Blogpost #5 - Academic Research and Findings: The Benefits of Reading Stamina

Reading stamina is the reading equivalent of physical fitness. It’s the stamina you need to read for extended periods of time, and it can be developed with practice. The reading muscles – your reading skills – get stronger as they’re used, just like any other muscle in your body. If you’ve ever exercised before, you know that after a few days or weeks of working out, you’ll notice new strength and endurance. You’ll also see an increase in confidence: knowing that even if the going gets tough (like when reading a challenging book), you can push through because your reading stamina has improved dramatically. But reading stamina doesn’t just happen on its own!

A child’s ability to read is one of the most critical skills that they will ever develop. When an individual has good literacy stamina, it means they can experiment with more challenging texts and go on longer adventures in books! We consider stamina The ability to read significant stretches of time is called reading stamina. 

Reading #1: Gaining reading stamina through silent reading

Although this is an American-based article, New Zealand has many parallels. One of the ways suggested in the article to increase reading stamina is to provide time for students to read in the classroom. In my classroom, students read silently on MyOn for 30 minutes at the start of each day. This is in addition to the regular classroom reading program. 

Being able to read independently for long stretches helps students to make deeper connections with challenging text. That same focus also sets the stage for students to discover the true meaning of the story they’re reading.

Students also begin to take ownership of learning when they have greater endurance for reading — and not only in literacy but in other subjects and areas of life, as well. That ‘stick-to-it’ attitude is what we want to have students demonstrate is critical for tasks beyond reading and school.

Reading #2: Ways to build stamina for reading

This article outlines ways to practically support students in the classroom to increase their reading stamina. 

Reading #3: Creating Passionate Readers Through Independent Reading

This article looks at how can we ensure that students are successful not only at learning to read but also at becoming as driven about reading as they are about their video games, sports, or other hobbies.

At Glen Innes School we have started using Renaissance Reading as a way to increase reading stamina, foster a love of reading and broaden vocabulary. This programme has been implemented from Year 5-8. 

Students read for a minimum of 30 minutes each day in class. Students do a test to at the start of the programme to establish their ZPD (zone of proximal development). This then gives them what we call a 'reading range' rather than a reading age or score. This reading range allows students to choose books within their reading range. Renaissance has an extensive library and students are able to choose topics that they want to read about. At the end of the text, students do a quiz to establish their understanding/ comprehension of the text. Like most paid, online content I am able to monitor their progress and assign tasks and mini projects. 

It has been interesting to note thatgraphic novels are a hit with the boys, but not so much with the girls.  

School Policy

 

INTRODUCTION

My innovation, like all other curriculum plans and strategies, has to operate within our country’s laws, regulations and policies. Although they may have some common elements, there is a marked difference between law, regulation and policy. Clinical psychologist, Alyssa Lee (UpJourney, 2019) differentiated law as “a policy written into legal language and passed by our elected officials” (UpJourney, 2019) and regulation as, “a rule within a law that specifies how the ideas of the law are actually going to be implemented” (UpJourney, 2019), while defining a policy as ideas “informed by how people would like to see the space defined. They are often aspirational in nature and do not typically have legal implications if they are not followed” (UpJourney, 2019).

POLICIES

 Marouchak (UpJourney, 2019) explained that “policies are drafted and created by an organisation to help the members achieve their goals. They bring to completion whatever their plans are and unlike law, policies are flexible.” At our school we have a whole list of policies which facilitates the smooth running of the school.  The school's policies are governed by the Ministry of Education’s Education Act 1989 and Digital Technologies. All of our policies are drafted and housed on the Ministry approved School Docs website.  In delivering the innovation of vocabulary acquisition, I had to adhere to the school policies that included: the ICT policy - the use of devices, the internet, and being safe when online as students learn, create and share information online; the curriculum delivery policy - ensuring the innovation is delivered in an approved manner and assessed according to pertinent guidelines; The inclusion policy - that celebrates diversity and involves the identification and minimising of barriers to learning and participation that may be experienced by any pupils, irrespective of age, ability, gender, ethnicity, language and social and social background; the “Kawa of Care” policy - ensures that students know how to take care of digital devices.  As teachers, we are also subjected to the Teachers Council’s codes and standards. Our school policies are local, unique to our school and are reviewed and changed periodically.  

