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Why is it important?

A student can have great word recognition skill but if they get lost while reading the story, it will not benefit them in actually understanding their story. Since these are third grade participants, they go through a lot of district and state tests. Reading comprehension is an important skill for them to learn because the reading tests that they have to take deal with them being able to understand the story.

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Mental imagery was used as a tool for intervention in improving reading comprehension. The purpose of using this was for the student to visualize the story in their head so they can better comprehend the story and enjoy it at the same time.

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Thinking maps were used as an tool for intervention in improving reading comprehension. The two focus Thinking Maps that were used were circle map, to discuss main idea and all the thoughts the students had throughout the story. And, flow map to sequence the story and understand the main idea and purpose of a story.

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The purpose of this study was to improve my two students' reading comprehension level by teaching them two techniques to use while reading a story. Which were to use Thinking Maps and mental imagery ti make sense of the story they would be reading. The intervention was four weeks long and I would see this group 1-2 times a week for 30 minutes.

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2 third grade students:
Student 1
-low reading comprehension skills
-DIBELS: 54 wpm, low retell quality
Student 2
-low reading comprehension skills
-DIBELS: 62 wpm, low retell quality

ABC Elementary: Students were in my class since the beginning of the school year

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The instruments that were used to gather data was Dynamic Indicators of Basic Early Literacy Skills (DIBELS), Northwest Evaluation Association (NWEA) reading comprehension score, the Jennings IRI Assessment and the Burke Reading Interview to measure their reading motivation.

For intervention I used Epic as a technology tool. And, Thinking Maps and mental imagery to improve reading comprehension skills.

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Student 1

Words Correct | 54
DORF Accuracy | 95
Retell | 19
Retell Quality | 1

Student 2

Words Correct | 62
DORF Accuracy | 98
Retell | 17
Retell Quality | 1

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With careful analysis of the field notes throughout the intervention, it would indicate that both students showed growth in their reading comprehension while also showing their confidence grow as they saw their own improvement. These observational results and with the post data show that this intervention was successful in providing a new and exciting way for them to enjoy and understand grade leveled texts and overall books that they were interested in.

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-length of study (4 weeks)
-length of intervention (30 minutes)
-inconsistency
-distractions, couldn't have sole focus on intervention due to having other students in the class
-small group of only two students

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4 week intervention

Week 1:
-Gather pre-test data and reading attitude survey data
-Introduce the interventions and expectations
-Discuss reading interests by using Epic, online reading tool
Week 2:
-Introduce Thinking Maps and mental imagery
-Practice using tools with passages
-Read on Epic
Week 3:
-Independent practice using the instruments
-Students will choose which strategy they prefer
Week 4:
-Record post-test data
-Analyze the data