know words helps us to
comprehend both the passage and the words in the questions. If I had been very clear
about why were doing these various lessons and strategies, I believe the students would
have shown more progress.
Student A showed no progress, and she even regressed, missing one more
question on the final assessment than on her initial assessment. However, she was having
a bad day on the final assessment, so I do not think that these results can be conclusive.
She was very tired, and I think she was going through some things at home. However, I
do think with more time and proper instruction, she could improve. I think it would

Action Research
benefit this student more to have one on one time with the teacher, because she gets
distracted and gives up very easily. When there are other students around it is easy to lose
her. Despite the fact that she completed the flipchart and graphic organizer all the way,
she still did not progress.
Student B did show progress, and this was very exciting. He answered 2 more
questions right the last time than the first time. Throughout our sessions, he applied
himself very well. He always worked diligently on the assignments, and he completed
them thoughtfully and efficiently. His hard work paid off in the end, because he showed
improvement. I believe that Student B was able to take what we learned and apply it to
reading and answering passages, despite my lack of instruction. He is a very sweet and
smart student. His peers and his environment distract him easily, so he would work better
in a controlled environment, but overall he did very well and showed major
improvements.
Student C also showed improvement and progress. At the beginning, this student
made little effort in his work. However, by the last session, he was finally able to put
forth the effort he needed to succeed. He showed improvement, even if it was slight. I
was proud of him because I saw numerical improvement and attitude improvement. The
first couple sessions he did not do much, and his work was rushed and done halfway.
However, by the end, he was participating and doing his work the way I expected it to be
done. I wish that I had more time to work with this student, but it was rewarding to see
the way that he improved overall throughout our sessions.
Student D, like Student A, showed no progress. He received the same score on
both his initial and his final assessments. Although he worked hard in our sessions, he

Action Research
was often times very goofy and he did not stop talking. He got off topic frequently,
causing the other students to get off topic, as well. I believe that this student needs special
instruction, one on one with the teacher. He definitely has potential, because his results
from the flipchart and the graphic organizer were stellar, but he struggled to apply his
knowledge to reading and answering questions. He also struggles with focusing, so if he
could be by himself, with no distractions, I think he would have more success.
Overall, two students improved, one student did not improve, and one student
showed no progress. These results could come from a myriad of reasons they could
have had a bad day, the passage could have been more difficult than they were used too,
my instruction could have been faulty, etc. I think the main issue was that I did not
specifically tell them why we were using each strategy, and so they did not really
understand how to take what we learned and use it in a passage. I know what I would do
differently next time, and I have learned so much from this experience. I have loved
working with the students, and seeing how they have grown and what they learned. It was
a wonderful opportunity, and I am glad that we did it.

Action Research
Date of
meeting

Heres
What I Did
Today:

Heres
What I
Learned
Today:

Heres
What I Did
Well:

Heres
What I
Could
Improve
On:

Comprehension: The Skill for Achievement

Here Is
Something
I Wish Ms.
Walker
knew:

Action Research

Annie Walker
Samford University
Orlean Bullard Beeson School of Education

Abstract
By being able to read and fully comprehend a text, students have achieved the main goal
of fluency. However, comprehension often gets lost along the way. When students can
successfully determine the important pieces of a text, they can altogether comprehend the
piece better. By teaching students to choose the information they should focus on in a
text, they will better comprehend the passage.

Action Research
Comprehension: The Skill for Achievement
Literacy in Context (2011) defines reading comprehension as the process of using
ones own prior knowledge and the writers cutes from the text to infer the authors
intended meaning. In other words, comprehension is the ability to apply ones own
knowledge and understanding to a text in order to better understand the meaning.
Comprehension is key for the success of future readers because if they never learn how to
comprehend and understand a text, they will fall farther and farther behind in school.
Unfortunately, comprehension often times gets overlooked, specifically comprehension
of nonfiction texts. According to Reutzel and Cooter (2013), one study showed that less
than 1% of total reading or social studies instructional time was devoted to the teaching
of reading comprehension. This means that students are falling behind in a task that can
easily be taught. The concentration of this research project is on comprehension with a
nonfiction focus, because once students have learned to pick out the basic information
and pertinent knowledge from a nonfiction work, they can more easily apply that to
fiction pieces. There are many different ways to teach students the basic concepts of
comprehension. This research paper will examine the best ways to teach comprehension
to students, the most valuable strategies for allowing students to practice what they have
learned, and the most effective ways to assess students on comprehension.
There are many aspects to teaching comprehension, but each of them is extremely
important. Teaching children different strategies to use to help them comprehend texts is
important, because most students do not know how to do this. It is especially important in
nonfiction, because as Harvey and Goudvis (2000) say getting at whats important in

