3.11.1 Introduction
In line with a socio-cultural research paradigm, multiple facets of the intervention were explored. It was important that the tools and methods employed to analyse data were sympathetic to and congruent with the aims of the programme. Data analysis needed to be accurate, respectful of participants,
offer opportunities for co-construction, and make a contribution to answering the research questions. Furthermore, assessment data gathered in the initial phase of the research were used to select and shape the specific aspects of the intervention so that the intervention matched the individual needs of the participants. The analysis of data, as outlined below, met these aims.
3.11.2 Running Records
Individual analysis of each running record was done in accordance with the standard methods outlined in the New Zealand Ministry of Education guide (2000) and the PM Benchmark Kit (Nelley & Smith, 2002). The error rate, accuracy rate, self-correction ratio and comprehension score will be calculated for each child. Errors and self-corrections were analysed in terms of the
meaning, structure and visual clues attended to. From this data an instructional reading level was determined. To minimise bias in the scoring of the running records 50% of the recordings (chosen at random) were externally validated by a suitably qualified and experienced person who listened to the recordings and checked the scoring.
Measures of children’s reading level taken before and after the intervention were compared. Changes in the instructional reading level of individuals were compared to expected progress over time measured by the reading levels in the PM benchmark kit (Nelley & Smith, 2002). Although this is not a norm
referenced test, it has been extensively trialled in New Zealand to increase validity of results (Ministry of Education, 2010b). In this study, expected progress equated to the duration of the study; that is six months progress in equivalent reading levels to be gained over the six months of the active phase of the study.
The analysis of Running Records allowed the researcher to answer aspects of the research question 2.1 pertaining to reading progress. The researcher was able to evaluate whether or not the children made gains in reading beyond what might be expected. More specifically, any changes in the use of discrete skills were able to be mapped.
3.11.3 Phonological Skills
Individual analysis of each spelling inventory was carried out in accordance with the methods outlined by the original authors (Bear et al., 2004). The feature guide was completed for each child which enabled analysis of skills and
determined an instructional level. The number of spelling features used correctly was the child’s score and the child’s skill stage was calculated.
Change in the phonological skill level of individuals was compared with expected progress over time. In this study, expected progress equated to the duration of the study; i.e., six months progress in equivalent skill stages to be gained over the six months of the active phase of the study.
The analysis of spelling inventories allowed the researcher to answer research question 2.1g. The researcher was able to evaluate whether or not the children made gains in phonological skills compared to what might be expected.
3.11.4 Garfield Scale
Individual children’s surveys of reading attitude completed before and after the intervention were compared. Temporal comparison of individual responses gave an indication of change. The developers of the scale, McKenna and Kear (1990), state that a change in score of 5 or more points pre and post is considered significant in each separate category or a change of 7 points overall. Consequently, the survey items relating to academic reading attitude and recreational reading attitude were compared separately and combined. Data from the Garfield Scale were triangulated with the data from the parent reading attitude surveys to strengthen validity. This information was used to contribute to answering research question 2.2 which sought to find out if any changes in reading attitude occur during the intervention.
3.11.5 Parents’ perceptions of children’s reading
The surveys of each parent’s perceptions of their child’s reading taken before and after the intervention were compared. Temporal comparison of individual
responses gave an indication of change. This dataset was triangulated with the data from the child reading attitude surveys and reading assessment tools to strengthen validity. The analysis enabled the researcher to answer aspects of research questions 3 and 4 relating to changes in children’s reading skill and attitude towards reading over time.
3.11.6 Evidence of Collaboration
All of the recordings of coaching meetings between researcher and participants were reviewed, coded and analysed. The recordings were reviewed during the research project to enable the researcher to analyse my own interactions with participants in order to ensure that interactions between participant and researcher were authentically collaborative in nature. If the review revealed a lack of collaboration I could immediately adjust my approach to invite more collaboration. Thematic analysis of this data enabled the researcher to determine significant factors in the interactions.
3.11.7 Perceptions of the intervention
The information obtained during the final parent interviews regarding their perceptions of the intervention was analysed. Common themes were identified and material coded accordingly. Thematic analysis of this data enabled the researcher to unpack the experience of each family. Common areas of success and difficulty when enacting coaching were searched for. This process assisted in analysing the effectiveness of the approach (research questions 1 and 2.3) and in informing any future research in this area. Analysis also allowed the
researcher to determine if the intervention was successful in supporting parents to enact reading support (research question 1d) and whether or not those actions had impacted the child (research question 2.3).
3.11.8 Parent logs
The parent diaries were analysed for evidence of parental action. The number of recorded reading sessions between each parent and child was calculated. This
was compared to other measures to determine if patterns emerged. The data helped to identify aspects of coaching such as duration, frequency and strategy use that lead to optimal outcomes for children.
Further analysis of the content of the parent comment section of the diary was conducted. Common themes were identified and material coded accordingly. Analysis of this material contributed to the discovery of common areas of
success and difficulty when enacting coaching which in turn assisted in analysing the effectiveness of the approach and in shaping any future research in this area. The analysis also provided evidence to answer aspects of research question 1: how might parents be supported to develop and enact a contextualised pedagogy when coaching reading?
3.11.9 Parent child videos
Videos of each parent participant coaching their child in reading were jointly analysed by the parent and the researcher. Shared analysis is a common technique in some research domains, particularly in teacher professional
development (Brantlinger, Sherin, & Linsenmeier, 2011; Derry et al., 2010; Ross & Gibson, 2010; van Es, 2010a, 2010b; van Es & Conroy, 2009; van Es & Sherin, 2010) but is less common in research concerning parents and reading development. Processing this data jointly gave the researcher an opportunity to unpack and understand the parents’ actions from within their cultural frame (Derry et al., 2010). Shared analysis was also consistent with the overall research design which valued co-construction.
Video analysis was guided by the Adult and Child Interactive Reading Inventory (ACIRI) (DeBruin-Parecki, 1999, 2007). The tool provides a framework for unpacking the reading coaching session. It focuses attention on four specific areas: enhancing attention to text, promoting reading, supporting
comprehension and using literacy strategies. The use of this tool by other researchers (Barnyak, 2011; Dixon-Krauss, Januszka, & Chae, 2010) has led to the development of deep understandings of the multiple components of a reading session. By engaging in joint analysis of the video, the researcher was able to
ascertain the adaptations of coaching strategies made by parents when enacting coaching and therefore was able to answer aspects of research questions 1 and 3.
3.11.12 Parent skill survey
Data obtained from the survey of parent skills in reading were reviewed by comparing each participant’s responses before and after the intervention. Analysis of the results revealed any new skills that parents had obtained during the intervention. This dataset was used to answer aspects of research questions 1 and 3 which relate to implementation of strategies.