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Development of a Research Question Data Collection

Vanessa Vitiello
William Paterson University
November 7, 2014

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The course named Strategic Reading can be analyzed for its quality and effectiveness by
comparing two separate groups of students. Academic year 2013/2014 students participation was
improvised based on availability and 2014/2015-student participation is consistent with the
program and all of its components. My students, my colleagues and I would benefit from
determining if the programs implementation has a significant effect on the students results.
Based on the research it can be determined if a strict regimen is necessary for effective reading
instruction or if some flexibility benefits the students more. The questions that have branched off
from my main focus question are directly related to the issue that I have chosen to research. Each
question also relates to the other in that based on the results of the comparison I will be able to
determine if, how and why improvements can be made to the course known as Strategic
Reading.

Triangulation Matrix
RESEARCH QUESTIONS
DATA SOURCE 1
DATA SOURCE 2
DATA SOURCE 3
Controlling Question:
Analysis of existing data Observations and field Interview and survey of
If the school fully adopts
both teachers and
the READ 180 program and as well as scores from notes
2013-2014.
students
follows the structured
guidelines set by Scholastic
how will it affect the
reading comprehension and
Experiencing Enquiring
fluency of 9th grade
Experiencing Enquiring
Examining
Examining
students?
Experiencing Enquiring
Examining

Subsidiary Question 1:
What are the results when
comparing this years
freshman students' literacy
skills with students who
participated in and
incomplete program of
READ 180 last year?

Analysis of data sources Observation and field

outside of READ 180 notes
using the districts
Renaissance and
Benchmark assessments
Experiencing Enquiring
Examining

Experiencing Enquiring
Examining

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Subsidiary Question 2:
How can the course
Strategic Reading be
improved or expanded?

Observation and field

notes

Experiencing Enquiring
Examining

Interview and survey of

teachers
Experiencing Enquiring
Examining

In some ways I see similarities in my collaborative action research project to a descriptive

case study. The controlling question revolves around examining if the existing theory presented
by Scholastic regarding their READ 180 program is to in the Paterson Public School. My
students will be observed and compared to students from a previous group and the evidence will
suggest if the programs claims are accurate in this situation.
Data was collected on the students comprehension, spelling, word recognition and
vocabulary last year. The same data is currently being collected on the students in the course this
year. Comparison of the data will help to demonstrate if there is a significant difference in
student success. Alternate sources of data that measure the same skills will also be used to
ensure validity of students scores. The school district currently uses formative assessments to
measure student progress and areas of weakness examining these multiple sources of data will
help check for validity.
The benefit of teaching and having taught the students whose data will be used for
comparison last year will enable me to not similarities and differences. Students interaction and
classroom engagement can be a very useful tool when determining the effectiveness of a
program. The surveys and interviews will be conducted with both teacher and student input. This
year another teacher outside of my classroom will be teaching the program and her input will
help gather an objective viewpoint regarding the experiential data source for the study. Survey

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and interviews with Language Arts teachers who are currently working with students who
completed the program last year and are enrolled in the program this year will be used to
evaluate whether students who completed the course demonstrate any significant advantage over
students who did not take the course. Student surveys will be used to evaluate their point of view
regarding the academic progress they have noticed as a result of READ 180.