Project 3

Project 3: Guided Reading
“Reading Interest Survey”
Quantitative and Qualitative

Findings from Survey Results
Overview:
 For my Guided Reading Action Research

Project, I wanted to know how students
felt about reading in class and for
enjoyment.
 I also wanted to know if students read for
their mandatory 15 minutes of reading
during English class.
 The following quantitative and qualitative
findings are from the Reading Interest
Survey results.
Description of Participants and
Setting:
The participants in the study are special education teachers.
Demographics are as follows:
● 5 females and 4 males
● Age Ranges: 14 (11.11%), 15 (33.33%), 16 (22.22%), 17 (11.11%), 18

(11.11%), 19 (11.11%)
● Grade Level: Freshman (55.55%), Sophomore (11.11%), Junior

(22.22%), Senior (11.11%)
Setting: The research took place during the special education

department meeting; participants took the survey on-site.
Ethical Considerations:
● All participants were provided this general background information prior to
taking the survey:
You are being asked to participate in a short survey about your reading interests and attitude, including how
you feel about the 15 minute mandatory reading time during English class.
The survey will include, but is not limited to, questions about your demographics, education, and reading
interest or challenges faced within the school setting.
Your specific answers for this survey will be kept confidential and no names will be used in my research. I
will be the only one with access to the survey responses.
● Upon reading the background, survey participants were asked to agree to

participate by answering the following yes or no question:
I have read the above information and voluntarily give my consent to provide answers to the survey questions.
● If the participant selected yes, we used his or her responses and if he or she
selected no, we did not use the responses.
Quantitative Findings:
Table 1
Frequency and Percent of Responses (N =9 )
Response
Survey Item Frequency (%)
SD D N A SA NR
Question 1: N(%) N(%) N(%) N(%) N(%) N(%)
I like to read. 1 (11.11%) 1 (11.11%) 3 (33.33%) 2 (22.22%) 2 (22.22%)
Note. SA = Strongly Agree; A = Agree; N = Neutral; D = Disagree; SD = Strongly Disagree; NR No Response
Table 2
Frequency and Percent of Responses (N=9)
Response
SD D N A SA NR
Question 2: N(%) N(%) N(%) N(%) N(%) N(%)
I feel that I am a good reader. 1 (11.11%) 1 (11.11%) 3 (14.28%) 2 (22.22%) 2 (22.22%)
Note: SA = Strongly Agree; A = Agree; N = Neutral; D = Disagree; SD = Strongly Disagree; NR No Response
Table 3
Response
SD D N A SA NR
Question 3: N(%) N(%) N(%) N(%) N(%) N(%)
Reading is hard for me. 2 (22.22%) 1 (11.11%) 5 (55.55%) 1 (11.11%)
Table 4
Response
SD D N A SA NR
Question 4: N(%) N(%) N(%) N(%) N(%) N(%)
I read at home. 1 (11.11%) 1 (11.11%) 4 (44.44%) 4(33.33%)
Table 5
Response
SD D N A SA NR
Question 5: N(%) N(%) N(%) N(%) N(%) N(%)
I like the stories we read in school. 1 (11.11%) 2 (22.22%) 3 (33.33%) 3 (33.33%)
Table 6
Response
SD D N A SA NR
Question 6: N(%) N(%) N(%) N(%) N(%) N(%)
In English class, I read during my 15 minutes. 4 (44.44%) 2 (22.22%) 3 (33.33%)
Table 7
Response
SD D N A SA NR
Question 7: N(%) N(%) N(%) N(%) N(%) N(%)
I enjoy reading during my 15 minutes for English. 1 (11.11%) 6 (66.66%) 1 (11.11%) 1 (11.1%)
Table 7
Response
SD D N A SA NR
Question 8: N(%) N(%) N(%) N(%) N(%) N(%)
I find it beneficial that I read during school. 1 (11.11%) 3 (33.33%) 3 (33.33%) 2 (22.22%)
Table 7
Response
SD D N A SA NR
Question 9: N(%) N(%) N(%) N(%) N(%) N(%)
Reading is important to my future. 1 (11.11%) 1 (11.11%) 5 (55.55%) 2 (22.22%)
Table 7
Response
SD D N A SA NR
Question 10: N(%) N(%) N(%) N(%) N(%) N(%)
I like picture books. 1 (11.11%) 5 (55.55%) 2 (22.22%) 1 (11.11%)
Table 7
Response
SD D N A SA NR
Question 11: N(%) N(%) N(%) N(%) N(%) N(%)
Reading is fun. 1 (11.11%) 1 (11.11%) 2 (22.22%) 3 (42.84%) 2 (22.22%)
Table 7
Response
SD D N A SA NR
Question 12: N(%) N(%) N(%) N(%) N(%) N(%)
Reading is boring. 4 (44.44%) 3 (33.33%) 2 (22.22%)
Table 7
Response
SD D N A SA NR
Question 13: N(%) N(%) N(%) N(%) N(%) N(%)
I like to read long stories. 1 (11.11%) 1 (11.11%) 4 (44.44%) 1 (11.11%) 2 (22.22%)
Table 7
Response
SD D N A SA NR
Question 14: N(%) N(%) N(%) N(%) N(%) N(%)
I like someone to read to me. 3 (33.33%) 2 (22.22%) 3 (33.33%) 1 (11.11%)
Table 7
Response
SD D N A SA NR
Question 15: N(%) N(%) N(%) N(%) N(%) N(%)
How long do you usually read at a time? 3 (33.33%) 5 (55.55%) 1 (33.33%)
Qualitative Data Coding
Procedures:
• Survey responses were gathered and input

