I.
Title of Action Research
IMPROVING READING COMPREHENSION THROUGH HIGHER-ORDER THINKING SKILLS
II.Author/s
Brigitte A. McKown, B.S.
Cynthia L. Barnett, B.S.
III.Abstract
This action research project was conducted to improve reading comprehension with second grade and third
grade students. The teacher researchers intended to improve reading comprehension by using higher-order
thinking skills such as predicting, making connections, visualizing, inferring, questioning, and summarizing.
In their classrooms the teacher researchers modeled these strategies through the think-aloud process and
graphic organizers. This was followed by students using these strategies through whole class, small group,
and independent practice. The teacher researchers gathered information prior to implementing the reading
strategy interventions. The Metacomprehension Strategy Index indicated a lack of student knowledge of
strategies to use before, during, and after reading. The State Snapshot of Early Literacy given to the second
grade students identified 9 of the 16 students below target level. The Test Ready Test given to the third
grade students indicated 10 of the 17 students were at risk for reading comprehension failure. The
information gathered by the teacher researchers after the interventions had been modeled and practiced
showed improvement with the second and third grade students. The postintervention scores for the
Metacomprehension Strategy Index showed a significant increase in students’ knowledge of the reading
comprehension strategies. The State Snapshot of Early Literacy post-intervention scores indicated only 6 of
the 16 second grade students remained below target level for reading comprehension. The Test Ready Test
given to third grade students indicated only 2 of the 16 students had post-intervention scores that were at risk
for reading comprehension failure.
IV.Identify the Problem in the study
General Statement of the Problem
In this study the target groups were students in a second grade classroom and students in a third grade
classroom. The teacher researchers have seen children experience difficulty with the process of reading
comprehension, which causes them great concern as educators. The researchers feel more time is typically
spent teaching students how to do the worksheets, instead of teaching reading strategies to improve reading
comprehension. Through the teacher researchers’ observations and students’ written responses on
comprehension worksheets, evidence has been found that their students struggled to derive meaning from
the text they have read.
V.Identify the action Taken in the Study
The results of the MSI showed an increase in student knowledge of reading strategies. In the MSI Part I,
which measured strategies used before reading, the results indicated a 21% increase in results indicated a
30% increase in correct student responses. In the MSI Part III, which measured strategies used after reading,
the results indicated a 29% increase in correct student responses.