Action Research
nonfiction text is more about gaining information and acquiring knowledge than
discerning themes. Once students have acquired this knowledge, they can more easily
move on to fiction pieces. When teaching comprehension, Reutzel and Cooter (2013)
claim that there are four main components to focus on. These components include the
reader, the text, what kind of comprehension task or skill is being performed, and the
situational context. These different components each play an important role in
comprehension. Because there are many different parts of comprehension, there are many
different teaching techniques and strategies. First, one key strategy is to establish
background knowledge and discover prior knowledge. KWL charts are good tools to use
in this case, because they allow students to write down what they know, but also engage
them by asking what they wish they knew. It serves as an excellent re-cap tool, as well,
by having them then write what they learned. Second, another strategy is to focus on
important details. By learning how to pick out important details from a text, students
learn a key skill of comprehension. Reading Lady makes the point that children are
bombarded daily with information. Because of this, they need to learn how to decipher
what is necessary and what is extra information. This will help them not only with
reading comprehension, but also with note taking and learning in general. Therefore,
choosing the difference between what is important and what is not important is a key
skill for students to have (Comprehension Strategies). A good tool to use for this is a
graphic organizer. These help students to identify both the main idea and the key details
of a passage, and they can be fun and entertaining. The third comprehension strategy is
monitoring. Teachers should monitor and make note of student progress, but Reutzel and
Cooter (2013) also claim that teaching students to monitor the status of their own

Action Research
ongoing comprehension is an important skill. This allows students to start taking
responsibility for their own actions and studies, but also keeps them accountable and
aware of their own progress. Finally, the last strategy mentioned by Miller and Veatch
(2011) is that of using multiple reading strategies at once. For example, in the reciprocal
teaching method, students imitate the teacher by predicting, clarifying, questioning, and
summarizing. These teaching strategies are an extremely important first step for students,
but then they must practice.
Practicing is a key step for students who need to improve comprehension skills.
As the saying goes, Practice makes perfect. Once students are in the habit of
investigating a text for key details and really studying its meaning, it becomes almost
second nature to them and they begin to comprehend more readily. There are several
different strategies to use in order to practice. First, comprehension practice should be
cooperative and interactive, according to Reutzel and Cooter (2013). To practice
comprehension, a teacher can tell the students to reflect, think, and then respond to the
passage with their elbow partner. The students can also use the PARIS technique, which
stands for Predict, Ask questions, Retell, Infer, and Summarize. Each of these techniques
are highly effective practice strategies for comprehension, and can be done with partners.
This allows students to utilize important techniques like retelling the story in their own
words or asking important questions about the text. These techniques are important skills
for students to practice in order to master comprehension.
Finally, assessment is the last important step in comprehension. There are no set
ways to assess comprehension. However, assessment should test both factors within the
reader that affect comprehension and also students knowledge of the text features,

Action Research
structures, and meaning. These assessments can be both formative and summative.
Formative assessments can come in the form of graphic organizers, KWL charts, turn and
talks, or exit tickets. Summative assessments are more formal. They include tests such as
the Student Comprehension Strategy Use Survey (SCSUS), Grammar Questioning, and
narrations (2013). These tests assess students ability to comprehend, to understand and
answer questions, and to retell a story in their own words, demonstrating a total
comprehension of the matter. It is necessary to assess students in order to monitor their
progress, but also in order to drive instruction. If students have mastered the graphic
organizers, it might be time to move on to a more difficult task, such as creating their
own graphic organizer. However, if they are struggling with narration or retelling a story,
then it would necessary to reteach this strategy in a different manner, perhaps using an
interactive method like puppets. Although the final step in comprehension, assessment is
extremely important and should not be overlooked.
In order for students to truly love reading, and to desire to read, they need to be
able to comprehend the material. This is why comprehension is so important. It is key for
a students success in the classroom now, but also in the future. This research has helped
me plan how to best teach the students in my action research group about comprehension.
It has given me valuable practice strategies and tools. I desire for these students to be
masterminds at comprehension by the end of the project. The teacher makes the most
difference, and therefore I want to be knowledgeable and prepared on this subject. As
Miller and Veatch (2011) say studies show that students who receive training make
lasting gains in reading comprehension performance. As a teacher, I have the
opportunity to train students and see them succeed, and I want to do just that.

Action Research

Works Cited
ComprehensionStrategiesMakingConnections,Questioning,Inferring,Determining

Action Research
Importance,andMore.(n.d.).RetrievedDecember7,2015,from
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Harvey,S.,&Goudvis,A.(2000).DeterminingImportance.InStrategiesthatWork:
TeachingComprehensiontoEnhanceUnderstanding(1sted.,Vol.1,pp.117
142).Portland,Maine:Stenhouse.
Miller, M., & Veatch, N. (2011). Strategies to Increase Comprehension. In Literacy in
Context (LinC): Choosing Instructional Strategies to Teach Reading in Content
Areas for Students in Grades 5-12 (1st ed., Vol. 1, pp. 3, 54-99). Boston,
Massachusetts: Pearson.
Reutzel,D.,&Cooter,R.(2013).TeachingReadingComprehension.InTheEssentials
of
TeachingChildrentoRead:TheTeacherMakestheDifference(3rded.,pp.216
265).Pearson.