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Using Reading Response Journals for = Reading=20 Comprehension

by Lauree M. Buus=20

Lauree M. Buus is a student in the MCSI program at Black Hills = State=20 University, at Spearfish, South Dakota, U.S.A.

Abstract

This action research study is aimed at addressing the memory = issues=20 that are seen daily in the classroom. Students in a = literature-based=20 reading program used reading response journals to assist in their = reading=20 comprehension. Anecdotal observations, journal writing, = conferencing,=20 interest surveys, and knowledge-based comprehension tests were = used to=20 determine the effectiveness of this approach.

Memory has three components: sensory memory storage, short-term = memory=20 storage, and long-term memory storage. It is desirable for = students to get=20 major concepts into long-term memory and back out when needed. = This=20 process includes the steps of encoding, storage, retrieval, and = reporting.=20 Many factors can influence these steps. Teaching memory strategies = could=20 help improve a student's memory ability. In this study, keeping a = reading=20 response journal was the strategy used to reach this goal and=20
subsequently to improve reading comprehension.

Research into Literature

A student reads a book. She says it is very good and is not = having any=20 problems as she reads it. When she takes a knowledge-based test on = it she=20 scores four correct out of ten.

Yet another student, after reading two chapters, cannot tell = the name=20 of the main character of the story. When reading orally with this = same=20 student, I did not find him to have any problem with pronunciation = and in=20 most cases he can tell what the words mean, but he cannot relate = what just=20 happened in the story.

These issues seem to point to a problem with this student's = memory=20 ability to remember what was read. This can be and often is very=20 frustrating to a teacher. So what can be done? Some teachers do = such=20 things as verbal rehearsal or use manipulatives. But when that is = not=20 enough, what then? Would having the student write about = what they=20 read help him or her comprehend it? These are the questions I have = had.=20 The experiences mentioned have happened in my own classroom. I = have become=20 very frustrated with students who just do not seem to get it, = especially=20 in the area of reading comprehension.

My research into the literature was two-pronged. I felt it = necessary to=20 investigate the role of memory and what memory is as well as = investigate=20 reading response journals.

What is memory? According to the Random House College = Dictionary,=20 (1982), it is "the mental capacity of retaining and reviving = impressions,=20 or of recalling or recognizing previous experiences." In other = words, it=20 is remembering. Memory has three main steps to memory storage: = sensory=20 memory storage, short-term memory storage, and long-term memory = storage=20 (Turkington & Harris, 2001). Turkington and Harris go on to = say that=20 short-term memory storage is the temporary storage of information = while it=20 is being processed and that important information must then be = pushed on=20 to long term memory storage. The short-term memory has also been = referred=20 to as the working memory. It is here as a "mental work space" = (p.256) that=20 we sort and encode information before adding it to long-term = memory, or we=20 pull information from long-term memory to reprocess it, (Zimbardo, = Weber,=20 & Johnson, (2003). Levine (2002) says that long-term memory is = "the=20 warehouse for more or less permanent knowledge," (p.93). It is in = the=20 long-term memory that storage involving associations with words or = meaning=20 occurs (Turkington & Harris, 2001).

To take this idea a step further, the memory process can be = looked at=20 as having three parts, encoding, storage, and retrieval (Battle = &=20 Labercane, 1985). Gillam (1997) adds one more part, reporting. The = encoding would be to attend to and interpret the information. The = storage=20 would be the holding on of information. The retrieval would be the = process=20 of recalling information or bringing it back to mind, and = reporting it=20 would be the giving out of the information either verbally or in = written=20 form (Gillam, 1997).

Each person differs in his/her long-term memory abilities. = Influences=20 such as maturation, age, and genetic differences in the speed of=20 processing information, play a role in how an individual develops = memory=20 (Weinert & Helmke, 1998). So a young child will have a lesser = memory=20 ability than an older child. Also, certain influences can = specifically=20 affect each step of the memory process. Prior knowledge = experience, degree=20 of participation, and discussion of an event during the event = happening=20 can affect the encoding of information (Hudson & Gillam, = 1997).=20 Encoding is also influenced by the degree of attention being given = to a=20 task by a person (Levine, 2002; Gillam, 1997; Davis, & = Cochran, 1989).=20 The research also suggests that if a student is not paying = attention then=20 he or she will not retain what is being learned. Time, changes in=20 knowledge base, repetition of similar experiences, experience = reenactment,=20 and re-experiencing part of an event can influence the storage of=20 information (Hudson & Gillam, 1997). Influence on retrieval = can be=20 affected by the use of props, drawing, and age difference (Hudson = &=20 Gillam, 1997). Narrative skills and frequency of opportunities to=20 participate in memory type conversation influence the reporting = step=20 (Hudson & Gillam, 1997).

