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Bookrooms

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Bookrooms

Bookrooms are the perfect solution for matching books to students to support differentiated instruction and classroom instruction. Capstone Classroom’s expanded bookroom resources for teachers coupled with our amazing leveled readers gives you a bookroom solution that is sure to meet your needs.

Nonfiction Bookroom

The best Nonfiction for your classroom. Our books are written with the supports and challenges appropriate for each level of instruction based on sentence complexity, vocabulary development, word choice, graphic support and print features to help students progress in becoming proficient readers and learners. Each six pack comes to you in a sturdy zip-close plastic bag ready for your bookrooms. Labeling is available upon with request- customized to your needs.

Spanish Bookroom

Our books are written with the supports and challenges appropriate for each level of instruction based on sentence complexity, vocabulary development, word choice, graphic support and print features to help students progress in becoming proficient readers and learners.

Wonder Readers Bookroom

Wonder Readers Complete Bookroom Package provides 118 guided reading books, all written at levels A-M, with Math, Science or Social Studies content. Each Six Pack comes in a sturdy zip close plastic bag with a title specific Teaching Note and Oral Running Record. Order all 118 and save 10%!

Connecting Literacy and Content

Our Connecting Literacy and Content teaching notes provide support for helping students access the content of the texts they are reading and answer questions based on their reading. These content rich teaching notes provide instructional support for teaching both content and language arts skills. Perfect for Bookrooms, or for classroom instruction to bridge literacy and content instruction in today’s compact teaching time.

 

Teacher’s Guides

These two resources provide the instructional support teachers need to get started with small group instruction, and can give seasoned teachers added support.

These guides shows how to support students in small groups with strategies for:

  • Grouping students for instruction.
  • Selecting texts to match readers’ needs.
  • Providing a lesson sequence that supports students before, during, and after reading.
  • Honing in on close reading.
  • Choosing skills and strategies to cover in small group instruction.
  • Scheduling small group instruction and managing your classroom as you meet with small groups.
  • Administering running records and other assessments.
  • Monitoring students’ progress.
  • Allowing for meaningful reader response.

Capstone Bookroom Efficacy Investigation

Introduction
The purpose of this quasi-experimental study was to compare the efficacy of Capstone Bookroom on reading fluency scores between a classroom that uses Capstone Bookroom and one that does not.

Capstone Bookroom is a resource that provides leveled books to support reading instruction for students at their individual reading levels. Being able to read at identified reading levels leads to improved reading fluency, increased motivation to read, and general reading improvement (Zrna, 2012).

Methods
To determine whether Capstone Bookrooms improves student reading fluency, pre- and post AIMS Web R-CBM scores were obtained from one first grade classroom in which Capstone Bookroom is used, and one first grade classroom in which no product is used. Demographic data between the two schools were similar to each other, and both schools were fairly similar to Clark County School District overall demographic data (See Table 1).

Table 1.
Demographic Makeup of School 1 and School 2 with CCSD Comparison.
    School 1   School 2   Clark County
School District
Asian   2.32%   5.76%   6.36%
Hispanic   54.18%   60.45%   46.25%
Black   19.56%   12.27%   13.78%
White   18.66%   12.88%   25.25%
Two or More Races   4.25%   5.91%   6.40%
Male   50.32%   51.21%   51.70%
Female   49.68%   48.79%   48.30%
 
Pre-and post-test scores were examined, and outliers were eliminated. One outlier was identified by computing z-scores for each pre-and post-test score, with the elimination cutoff set at greater than two standard deviations above or below the mean. Also, anomalous scores were excluded, which included two instances in which the post score was markedly lower than the pre-test score. This can happen for a variety of reasons, including uncooperative student behavior, poor testing conditions, and the general well-being of the student on the testing day. Adjusted means and standard deviations can be found in Table 2.

Table 2.
Means and Standard Deviations for Each Classroom.
  Pre-test   Post-test
  M   SD   M   SD
Class 1 (N = 12) 15.75   14.57   68.25   33.00
Class 2 (N = 10) 15.70   10.21   87.40   22.24
 
Findings
An independent t-test was computed to examine the pre-test scores for both classrooms for equivalency. Analyses indicated no significant difference between Site 1 and Site 2 on R-CBM pre test scores, t(21) = 1.80, p = .09). This means that the pre-test scores were mathematically close enough that when we compute statistical tests on them, we can treat them as equal.

An Analysis of Covariance (ANCOVA) was computed to determine whether there were significant differences between post R-CBM scores for the two sites while controlling for any remaining differences in pre-scores. Results indicate NO significant difference between post test scores between the two classrooms (F = 3.96, p > .05). This means that the post test scores were mathematically close enough that we can treat them as equal. These findings indicate that the use of Capstone Bookroom improves student reading fluency as well as classrooms that use other materials.

Discussion
While the use of Capstone Bookroom did not show a greater increase in reading fluency over our comparison classroom, it’s important to note that the differences between average post-test scores were not significantly different. This means that using Capstone Bookroom does at least as well as other methods for improving student fluency. As discussed below, future studies may very well show the true potential for Capstone Bookroom.

Limitations
Data were collected from only two classrooms, one Capstone Bookroom classroom and one comparison classroom. Further, because only two classrooms were studied, the sample size in each classroom was relatively low. The data were gathered post-hoc, from readily available sources. Differences in testing conditions may have impacted the results of this study.

Future Directions
In order to more fully understand the impact of Capstone Bookroom, it will be important to conduct a larger-scale, well-planned study. Experimental classrooms and comparison classrooms must be matched, to the extent possible in a classroom study, student population, and teacher variables such as education, years of experience, and fidelity of implementation. Future studies should also be conducted in other regions of the country in order to provide more generalizable data.

Resources
Zrna, J. (2012). Engage literacy: Using leveled texts. [White Paper] Retrieved 10/2017.

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