LAWS

Marouchak (UpJourney, 2019) defines law as: “Laws are directives which were outlined, drafted and directed by highly authorized personalities, the legislative body.  This is absolute and fixed and cannot be changed instantly not unless the body will amend that existing law provided that it will bring more unity, order, and benefit to the majority.”   Therefore my innovation of vocabulary acquisition is subject to the Education  Act of 1989 and Digital Technology. “The Education Act 1989 contains provisions that are directly relevant to how schools should manage an incident involving digital technology when it is involved in an incident.” (Ministry of Education. n.d)

REGULATIONS

Regulations are closely linked to laws as they represent the ways the law is to be applied. Lübeck (UpJourney, 2019) defines regulations as: “a set of rules created to make people comply. These are restrictions set by those people in authority to encourage people to follow the desired code of conduct. Like law, this is fixed.” Laws need regulations to ensure that the law is applied. Petersen (Upjourney, 2019) defined regulations as “a rule promulgated by the agency which is responsible for enforcing the regulation”. Lee (UpJourney, 2019), on the other hand, describes regulations as “a rule within a law that specifies how the ideas of the law are actually going to be implemented.” He went further to add that, “Regulations are vital to the implementation of the law.” (UpJourney, 2019). The  Education  Act of 1989 and Digital Technology lays out a whole list of regulations on how the Act is to be applied. We are bound by this act when creating and applying our innovation in the State Schools where we are employed. As an example, The Education Act 1989 contains provisions that are directly relevant to how schools should manage an incident involving digital technology when it is involved in an incident. The chart (Figure 1) below shows the steps a teacher must take if there is reason to retain a student's digital device.

Fig 1: Steps a teacher must take if there is reason to retain a student's digital device

CONCLUSION:

As initiators of our digital innovation, Hevaha and I have no authority to make changes in the laws and regulations of the country.  Regulations, either required by the Ministry of Education or The school’s Board of Trustees, need to be incorporated in our digital innovation and we are required to work within these parameters.  Working in the Manaiakalani Kāhui Ako has immense advantages in practising our innovation, as the cluster has a very comprehensive “Kawa of Care” and “Cybersmart” policies. These policies outline what we as innovators can produce/disseminate in our school while still working within the schools’ policies.  Account ownership, content ownership, privacy and guidance policies are entrenched in these two policies.  Finally, Nicholas Marouchak (UpJourney, 2019) sums up the concepts of policies, laws and regulations as:

"Think of policy as the seed we plant, an idea that we have envisioned to improve our surroundings. The seed is planted and out of that seed grows the trunk of the tree, a law with a firm foundation. Finally, from the law, we get branches of regulations that reach out into the community and assist with the growth of leaves or community improvements in our tree scenario.... Watering that tree and helping it grow and thrive can be considered an essential part of our civic duties"

References:

Ministry of Education. (n.d) Digital Technology: Safe and responsible use in schools. Retrieved from: https://education.govt.nz/school/digital-technology/digital-technology-guide-for-schools/digital-technology-safe-and-responsible-use-in-schools/new-cd-page-3/the-legislation-and-rules/

Teaching Council. (2017). Our Code Our Standards. Retrieved from: https://teachingcouncil.nz/content/our-code-our-standards

Toki Pounamu (n.d) Kawa of Care. Retrieved from: https://www.tokipounamu.org.nz/parents/kawa-of-care

UpJourney. (2019). What is the difference between law, policy, and regulation, according to 7 experts. Retrieved from:  https://upjourney.com/what-is-the-difference-between-law-policy-and-regulation 

New Zealand Government. (2020). New Zealand Legislation. Education Act 1989. Retrieved from: http://www.legislation.govt.nz/act/public/1989/0080/latest/whole.html

Why I chose to use Literature Circles

My change initiative came about as a result of analysing and reflecting upon my students' results. It was apparent that the majority of Pasifika students had not made significant progress in Reading over the past years (fig.1). Over 93% of Pasifika students were achieving below the national norm. 

 

Fig 1: Year 7 Reading Comprehension Results (Beginning of the Year 2020)

My research question is, “How can literature circles improve Pasika students' reading comprehension and vocabulary knowledge so that they can be reading at or above their chronological age?”  

