The methods I used to help me collect my data were Reading Street Baseline scores and their current Reading Street scores.  I also compared their fall, winter and spring MAP scores.  I looked specifically at their MAP vocabulary percentages.  Interviews and the information those interviews provided me about the way my students preferred to learn also helped guide my instruction.  I used pre and post base word, prefix, and suffix scores to show student improvement.  I used the pre-assessment tool in order to see if my students had a basic understanding of a vocabulary word before I taught it.  That way I knew which weekly words really needed to be taught.  Weekly vocabulary quizzes were also used as a form of data and let me know what words my students learned that week or what words we needed to review.  Furthermore, I used weekly quizzes to see what skills my students learned over the course of the week and if I needed to go back and reteach any of those skills.  

         The data showed me that my students' Reading Street average scores have come up at least 10%.  One student improved 12% and another student improved 26%.  According to their baseline base word tests, they all improved and one student remained the same with 13/13 correct.  With the suffix pre and post test one student increased 60%, one student 40% and the other student 30%.  One of the reasons for improvement is likely attributed to teaching to my students' interests and making sure to implement the types of instruction they like the most.  For example, I created Kahoot activities, QR Codes, SMART Boards, and even vocabulary forts.  Based on the data, my students showed growth in areas of vocabulary and reading comprehension.  Each student showed growth in overall reading comprehension based on their Reading Street scores and MAP data.  Teaching vocabulary words allowed those students to generalize those words into weekly reading passages and correctly identify the meaning of those words.  They also were able to connect those words with other words to help them understand what they were reading.  Lastly, knowing prefixes and suffixes helped them understand the meaning of unknown words that they did not understand in the reading passage.  Overall, based on the data I found, vocabulary instruction helped build reading comprehension scores through Reading Street and MAP data.

         I still have several questions after completing my action research.  What would have happened if I started this instruction in the fall?  Based on the growth that I have seen with my students, if I started this in the fall they would have possibly shown even more growth.  What happens if I do not have my students read their reading tests out-loud to an adult?  I started  having my students read aloud comprehension passages to an adult in the fall and personally I know that my students do best when they read out loud to an adult.  I know this because they are processing what they are reading and taking the time to understand what they are reading.  Before when they did not read tests out loud they would rush through the test or not understand what they were reading.  What happens if my student with behavior concerns has a bad day?  If my student with behavior concerns has a bad day, I would like to assess him/her on the planned day, and then assess again the next day to truly see if his/her behavior affects his/her test scores.  What will happen next year if my students do not receive daily vocabulary instruction?  Since I recently found out that I will be moving to 3rd grade with these students next year, I plan to continue implementing this intervention with these students.  What would have happened if I implemented all the weekly words and did not teach prefixes and suffixes?  If I taught all 6-7 vocabulary words I predict that my students would not fully understand each word and would not be able to apply each word in different contexts.