By knowing about such influences, can a teacher then implement=20 strategies to enhance a student's memory? Yes, it seems that some = do agree=20 that it is possible to teach strategies to enhance a student's = memory. It=20 is argued that the teaching of memory strategies is important and = enhances=20 the use of higher order skills (Scruggs & Mastropieri, 1992). = Scruggs=20 and Mastropieri (1992) also note that a strong knowledge base is = an=20 important beginning to higher order skills and the using memory = strategies=20 can help develop this strong knowledge base. Students who have = been=20 exposed to high memory strategy usage have better comprehension = especially=20 for low and average achievers (Moley et al., 1992). Memory = strategies are=20 needed for success in school so it is important to train children = in their=20 use (Arabsolghar & Elkins, 2000). But, it should not stop = there.=20 Students need to also know when to use a strategy and know the = value of=20 using it (Cox, 1994).

Memory strategies are activities that are used to improve a = memory=20 outcome (Arabsolghar & Elkins, 2000). So what and how does a = teacher=20 need to teach? Scruggs and Mastropieri (1992) suggest ways = teachers can=20 improve their students' abilities to remember. Two of these ways = are on=20 what I chose to focus. The first, according to Scruggs and = Mastropieri=20 (1992), is to promote memory by writing things down such as taking = notes=20 and journal writing. The other given by Scruggs and Mastropieri = (1992) is=20 to increase practice and review by focusing on the important = concepts and=20 provide a brief but regular review. Chunking and rehearsal = strategies help=20 to retain material and then to transfer it to long-term memory = (Zimbardo,=20 Weber, & Johnson, 2003). These suggestions seem to point to = the use of=20 reading response journals.

Perkins (1992), in his book Smart Schools, From Training = Memories to=20 Educating Minds gives three goals for education: retention of=20 knowledge, understanding of knowledge, and active use of = knowledge. He=20 notes that these three goals can occur only by learning events in = which=20 students must "think about and think with what they are learning" = (p.8).=20 These thoughts scaffold the use of reading response journals to = the role=20 of memory on learning. The retention of knowledge encompasses = memory and=20 the understanding and active use of knowledge. This retention = could come=20 from keeping a reading response journal. For students to have the=20 opportunity to express a response to their reading helps develop = memory,=20 therefore, several professional resources have stressed the use of = reader=20 response journals (Asselin 2000).

A reading response journal, according to Fountas & Pinnell = (2001),=20 is a place that students can write about their reading. The = journal allows=20 students to record their thoughts so that they can review and = reflect on=20 them. Another definition describes them as a journal where = students=20 respond to any reading by writing summaries of what they read or = personal=20 reactions to what they read (Manning, 1999). Manning (1999) went = on to=20 explain that the purpose for such a journal offers the teacher a = way to=20 see the amount of meaning of a text that the reader has = constructed. It=20 has also been stated that the purpose for a reader's journal is to = write=20 about, and respond to reading and to hold on to the information = (Rief,=20 2003).

Study Plan

I used the students in my fifth grade classroom as my research=20 population. The students ranged in age from ten years to twelve = years. I=20 had students with reading abilities ranging from second grade to = sixth=20 grade. There were ten girls and ten boys represented in this = study. The=20 ethnic background was approximately 66% white and 33% Native = American. The=20 students came from low to middle income families. The families = were=20 two-parent, single-parent, or guardianship by another family = member.

This study took place for a three nine-week period. The first = nine-week=20 period was spent getting the preliminary data and surveying = completed, as=20 well as laying the ground work for other data collection. The = second=20 nine-week period was when the bulk of my anecdotal observations, = reading=20 conference observations, and monitoring of their journals = took=20 place. The third nine-week period was used for collecting the = ending data=20 and analysis of that data.