 In developing a plan to show my change initiative, we have modified  “the learning initiative canvas” (https://netmind.net/) for our learning innovation.  (see Figure 2)

Figure 2 (Adapted from Whare Aki’s Business Model Canvas Template)

RESEARCH

My decision to use literature circles as my change initiative was based on the following literature that I referred to:

Research #1:  Modified Literature Circles as an Effective Comprehension Strategy

The key findings from Holley Boor (2015) journal article were:-

• He identified key reading comprehension strategies that can be implemented through literature circles.
• He described eight 21st century thinking skills that can be taught and nurtured through literature circles.
• He emphasised how literature circles put demand on teachers to constantly think of the relationship between the text and the readers (students).
•  He listed the benefits of literature circles such as improving language development, reading comprehension, enjoyment of the literature and self-efficacy. 
• He also suggests that literature circles can be modified to meet the needs of students.

Research #2:  Literature Circle  - Voice and Choice in Book Clubs and Reading Groups

The key findings from Harvey Daniels (2002) journal article were:-

• He confirms that literature circles improves students' achievement scores.
• He argued that the literature circle has increased students' enjoyment and engagement in reading.
• He discussed how literature circles increased multicultural awareness, enriched students' experiences as well as promoted other perspectives on social issues and  gender equity.
• It describes the link between great readers and  great writers. When students get to high school they become fluent writers and skillful collaborators.
• He identified problems that could be encountered through the implementation of literature circles but he also assured that these problems are solvable.
• He argues that excessive testing and high demand of assessment data can put extra pressure on any innovation to prove it’s value and to justify its effectiveness.
• He states eleven key ingredients for successful implementation of the literature circle. 

Research #3: Literature circles for the EFL classroom.

The key findings from Mark. Furr (2004) journal article were:-

• He emphasises the importance of knowing and understanding the cultural values and capital of students with English as a second language.
• It is proved that the literature circle is successful in combining the close reading of texts (intensive reading) with fluency-building skills (extensive reading). 
• Mark replaces the first four of Daniel’s (2002)  key ingredients for the literature circle to meet the needs of his learners who have English as their second language.
• He states that the core of successful literature circles is the fact they do allow students to participate in real-life meaningful discussions.  
• He advocates the importance of choosing reading materials very carefully so that is appropriate for extensive reading.
• He reminds us that teachers serve as facilitators rather than instructors in the literature circle.
• He suggests that at the heart of the literature circle is a good story.

Research #4: Getting started: Using Literature Circles in the Classroom

Gilbert, Lori. Primary Voices K - 6; Urbana Vol. 9, Iss. 1,  (Aug 2000): 9-15.

The key findings from Gilbert  were:

• Before starting to use literature circles, class expectations need to be set up e.g. discussing the types of talk that is appropriate and the types of things we wanted to learn.
• During literature circles, reading a wide genre of books including picture books, novels, short stories, poems, newspaper articles and even recipes was encouraged.
• Initially, discussion focussed on simple retelling and then evolved into deeper thinking e.g. “What the author was thinking when writing, where the idea for the plot came from, how the pictures support the text; and connections from the book to other books, other authors’ styles, and to our own personal experiences are all now a much larger part of the talk in our classroom. We will often stop reading a book to make predictions regarding what will happen next and create 20 different books in the process!” (Gilbert, 2000)
• It was important to revisit and if necessary modify the expectations for the literature circles.

Reading this article by Gilbert, reinforced that expectations around literature circles had to be set at the beginning and that it took several weeks for students to get a thorough understanding of how literature circles work. It was also stressed that the expectations were to be revisited and modified if necessary to ensure maximum benefit from the literature circles' activity.

Research #5: The impact of literature circles on student engagement in middle years English Clark, Loren

• Literature circles have a positive impact on student perceptions, including independent reading habits and engagement in English.
• Students enjoyed positive perceptions of English. 
• Literature circles also provided authentic reading experiences for children and connected them to texts that had relevance in their lives.

This was a very interesting, albeit lengthy read. The benefits of using literature circles were clearly outlined using student feedback, data, teacher observations and anecdotal notes.  

