2. Context
• I am the ELA/Writing teacher to these
students.
• These students come from various
backgrounds.
• Some of these students have IEPs, have
repeated 3rd grade, or had their learning
impacted due to COVID
Context
• I am the ELA/Writing teacher to these
students.
• These students come from various
backgrounds.
• Some of these students have IEPs, have
repeated 3rd grade, or had their learning
impacted due to COVID
3. Problem
• There is a significant learning gap between some students.
• COVID has impacted the learning of some students
• Intervention programs used and Benchmark Advance,
Saxon, and Freckle.
4. Questions
• How do Benchmark Advance, Saxon, and Freckle improve the
comprehension of 3rd grade students when reading informational texts?
• How does increased fluency with reading help improve the
comprehension skills of 3rd grade students when reading informational
texts?
6. Data Analysis
• Trends in my own field notes
• Trends in student reflections
• Student Assignment scores
7. Findings
• Student growth is related to their efforts in class
• Students were able to hold better conversations about
academic topics
• Students felt growth in confidence regardless of scores.
8. Discussion
Effects of intervention on comprehension of
informational texts.
Fluency helps them to enjoy reading,
informational or not.
9. Implications
Students require additional
intention to be on grade level.
Student motivation presented a
problem.
How would my results change if
students were more invested?
10. Conclusion
Students who had increased fluency
were able to comprehend
informational texts better
Interventions were successful when
students were motivated and
invested in their work.
Could learning disabilities play a roll
in student learning?
11. References
Hall, L. A. (2006). Anything but Lazy:
New Understandings about Struggling
Readers, Teaching, and Text. Reading
Research Quarterly, 41(4), 424–426.
http://www.jstor.org/stable/4151812