I started my project by informing my principal of my research = study. I=20 then sought parental permission of my students by way of a letter = and=20 permission form sent to the home with the student. I sent = reminders for=20 the return of the permission form. If after three weeks, a student = did not=20 return the permission form, I considered the student as not having = permission and excluded them from the study. Only one student did = not=20 return the form.

The next step was to establish the requirements involved with = beginning=20 the students in the Accelerated Reading program, keeping student = reading=20 logs, and reading conference procedures. I also laid the = groundwork and=20 expectations of using a reading response journal. The expectations = included writing daily about what they read, and answering = questions or=20 comments I may have made to their responses. I chose to keep the = writing=20 limited to them summarizing what they read and to elicit their = feelings=20 about what they read through my questions and comments. I also = expected=20 them to reread what they had written on a particular book prior to = reading=20 further the next day or testing on the book. This reinforced the=20 suggestions of Scruggs and Mastropieri (1992) of promoting = external memory=20 by writing things down and increasing practice and review by = providing=20 brief but regular review.

I triangulated my data collection. To begin with I had students = fill=20 out a survey on their reading habits and attitudes. This was done = before=20 and after the study. I used a Likert scale of zero to four and = tally marks=20 to help visualize changes if any in their responses. My = assumption=20 was that the more confident students felt about their reading the = more=20 attentive they may be to their reading and attention to task = increases=20 retention of material (Levine, 2002).

As referenced before, I kept anecdotal observations of the = students as=20 they read and responded in their journals. I watched for time on = task in=20 comparison the amount and quality of writing they produced. I then = watched=20 for an increase or decrease in frequency.

On average, I conducted reading conferences on an individual = basis four=20 times during the nine-week period,with students over the books = they had=20 read. This helped me to monitor their thinking and to personally = discuss=20 their feelings about using a reading response journal. Through the = book=20 summaries and character descriptions done during these = conferences, I was=20 able to also detect improvement in a student's ability to recall=20 information.

I used the Accelerated Reading program as part of my = literature-based=20 reading instruction. Within this program students read books of = their=20 choice at their level and then are tested on the computer. The = program=20 gave reports on their testing averages at any given time. The = questions on=20 these tests tend to be low level comprehension type questions and = are=20 therefore highly dependent on a student's ability to recall = information=20 from the stories they had read. The higher the average score was = for=20 testing, the better their recall of information.

It would not be fair to assume that there was no anxiety or = risk with=20 this project. Some students experienced frustration in having to = keep a=20 journal. Some also had feelings of inadequacy from low test = scores.=20 One-on-one assistance was given to those students who needed it. = It was=20 the sincere hope of this researcher that using reading response = journals=20 would improve my students' reading comprehension. I felt that = keeping such=20 a journal could assist my students in any of their academic = endeavors as=20 well as their reading outside of school.

Results

I first have to admit that, on paper, my proposal seemed so = workable=20 but putting it into practice was another story. The frustrations = that some=20 students had with keeping a journal and with reading on a daily = basis in=20 general erupted some days into out and out refusal to comply. This = happened regardless of how much compromising was done. I often = found=20 myself tending to these difficulties instead of collecting = anecdotal data=20 or making conference observations.

After the first couple weeks, I analyzed my notes and noticed I = had=20 dwelled more on the repeated lack of motivation on the part of = several=20 students. I then chose to break my students into two groups for = closer=20 study. I felt that those students who were on task would be give = me one=20 picture of my research and those who were not on task another = view.=20 Students who were on task but had tested poorly had not reviewed = their=20 responses in their journals. When they went back and reviewed, = they tested=20 again with much better results. I observed other students = developing the=20 habit of looking over their responses before continuing to read. = When I=20 asked them about this, they responded that it helped them to = refocus on=20 the story. One student even said that it was handy because she had = lost=20 her bookmark and by rereading her last response she could tell = where she=20 was in the book. During their reading conferences, a repeated = comment from=20 many of the students was that keeping the reading response journal = was=20 helpful for remembering what they had read. I also noticed that = the=20 summaries the students wrote about their books and brought to the = reading=20 conference were better written with more detail in a more = sequential=20 manner.

