A Summary and Review on an Action Research Report

This is an action research project by a group of students taking up Master of Arts in Teaching and Leadership from Saint Francis University in Chicago, Illinois. It focuses on the use of maneuver reading in the improvement of students reading cellular inclusion and fluency as summarized in the title.Chapter one of the research report begins with a general statement of the problem and focuses on the immediate problem circumstance which atomic number 18 Sites A and B. It describes each school site in basis of its physical structure, profile and salaries of teachers and staff, profile of students, and profile of the district population as well as the profile of its surrounding community.It also points out the content con schoolbook of the problem and how teachers of the concerned schools can solve the problem. At this point, the researchers include related studies and related literature on the procedures and benefits of guided reading.Chapter twain presents the credential of ev idences on the problem. It presents a result of a teacher survey which be the existence of the problem on the students reading comprehension and fluency. Research studies on the problem that were conducted by other researchers are revealed. Furthermore, the possible causes of the problem are also discussed.Chapter three provides the strategy for solving the existing problem and it deliberates the literature review on guided reading. It has specified the procedural details, the psyches involved and the condemnation frame of the research project. It also presents in a table a detailed action plan which includes the objectives, interventions, targeted group behaviour, teacher/ researcher behaviour, materials and eon duration. The methods of assessment are also given.Chapter four imparts the steps that were done to put one over data, the results of the project, the conclusions and exhortations and the reflections of the teacher researchers. It concludes that the guided reading int ervention using levelled texts was highly booming in addressing the problem of the reading comprehension and fluency of storeys 2 and 4. Thus, they recomm stop over this reading intervention to those teachers whose students are having problems in reading comprehension and fluency.The researchers piss been impersonal in writing the four chapters. However, it became personal when they wrote their reflections on the end part of the report. There was an inconsistency in the pronouns utilise because of the 1st person personal pronoun we used on page 31. There are well-nigh four times more active congresswoman clauses than passive voice clauses in the text. In fact, they are too many to be counted.The paper has been objective in presenting selective information whether from the researchers data gathering or information from other authors. In reporting facts and data, the writers were neutral in their attitude. Indeed, the text has an number degree of formality. Though, it cannot b e highly formal because of the personal nature of its death part.The text has used grammatical cohesive devices such as the linking signals additionally (10), in conclusion (14), the first , the second(16), the third (17), during week two (41), in week four, the following week (42), and many more. It also used substitution such as this problem to refer to the below grade level expectancy on reading tasks of students in grades 2 and 4 (1) and as stated above to refer to helping readers develop independent, good strategies (12).A few of the lexical cohesive devices used in the text are the repetition of phrases such as guided reading (10-13) and hurt for reading (13).