Data Analysis Plan

In this action research study, multiple data sources, including standardized reading

assessments, student reading journals, and teacher interviews, will be analyzed sequentially to

develop a comprehensive understanding of the effectiveness of targeted reading interventions for

struggling readers in grades 3–5 at Evergreen Elementary School. The analysis will focus on

assessing the impact of guided reading, reciprocal teaching, and graphic organizers on students’

reading comprehension and Lexile growth. Quantitative data from the Scholastic Reading

Inventory (SRI) assessments will be analyzed using descriptive statistics and paired t-tests to

measure changes in Lexile scores, following recommended statistical techniques for evaluating

reading interventions (Brown, Smith, & Davis, 2021; Smith & Johnson, 2022). Qualitative data

from student reading journals and teacher interviews will be coded thematically using established

procedures for qualitative content analysis and thematic coding (Garcia & Patel, 2021; Martinez

& Chen, 2020; Saldaña, 2016). Triangulation across these data sources will be employed to

strengthen the validity and trustworthiness of the findings, aligning with best practices in mixed

methods research (Fetters & Molina-Azorin, 2023; Wilson & Thompson, 2024). This multi-

faceted approach ensures that the study’s findings are both rigorous and reflective of the dynamic

reading development process, providing valuable insights for educators and stakeholders

committed to supporting all learners.

Standardized Reading Assessments (SRI)

Students’ pre- and post-intervention Lexile scores from the Scholastic Reading Inventory

(SRI) will be analyzed using descriptive statistics including mean, median, and standard

deviation to provide a summary of reading growth. Research supports the use of Lexile measures

to effectively monitor reading development in elementary students (Smith & Johnson, 2022). A
paired t-test will then be conducted to determine whether the mean difference between pre- and

post-test scores is statistically significant (Brown et al., 2021; Mertler, 2019). This quantitative

analysis will be performed using SPSS software to ensure accurate and reproducible results.

Student Reading Journals

Qualitative data from student reading journals will be analyzed using thematic coding, a

research-based qualitative data analysis method (Nguyen & Lee, 2023; Saldaña, 2016). The

process begins with initial open coding to segment journal entries into meaningful units. These

units will then be organized into broader themes such as “use of graphic organizers,”

“metacognitive strategy application,” and “challenges encountered.” To increase coding

reliability, a second coder will review a sample of journals to establish inter-rater agreement.

NVivo software will be employed to support efficient data management and thematic analysis

(Martinez & Chen, 2020).

Teacher Interviews

Teacher interview transcripts will be transcribed verbatim to ensure accuracy and to

capture the nuances of participants’ experiences with the reading interventions. The transcripts

will then be analyzed using qualitative content analysis with an inductive coding approach to

identify key themes related to strategy effectiveness, implementation challenges, and student

responsiveness (Garcia & Patel, 2021; Patton, 2015). This process will involve an initial round of

open coding, followed by grouping similar codes into broader thematic categories aligned with

the research questions. Triangulation will be achieved by comparing themes from teacher

interviews with findings from student journals and SRI data, thereby enhancing the validity and

trustworthiness of the results (Wilson & Thompson, 2024). This technique ensures that the data
analysis provides a thorough and credible understanding of the impact of the reading

interventions.

Proposed Action Plan for Implementation

The action plan focuses on implementing targeted reading interventions such as guided

reading, reciprocal teaching, and the use of graphic organizers in small-group sessions for

struggling readers in grades 3–5 at Evergreen Elementary School. Key stakeholders include

classroom teachers, reading specialists, school administrators, parents, district literacy coaches,

and school board members.

Communication strategies will be tailored to each audience:

 Teachers, reading specialists, and administrators will be informed through staff meetings,

professional development workshops, and newsletters to foster collaboration and ensure

fidelity of intervention implementation.

 Parents will be engaged via school newsletters and parent-teacher conferences, with

translated materials and culturally relevant resources to support multilingual families and

promote equity.

 Findings and progress will be shared with district literacy coaches and school board

members to inform future instructional planning and resource allocation.

The Action Plan Proposal is the Appendix of this paper.

Reliability and Validity

Reliability and validity will be enhanced through triangulation by comparing data from

three sources: SRI scores, student reading journals, and teacher interviews (Fetters & Molina-

Azorin, 2023; Wilson & Thompson, 2024). This method strengthens the trustworthiness of the

findings by providing multiple perspectives on the impact of the reading interventions.

 To respect the rights and choices of participants, informed consent will be obtained from

parents or guardians, and assent will be secured from students, with participation

remaining voluntary and the choice to leave the study at their discretion.

 Beneficence will be ensured by designing the study to enhance students’ reading skills

while minimizing potential risks and providing necessary emotional and academic

support.

 Justice will be addressed by offering equal opportunities for all eligible students to

participate, without unfair exclusion (Hernandez & Kim, 2022).

Participant privacy and safety will be protected by de-identifying all data and securely

storing it in password-protected files. The physical, social, and emotional well-being of

participants will be prioritized throughout the research process.

Findings

Although the study has not yet been implemented, the anticipated findings will provide

valuable insights for multiple stakeholders. Teachers will receive evidence-based guidance on

implementing guided reading, reciprocal teaching, and graphic organizers to improve

comprehension in struggling readers (Roberts & Green, 2023). Administrators and district

leaders will benefit from data-driven recommendations to inform professional development and

resource allocation decisions. Ultimately, the findings will support students by tailoring

interventions to their unique reading needs, promoting academic achievement and lifelong

reading skills. Additionally, sharing findings through diverse communication strategies will

foster buy-in from all stakeholders, contributing to sustained literacy improvements (Evans et al.,

2021).
 Reflection
The process of developing this action research plan has been greatly enriched by

constructive feedback and collaborative discussions with mentors, colleagues, and instructors.

Their insights and expertise have played a pivotal role in refining the overall research design,

clarifying the data collection methods, and strengthening the analysis plan to ensure its rigor and

practical relevance. For example, feedback on the data analysis section prompted me to specify

the use of SPSS and NVivo software to analyze quantitative and qualitative data, respectively.

Additionally, incorporating triangulation methods—such as comparing SRI scores, student

reading journals, and teacher interviews—helped increase the validity and trustworthiness of the

study.

Suggestions to expand the communication plan were particularly valuable, as they guided

me to consider the needs of multilingual families, ensuring that translation services and culturally

relevant materials are included to support equity and accessibility. I also learned to address

district-level stakeholders, including literacy coaches and school board members, which will help

secure long-term support and resource allocation.

This action research process has not only refined my technical research skills but has also

deepened my understanding of how systematic inquiry can directly inform instructional decision-

making and promote continuous improvement. Through this process, I have developed a greater

capacity to design interventions that are both evidence-based and contextually responsive to

student needs. Moving forward, I plan to leverage these skills to collaboratively address

instructional challenges, advocate for data-driven practices that elevate all learners, and foster a

culture of inquiry where teachers and students work together toward academic success. I am

confident that this action research experience will serve as a valuable foundation for leading

initiatives that prioritize equity, rigor, and sustained growth in literacy development.