THE STAKEHOLDERS

As identified in figure 1, the main stakeholders in my innovation will be my group of identified learners (Year 7 Pasifika learners) and their families followed by the rest of the year 7 and year 8 learners.  Teachers and the senior management team at school will also have a stake in this innovation. Finally, the Board of Trustees (BoT)  will want to see how any investment by them has secured better outcomes for our students.  According to Rogers Diffusion of Innovation Theory (1962), the early adopters will be one of the identified learners in this class, with the first follower being X, a year 7 or 8  boy, who is always eager to try things out and show his peers how it is done.  With his enthusiasm,  we can see the rest of the identified group become the early adopters of literature circles. As I take both Year 7 & 8 classes for Reading, I can implement this innovation across the intermediate school.  The early majority who take to the innovation we predict will be the rest of the learners in the class, as well as the other teachers who are teaching middle school learners and the late majority will be the rest of my colleagues at school. 

Robinson (2009) advises that the early majority followers of an innovation must be nurtured as this is the crucial part of the innovation.  In educational terms this is to be:

• Early adopters assuming ownership of their own learning.
• They are motivated to continue either intrinsically or by being offered incentives (extrinsically)  like stickers, points, books, free time, etc.
• Recognised at assemblies or/ and by the senior management team as leaders.
• Ensure the tasks are interesting, easy to follow and simple to understand.
• Teacher to support the early adopter learners.

I will incorporate Robinson’s advice about early adopters and early majority learners and colleagues as well, by recognising that they are the main takers to follow my innovation. 

TIMELINE FOR OUR CHANGE INITIATIVE

I will use Kotter’s 8 step change model (Kotter, 2017) to outline our actions and timeframe of my implementation plan.  See figure 3

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Figure 3: Kotter’s 8 Step Change Model 

Kotter divided these processes into three phases, the first being creating a climate for change, the second, enabling and engaging the organisation and finally implementing and sustaining change brings up the last phase.  Aligned to Kotter, in the first phase I plan to create a sense of urgency by ensuring the school’s management team, the learners and their whanau are aware and back our implementation plan.  I will be guided by the management, students and their families to the content of my implementation plan.  My vision and initiative will include using literature circles to enhance students' reading comprehension and vocabulary knowledge.  

In the enabling and engaging phase, I have my colleagues who will assist me to put the plan into action.  The early adopters, hopefully will be the group of students who are really enthusiastic about participating, and they will hopefully lead the early followers.  To ensure this happens, I plan to reward the early adopters to encourage them to influence the other students.  I also hope that the school’s management will resource this innovation.   

In the third and final phase sustaining the initiative will be by proving that the implementation will accelerate learning, and get more students to participate.  When my innovation results in the achievement of the stated goal, I hope that the way reading is taught will incorporate literature circles. 

At our school we base all teacher inquiries on Timperley’s (2014) spiral of inquiry.  This is the format that we will use for developing a hunch and taking action.   

I plan to incorporate Kaupapa Maori principles when working with our Pasifika students. As teachers we want to see ‘Maori success as Maori’ and we also want to see Pasifika success as Pasifika.  I pondered this I was formulating my research question.  The question now is, ‘What does Pasifika  success as Pasifika mean?’  The Ministry of Education mentioned that it’s having an “education system that provides all Maori students with the opportunity to realise their own unique potential and succeed in their lives as Maori.”  Due to a high percentage of Pasifika students in my classes I have to incorporate the Kaupapa Maori approach into my research topic. This means I will be incorporating the knowledge, skills and values of the Maori society and the Pasifika society. 

In this research I am aiming at working collaboratively with our Pasifika students and making connections with their whanau to nurture mana in students.  I believe that the students' success can be based on the “Pasifika Success Compass”, Figure 4.  In incorporating the Tapasa model in my teaching, I plan to centre my teaching and learning of literature circles in reading, around the Pasifika student, their families, and the communities. Using the Pasifika identities, languages and cultures; maintaining collaborative and respectful relationships; and implementing pedagogical approaches that are effective for Pasifika learners I hope to cover the three ‘Turus’ (competencies) which form the framework for Tapasa (Teaching Council, n.d.)  

Figure 4: The Pasifika Success Compass

  This will promote self-worth, enhance their confidence, and empower our Pasifika students to succeed academically. 

IMPACT

Change initiatives or innovation eventually has an impact on several levels.  Using literature circles in reading to improve the students' vocabulary and comprehension will also have an impact.  The most profound and focused impact that my change initiative will have is that my students will be able to make meaning of what they read and widen their vocabulary by using student agency.

