Ask a research question that interests you. A good question is narrow in focus, thought-provoking and invites your readers to debate the issue. Map out a list of tasks and their target completion dates – it will help you stay on schedule. Cast a wide net for reliable and informative sources. Consider consulting a reference librarian at the start of your search. Draw solid conclusions from your research, supported with well-documented evidence from your readings.
The National Reading Panel includes both phonic and phonemic awareness instruction under the broad category of “alphabetics.” Consider specific grade-level skills as potential sources for your research question. According to the California Department of Education, fifth-grade students in that state are expected to decode words with fluency and accuracy by using their knowledge of root words, affixes, syllabication patterns and letter-sound correspondences. You might question the effectiveness of a particular instructional method or compare and contrast results from two different methods.
At its most basic, reading fluency is that subtle skill that allows students to comfortably read text with expression and meaning. The Reading Panel concluded that fluency is enhanced by guided oral reading, but that independent silent reading by itself does not necessarily improve fluency. They hoped for more research related to the types of independent reading practices that might lead to enhanced fluency. Fluency-related fifth-grade skills from the California school system include using context to self-correct understanding and word recognition, and reading with purpose.
The National Reading Panel concluded that successful reading comprehension depends on vocabulary development, a thoughtful interaction between the reader and the text as well as training teachers in reading comprehension strategies. You might pose a question related to teacher training in any of the following fifth-grade reading comprehension skills: analyzing the structure of texts, comparison and contrast, understanding themes, or figurative language. An interesting question is, "What teacher training methods are tied to high student achievement in analyzing texts?”
Teachers who receive both pre-service and in-service training significantly impact their student's academic achievement, according to The National Reading Panel. While this comes as no surprise, the Panel expressed concern over the gaps in identifying which types of training produce the best results. Some possible research questions they posed relate to the optimum length of training, the best time to provide it and methods of supporting teachers. A related inquiry is, "What are the most promising methods for supporting teachers' professional development gains over time?"