Teachers Network
Translate Translate English to Chinese Translate English to French
  Translate English to German Translate English to Italian Translate English to Japan
  Translate English to Korean Russian Translate English to Spanish
Lesson Plan Search
Proud New Owners of teachnet.org... We're Very Flattered... But Please Stop Copying this Site. Thank You.
Our Lesson Plans
TeachNet Curriculum Units
Classroom Specials
Popular Teacher Designed Activities
TeachNet NYC Dirctory of Lesson Plans

VIDEOS FOR TEACHERS
RESOURCES
Teachers Network Leadership Institute
How-To Articles
Videos About Teaching
Effective Teachers Website
Lesson Plans
TeachNet Curriculum Units
Classroom Specials
Teacher Research
For NYC Teachers
For New Teachers
HOW-TO ARTICLES
TEACHER RESEARCH
LINKS

GRANT WINNERS
TeachNet Grant:
Lesson Plans
2010
TeachNet Grant Winners
2009
TeachNet Grant Winners
Adaptor Grant Winners
2008
TeachNet Grant Winners
Adaptor Grant Winners
2007
TeachNet Grant Winners
Adaptor Grant Winners
Other Grant Winners
Power-to-Learn
Math and Science Learning
Ready-Set-Tech
Impact II
Grant Resources
Grant How-To's
Free Resources for Teachers
ABOUT
Our Mission
Funders
   Pacesetters
   Benefactors
   Donors
   Sponsors
   Contributors
   Friends
Press
   Articles
   Press Releases
Awards
   Cine
   Silver Reel
   2002 Educational Publishers Award

Sitemap

Teachers Network Leadership Institute:
Wyoming Teacher Policy Institute
Susan Pannell, Hot Springs High School, Thermopolis, WY

Research Project:  
A look at the correlation between student reading and writing.
To recap my project, I am compiling information on my students from the fall semester (2001) 11th grade English classes. The goal of my research is to identify and examine a link between students who enjoy reading, and read independently, and the writing skills of those same students. Of the 41 students I taught during this period, I was able to collect data on 22. However, based on my knowledge and professional observations, I did manage to obtain permission from a fairly representative cross-section of my students in regards to student ability and interest.

Currently, my data is compiled in my classroom. To date, it consists of two student surveys covering reading interests and reading techniques. I also have a broad sample of writing from each student. This includes a reading journal, which is a less formal writing style and which also provides insight into the students' response to reading the selected novel. I have collected a response paper that will serve as an example of writing skills along with reading comprehension. The last piece of evidence is the final research paper each student was required to complete at the end of the semester. This is a more complicated and formal style of writing that exhibits the students' abilities in writing and analysis.

As yet, I have not had the opportunity to completely review all data and apply it to my research goals. However, when I am finished, I plan to submit my findings to my fellow teachers and to my administrators. I believe it will support the need for a more cohesive and comprehensive approach to student reading, K-12, in our district.

 

Come across an outdated link?
Please visit The Wayback Machine to find what you are looking for.

 

Journey Back to the Great Before