OATdb Archive - Sam Houston State University

OATdb Archive

2012 - 2013

Reading Center

Goal

Reading Center Presentation Effectiveness

Increase student awareness and understanding that good time management strategies are essential for successful textbook reading.

Objective

Time Management Strategy Knowledge

After Reading Center presentation, students will successfully identify one time management strategy.

Indicator

Reading Strategy Presentation Evaluation A

Students will complete reading strategy presentation evaluation.

Criterion

Time Management Strategy Awareness

After presentation, 90% of students will name two time management strategy.

Finding

Time Management Strategy Awareness

Over 89% could name two time management strategies. We barely missed the goal.

Action

Time Management Strategy Awareness

We are going to raise the criterion to two strategies and expect 90% to meet the criterion.

Objective

Textbook Reading Strategy Knowledge

After Reading Center presentation, students will successfully name reading strategy acronym and for what each letter stands.

Indicator

Reading Strategy Presentation Evaluation B

Students will complete reading strategy presentation evaluation.

Criterion

Reading Strategy Awareness

After presentation, 95% of students will name reading strategy acronym and for what each letter stands.

Finding

Reading Strategy Knowledge

We achieved 90% recall of the acronym. Thus we missed our goal by five percent.

Action

Reading Strategy Knowledge

Given that we missed the criterion by five percent, the criterion of 95% will remain for next year.

Goal

Reading Center Tutoring Effectiveness

To assist students and community members with criticsl reading and thinking strategies.

Objective

Increase Client Knowledge Of Textbook Reading Strategies

The Reading Center will provide tutoring services that facilitate the growth and confidence of all students and community members by promoting research-based best practice reading strategies for expository texts.

Indicator

Tutoring Session Satisfaction Survey

After each tutoring session, clients will complete Tutoring Session Satisfaction Survey to indicate quality and effectiveness of tutoring session.

Criterion

Mean Score On Tutoring Session Satisfaction Survey

The mean satisfaction score for all clients completing Tutoring Session Satisfaction Survey will be at least "4.0" on a Likert scale ranging from 1-5, with "1" indicating the least effectiveness and "5" indicating the most effectiveness.

Finding

Mean Score On Tutoring Session

Unfortunately, the folder with the exact data was misplaced. However, at mid-spring, the mean score was right at 3.5. Thus, we are fairly certain we did not meet the 4.0.

Action

Mean Score On Tutoring Session

Given our experience with a graduate student misplacing a folder, the director or literacy specialist will take over management of the folders. Since we do not have exact data, the criterion will remain the same for next year.

Goal

Reading Center Developmental Reading Effectiveness

To assist developmental reading students develop reading strategies through computerized tutorials and face-to-face tutoring, ahd mentoring.

Objective

Increase Developmental Student Reading Proficiency

Through visits to the Reading Center, developmental reading students have the opportunity complete computerized tutorials, spend time studying in a safe environment, and have access to tutoring, enrichment, and mentoring to improve reading effectiveness.

Indicator

Reading Center Transaction Report

Students logs into the Reading Center database when entering and departing the Reading Center. Individual student reports are printed and given to developmental reading students every other week throughout the semester.

Criterion

Hours In Reading Center

To be successful in developmental reading, students are required to spend 15 hours in the Reading Center working on homework or computerized tutorials.

Finding

Hours In Reading Center

100% of the developmental reading students spent the required 15 hours in the Reading Center. Since this is the requirement, the criterion will remain the same.

Indicator

Nelson/Denny Vocabulary And Reading Comprehension Test

Developmental reading students are administered a pre- and post- Nelson/Denny Vocabulary and Reading Comprehension test.

Criterion

Nelson/Denny Vocabulary And Reading Comprehension Test Scores

Developmental reading students are administered the Nelson/Denny test at the beginning of the semester to inform instructor and student of vocabulary and reading comprehension proficiency with no required attainment level. At the end of each semester students are administered the Nelson/Denny post-test on which they are required to attain a 11th grade vocabulary and reading comprehension level. We expect that 85% will meet the 11th-grade criterion.

Finding

Nelson/Denny Reading Test

If students met the eventual crietion on the first administration, they were not required to take the second administration. Thus, with those who did take the second administration, 90% attained the required 11th grade score.

In reviewing the ten percent who did not meet the criterion, most were international students. However, even though they may have not met the crietion, they were still passing all of their classes.