into Data Sheets for each category
question.
• Each question responses was coded
according to the categories.
• The informaiton was then finalized and
entered into the data tables.
Qualitative Findings:
Table 1
Reading at Home
Survey Item
Question 16: Participant N/A Yes No
1 X
2 X
Do you ever read 3 X
at home, other 4 X
than for your
school 5 X
assignments? 6 X
7 X
8 X
9 X
Note. An "X" denotes individual's categorized

responses
f to qualitative questions.
Table 1
Other Language
Survey Item
Question 17: Participant N/A Yes No
1 X
2 X
3 X
Do you read in a
4 X
language other
than English? 5 X
6 X
7 X
8 X
9 X

responses to qualitative questions.
Table 1
Problems
Survey Item
Not
Words that I understandi
Question 17: don’t know ng the
or not in my setting or Everything/Do
Participant N/A vocabulary plot. Concentration n’t like reading
1 X
2 X
3 X
What gives you the
4 X
most problems
5 X
when you read?
6 X
7 X
8 X
9 X
Note. An "X" denotes individual's categorized responses

to qualitative questions.
Table 1
Good Reader
Survey Item
Read for at
least 15
minutes Make
Question 17: daily/Practi reading
cing fun/Hearing
reading-out Concentrati the
Participant loud on summary Imagination
1 X
2 X
3 X
What does someone
4 X
have to do to be a
5 X
good reader?
6 X
7 X
8 X
9 X

responses to qualitative questions.
Conclusion:
 The findings for the reading interest survey shows that

many students selected “neutral” for important topics
such as: I like to read, I feel that I am a good reader,
reading is hard for me, I read at home, I enjoy reading
during my 15 minutes for English, and reading is
important to my future. Mostly all students feel that to
become a good reader that reading daily for 10-15
minutes is needed. And many students struggle with
vocabulary when reading. Suggestions made to English
teachers was to focus on vocabulary and teaching
strategies such as guided reading to help students
improve their reading skills.

Project 3

Uploaded by

Document Information

Original Description:

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Project 3

Uploaded by

Copyright:

Available Formats

Project 3: Guided Reading

“Reading Interest Survey”

Quantitative and Qualitative

 For my Guided Reading Action Research

● 5 females and 4 males

● Age Ranges: 14 (11.11%), 15 (33.33%), 16 (22.22%), 17 (11.11%), 18

● Grade Level: Freshman (55.55%), Sophomore (11.11%), Junior

Setting: The research took place during the special education

● Upon reading the background, survey participants were asked to agree to

• Survey responses were gathered and input

Note. An "X" denotes individual's categorized

Note. An "X" denotes individual's categorized

Note. An "X" denotes individual's categorized responses

Note. An "X" denotes individual's categorized

 The findings for the reading interest survey shows that

You might also like