In W.K. Kellogg Foundation’s (1998) logic model, in order to effect the desired change, there needs to be a change in “organisations, communities, or systems”.  The change for us will begin with the change in our mindset because it is said that we cannot change others unless we ourselves change. It will be much easier recommending this changed pedagogy to colleagues once I have tried it out and have measured the success of such change. Certainly, the greatest motivator to adopting new pedagogy will be the positive effect that pedagogy has on students. If the positive effect is to be the success of the learners making meaning of their reading and growing their vocabulary, this will be a change worth adopting.  

If such success is something I am really pleased with, I can certainly ask the BOT for further funding to implement this across the school. Teachers need to take time to thoroughly prepare students on how to conduct literature circles, to lay the foundation of the expectations and to occasionally revisit and modify the expectations.

Using literature circles also presents an opportunity for students to use the key competencies from the New Zealand Curriculum. Literature circles encompass the competencies of thinking, relating to others, using language symbols and texts, managing self and participating and contributing. 

REFERENCES

Boor, H . (2015). Modified Literature Circles as an Effective Comprehension Strategy: A Focus on Diverse Learners.

Clark, L.  (2013). The impact of literature circles on student engagement in middle years English 

Daniels, H. (2002) Literature Circles: Voice and Choice in Book Clubs and Reading Groups.      

           Second Edition. Portland, Maine: Stenhouse.

 

Furr, M. (2004). Literature circles for the EFL classroom: Proceedings of the 2003 TESOL Arabia Conference, academia.edu

Gilbert, L. (2000). Getting started: Using literature circles in the classroom

Kotter Inc. (2017). 8 Step Process. Retrieved from https://www.kotterinc.com/8-steps-proces s-for-leading-change/

Northouse, P.G. (2016). Leadership: Theory and practice (7th ed.). Thousand Oaks, CA: Sage Publishers, Inc.

Rangahau, (n.d.) Principles of Kaupapa Māori. Retrieved from http://www.rangahau.co.nz/research-idea/27/

Robinson, L. (2009). A summary of Diffusion of Innovations. Changeology. Retrieved from http://www.enablingchange.com.au/Summary_Diffusion_Theory.pdf

Rogers, E. (1962). Diffusion of Innovations. Free Press of Glencoe.

Teaching Council. Retrieved from: https://teachingcouncil.nz/content/tapas%C4%81-cultural-competencies-framework-teachers-of-pacific-learners

Observation by Dr van Hees- Changes in Practice

Dr van Hees had modelled a reading lesson in my class in Term 2 and I have been using the strategies that she showed me. I had an observation today, as I wanted to be sure that I was doing it correctly.

The students enjoyed the reading using chunking, and are almost able to  do chunk independently. I used a whole-class text with lots of scaffolding of vocabulary. Vocabulary needs to be taught explicitly, even though most vocabulary learning occurs incidentally, through engagement with spoken language and reading. The number one requirement for vocabulary learning is large amounts of of language input at the right level for the learners.  Research by Farkas and Beron (2004) shows that the vocabulary gap between high and low socioeconomic learners is established by about the age of 5 and is persistent unless there is a determined effort to support a very rapid gain of vocabulary knowledge for learners who have lower levels of vocabulary knowledge at an early schooling age. - excerpt from 'What every primary school teacher should know about vocabulary' by Jannie van Hees and Paul Nation.

Some feedback from students about doing whole-class reading, using chunking and deep-diving:

Sam: "This is so much better than doing vocabulary maps. Vocabulary maps are boring and it takes long to complete."
Sau: " No-one feels dumb 'cause we're all doing the same story."
Lathaniel:  "Spending lots of time on vocabulary makes it stick."

2019 Inquiry Focus

I teach in a single-cell classroom with 24 Year 5/6 students. I've chosen to focus on reading because after completing the Progressive Achievement Tests (PATs) it was clear that this was the greatest area of need in my classroom- just 20% of my students are working at stanine 5! I hope raise the comprehension of my students by focusing on vocabulary acquisition. 

 
      Room 10 PAT Stanine Levels (Year 5 & 6)

     

Reading levels vary from reading level 8 through to level 28. There is a distinct difference between the achievement of Year 5 and Year 6 students. Many of the Year 6 students in my class qualify for teacher aide hours as they have been diagnosed as having additional learning needs.

      
 Year 5 PAT Stanine Levels







  Year 6 PAT Stanine Levels