Indicator

MyReadingLab Computerized Module Diagnostic Reports

Developmental reading students are required to complete 15 MyReadingLab computerized tutorials that complement homework assignments and guided practice and discussion in the classroom.

Criterion

MyReadingLab Computerized Tutorials

Developmental reading students are required to complete 15 Reading Road Trip lessons attaining at least 80% on one practice exercise and one mastery test.

Finding

MyReadingLab

The new MyReadingLab administers a diagnostic test intially and then provides a learning path of particular modules showing weakness. Based on their learning path, all students were successful. If students did not pass the module at criterion, they were required to repeat the module with a different set of questions until they met criterion.

Action

Developmental Student Reading Proficiency

The criteria for the three areas (transaction report, Nelson/Denny Reading Test, and MyReadingLab will remain the same for next year.

Update to previous cycle's plan for continuous improvement We implemented all the elements stated in the previous cycle's "Plan for Continuous Improvement." However, we did not attain our goals in all areas for continuous improvement. We did revise the presentation survey to request that two time management strategies be listed after hearing the presentation. We were well over the projection of 90% if only time management strategy were the requirement. Using the parameter of two time management strategies to ensure understanding the results were over 89%, but slightly lower than our goal of 90%. The small difference may have been caused because presenters may not have restated the time management strategies as closure for that portion of the presentation. After reviewing the survey, the goal of 90% may not have been attained because students did not take the time to complete the survey accurately. With regard to our goal of 95% student recognition of the textbook reading strategy acronym "PARR", we missed our goal by 5%. Again, the presenter may not have brought enough focus to the reading strategy framework. A more plausible reason may be that students may not have taken the time to complete the reading strategy survey correctly. In some cases, an explanation of the "PARR" acronym was started but not completed, and in other cases, nonsense words were written. The goal of Reading Center tutoring effectiveness could not be evaluated because the binder holding the surveys was misplaced and could not be located. When we reviewed the surveys at mid-spring, the mean score for Reading Center tutoring effectiveness was over 3.5, but less than 4.0 on a 5.0 scale. Without the actual results, we will say that the goal of 4.0 on tutoring satisfaction was not met. We made a mistake, which will definitely not occur in our next reporting cycle. With respect to our Reading Center Developmental Reading Effectiveness, all three target objectives were met. Of the developmental reading students who completed the semester, 100% completed 15 required hours in the Reading Center. To be successful in developmental reading, students must attain an 11th grade score on the Nelson/Denny Vocabulary and Comprehension Test. The goal of 90% success rate was met. Most of the students who did not attain the required grade level score were international students who may have had a translation barrier rather than a vocabulary and/or comprehension hindrance. With regard to the third objective, 100% of developmental reading students who completed the course were successful in completing 15 computerized learning modules with a score of 80% or better on one practice exercise and the module post-test. Some developmental reading students have some difficulty with modules on the first attempt, but all were successful after subsequent attempts. Overall, we did a good job implementing and working diligently to attain our goals. With more concentrated effort and attention to detail we should be more successful in our endeavors to attain our goals in the coming year.

Plan for continuous improvement For the 2013-2014 cycle, we will work diligently to attain or exceed all Reading Center goals. With regard to the goal of students recognizing and naming two time management strategies at the 90% level after hearing the textbook reading strategy presentation, we will work together to emphasize the time management strategies as we present. Also, we will restate the time management strategies as we complete that section of the presentation to enhance student understanding. To attain our goal of 95% of students naming each component of the “PARR” acronym, we will use the aforementioned plan to help students recognize the importance of the acronym as a mnemonic device to help them read their textbooks strategically. We will review the term clearly, and we will focus on the acronym as we bring closure to the textbook reading strategy presentation. Additionally, we will review the textbook reading strategies surveys more often to ensure that we are delivering a quality presentation that is beneficial to student learning. To offer Reading Center tutoring services at or above a 4.0 level on a 5.0 scale, we will have tutor training sessions at shorter intervals during the semester, reflecting on our tutoring services and discussing how we can improve our services. As a security measure, we will create digital copies of the surveys and maintain those copies on a computer. Although all three goals for Reading Center Developmental Reading Effectiveness were met, we have been discussing strategies that should help us maintain a level of expectation and quality that will benefit the students. Also, we are discussing strategies that will allow developmental reading students to make connections between the reading center goals and personal goals for themselves, which should help students be more confident in their abilities.