7. Olivia
This student greatly enjoyed being included in the study. Olivia often visited the researcher in the
teacher‘ room at other times during the school day to speak about this study. She missed some lessons because of
absences. She had difficulty beginning and completing tasks and was easily distracted by her peers. Olivia enjoyed positive feedback from
others and often asked for help when it was required. She was extremely motivated to complete work if she could use a computer to complete the
task. Table 4.7
Data Collection Summary for Olivia
data collected Jan
Feb March
April attendance of in study
86.8 time in school
in class 79.7
92.8 reading ability
L process 55
58 Loutcome
1 2
ss treatment LT with sc
42 37
statistic LT with sk
2 2
miscue errors 20
10.5
indicates improvement, LT = Local Text, sc=scanning, sk=skimming Table 4.7 displays the quantifiable data collected from January to
March 2011, regarding Olivia‘s reading ability attitudes and achievements.
Olivia showed improvement in some areas over the course of the project. Her reading ability on her report learning process steadily
improved over the period. She achieved a better grade on the learning outcome assessment she completed in the next session.
Improvement was seen in the qualitative data, as well. Olivia had some success finding the salient information in informational texts but
she struggled to organize her notes into the content map. She understood more of what he learns if an oral discussion followed a reading session.
Olivia showed more self-monitoring when doing tasks during the miscue analysis passages.
Appendices F and G demonstrate the over the shoulder miscue analysis of Olivia in January and March, respectively. When doing the
task, she made fewer errors that affected her understanding of the local text with scanning in March 10.5 than in January 20. He said, ―It
takes me a long time to do and to learn how to answer all the questions technically.‖ About her participation in the study he said, ―I need to learn
how to answer correct more slowly to understand better.‖ These comments show she was thinking about how she read effectively, and
demonstrate her improvement in the area of metacognition skills. Olivia‘s level of engagement varied in relation to the topics and
many texts of the reading materials. She said that he learnt at night and done the tasks only things that interested her. The researcher inferred this
to mean that Steven chose shorter times at home to do the task over longer ones.
Olivia still struggled to employ several effective way to do the task better. She did not visually track as others learn or while writing
teacher instructi on to aid her comprehension. ―I sound it out‖ was her
simple explanation of the learning reading strategy he used in March. By the end of this study, Olivia stated that she was interested in reading a text
to tell of many local stories in Indonesia, especially Papuan stories, although he did not how to get the stories that she mentioned. She stated
that she only get 37 of the scanning questions during the study. Thus, she still struggles to answer the questions from other texts. She first
stated, ―I‘m a not good learner‖ in the January investigation. By March s
he was saying that, ―I want to get better on my reading ability.‖
8. Petronela
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