defined local text with scanning in a similar way, so this became an additional category. The categories developed as the writer analyzed the
data. During the analysis process, the writer made notes to herself
Miles Huberman, 1984 regarding the identified during coding and possible connections among them. Using these approaches to data
reduction and data display, the writer was able to draw relevant conclusions about the way the students learn reading through local text
with scanning and about how she taught the reading skills to them.
3. Verification of Findings
The researcher used three methods to attempt to verify the results of the study and increase the robustness of the conclusions. She used
triangulation, compared qualitative and quantitative data of different kinds to generate conclusions, and used independently collected and
evaluated data including the reading ability, content map, local text with scanning and skimming, and also miscue errors assessment to reduce the
possibility that her biases and expectations would affect results. The researcher also compared the
students‘ reading ability results with pretest at the beginning of the study to attempt to identify similarities and
differences in achievement.
4. Triangulation
During the study, the writer used triangulation to verify findings and conclusions. Triangulation is the process of comparing data collected
by multiple methods and from multiple sources Gall, J., Gall, M., Borg, 2005, p. 320. She collected and compared a variety of qualitative
and quantitative data in an attempt to assess student progress in learning English particularly in reading skill and her own teaching success. For
example, if data from one source showed student improvement, she looked to see if other kinds of data demonstrated a similar result.
5. Independent data Independent data, which the researcher could not manipulate,
helped to reduce the impact of her potential biases on the results of the
research. For example, when the researcher administered an investigation,
she used standard investigation questions created by assessing language
ability in the classroom Cohen, 1994, 2
nd
ed.. Similarly, she used the
Grade 7 reading ability reasoning results as baseline, formative, and summative data to determine student successes and challenges. The
researcher used this assessment because the English teacher evaluated the
students‘ results each term. The writer had no opportunity to bias the marking of these reading assessments. She also collected report grades
and attendance details for each student, as these independently created
data were possible additional indicators of change in academic achievement.
6. Learning Outcome Comparison