Analysis of the journals themselves revealed growth for most of = the=20 students. I took a sample from the beginning of the nine-week = period and=20 another from the end of the nine-week period. The length of the = entries=20 grew from one line to several lines and even paragraphs. The = following is=20 an example of an early entry; "So far in my book Merlin has = finally got=20 back to the dark hills." A later entry from the same student read; = "Mrs.=20 Buus, Jeff is at home and was reading a letter from Lucy and Lucy = is=20 getting good at milking the cow. And she likes Jeff's dog." To = some this=20 difference may not seem like much, but for this student it was=20 significant. Another student's beginning entry was; "I read Tales = of a=20 Fourth Grade Nothing and I liked it." The ending entry read; = "Matilda's=20 dad was mean to her but in the morning Matilda's dad told her that = she was=20 as brilliant as Shakespear while he was styling his hair and = Matilda said=20 Shakespear was bald and her dad was about to cut his hair." Again, = this=20 student showed growth by adding more detail and showing a better=20 understanding of what was read. One student started out writing = three=20 pages telling almost every little thing that happened. By the end = of the=20 research period this student was down to one page or less telling = the=20 important details worth remembering. Those students who were not = as=20 motivated tended not to show much difference at all in their = entries.

With the reading surveys, I was hoping to get an idea of my = student's=20 attitudes about reading and writing about their reading. In = general there=20 was not much change between the pre and post surveys. In October, = out of=20 twenty students surveyed, all but four students rated being able = to read=20 was very important. In January this changed to all but one = student, and=20 that student rated it as just important. When asked how well they = liked to=20 read, scores went from twelve students saying "well" or "very = well" in=20 October, to fifteen students saying "well" to "very well" in = January. The=20 question of how much they thought writing about what they read = would=20 influence how well they remembered what they read resulted in a = slight=20 decrease between October and January. On a scale of zero to four, = with=20 zero being "not at all" and four being "very much", sixteen = students=20 marked three or four in October. In January, that number went down = to=20 fourteen. When students were asked to write out responses on how = they=20 remembered what they have read, the answers were quite varied on = the=20 pre-survey in October, but nine of them did say "writing about = it." On the=20 post-survey in January this response had only increased to = ten.

The testing scores from the Accelerated Reading program had = twelve=20 students with lower test scores at the end of the research period = than at=20 the beginning. Of those twelve, five decreased less that five = percent, but=20 these students had increased their reading levels so a slight = decrease=20 would be expected due to the fact that they were new to = experiencing the=20 more difficult text. The other students experienced a decrease of = ten=20 percent or more. I also called it a decrease if a student failed = to read=20 and test on a book during the nine-week period, two students fell = into=20 this category. On the flip side of this, eight students showed an = increase=20 in their testing averages. Four of the eight students had = increased their=20 reading levels, while two students had lower reading levels and = two=20 students remained the same on their reading levels. I would note = here that=20 the eight students who showed an increase in their testing = averages were=20 also students who were consistently on task with reading and = writing in=20 their reading response journals.

My final part of data collecting was the completion by the = students of=20 a making meaning about reading response journals worksheet. This = worksheet=20 was designed to get a feeling for how the students were perceiving = the use=20 of the journals. It was completed about midway through the = research=20 period. I read the questions orally to the students as they read = along and=20 filled in their responses. This worksheet started out with the = students=20 giving one-word descriptors of what reading response journals are = to them.=20 Answers ranged from "cool," "fun,",and "educational," to "boring," = "stupid," and "dumb." There were far more positive responses given = than=20 negative responses. The final question had students write a = two-word=20 statement to give their opinion about the journals. Seventeen = students=20 wrote a positive statement and only three wrote a negative = statement.=20 Again, I noted that the negative statements came from students who = were=20 not motivated to keeping the reading response journals.

Conclusion

In analyzing the data and notes, I discovered an underlying = factor that=20 seemed to be an important issue in the results. That factor was = motivation=20 on the part of the student. I describe motivation here as the = desire to=20 read and respond consistently in their reading response = journals.

If I were to ignore the results of students who were = consistently not=20 motivated, I would find the use of reading response journals a = worthy=20 strategy to enhance memory and thus increase reading = comprehension. Almost=20 all of my motivated students exhibited some positive results. For = some,=20 the increases were slight. I do feel that by the end of the year = these=20 increases would be greater.

The disturbing result was those students who were consistently = not=20 wanting to participate. They should not be ignored. These students = found=20 keeping the journals too much work, or boring, or just not worth = their=20 time. They are also the students in my room that tend to balk at = any=20 writing assignment and are slow to finish their work. They found = the=20 responding just one more thing to do.

With this in mind, I feel that the use of reading response = journals is=20 not for every student. Adjustments need to be made for those who = find it=20 not for them. Some suggestions I gathered from colleagues were to = not have=20 them write daily, allow them to draw about what they read, or vary = the=20 writing by giving them specific things to write about. One = colleague also=20 suggested a form that they just fill in to cut down on the amount = of=20 writing the student had to do. This would also give the student = direction=20 on what to write. I shall continue to explore this strategy by = trying some=20 of these suggestions.

References

Arabsolghar, F., & Elkins, J. (2000). Comparative = expectations of=20 teachers and parents with regard to memory skills in children with = intellectual disabilities. Journal of Intellectual & = Developmental=20 Disability, 25(3), 169-179.

Asselin, M. (2000). Reader response in literature and reading=20 instruction. Teacher Librarian, 27(4), 62-63.

Battle, J., & Labercane, G. (1985). Comparing achievement, = ability,=20 with visual memory and visual association. Reading = Horizons, 25(2),=20 87-94.

Cox, B. D. (1994). Children's use of mnemonic strategies: = variability=20 in response to metamemory training. The Journal of Genetic=20 Psychology, 155(4), 423-433.

Davis, J. K., & Cochran, K. F. (1989). An information = processing=20 view of field dependence-independence. Early Child Development = and=20 Care, 43, 129-145.

Fountas, I. C., Pinnell, G. S. (2001). Guiding Readers and = Writers=20 Grades 3 - 6. Portsmouth, NH: Heinemann.

Gillam, R. B. (1997). Putting memory to work in language = intervention:=20 implications for practitioners. Topics in Language = Disorders,=20 18(1), 72-76.

Hudson, J. A., & Gillam, R. B. (1997). "Oh, I remember = now!":=20 facilitating children's long-term memory of events. Topics in = Language=20 Disorders, 18(1), 1-10.

Levine, M., M.D. (2002). A Mind At a Time. New York, NY: = Simon=20 & Schuster.

Manning, M. (1999). Too many journals. Teaching Pre K-8, = 30(2),=20 89-91.

Moley, B. E., Hart, S. S., Leal, L., Santulli, K. A, Rao, N., = Johnson,=20 T., et. al (1992). The teacher's role in facilitating memory and = study=20 strategy development in the elementary school classroom. Child=20 Development, 63(3), 653-672.

Perkins, D. (1992). Smart Schools, From Training Memories to = Educating Minds. New York, NY:Maxwell MacMillan = International.

Reif, L., (2003). A reader's-writer's notebook: it's a good = idea.=20 Voices From the Middle, 10(4), 40.

Scruggs, T. E., & Mastropieri, M. A. (1992). Remembering = the=20 Forgotten Art of memory. American Educator: The Professional = Journal of=20 the American Federation of Teachers, 16(4), 31-37.

Stein, Jess, (Ed). (1982). The Random House College = Dictionary=20 (Revised Edition). New York: Random House, Inc.

Turkington, C. And Harris, J. R. Ph.D. (2001). Understanding = Memory:=20 The Source Book for Memory and Memory Disorders. New York, NY: = Checkmark Books.

Weinert, F. E., & Helmke, A. (1998). The neglected role of=20 individual differences in theoretical models of cognitive = development,=20 Learning and Instruction, 8(4), 309-23.

Zimbardo, P. G., Weber, A. L., and Johnson, R. L. (2003). = Psychology=20 Core Concepts (4th ed).
Boston, MA: Allyn & = Bacon.

To comment on this article, please contact the author via = e:mail. To=20 learn more about contributing an article to the journal, please = review=20 our = Notes=20 for Contributors.

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