SWBST Supported Research
SWBST Supported Research
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The Impact of Daily Reading and Summarizing
The Impact of Daily Reading and Summarizing
In my 2022–2023 second-grade classroom pilot, students used the SWBST Day-by-Day Reading Journal to guide their nightly reading and summarization practice. Before implementing SWBST, I-Ready reading scores indicated that out of 15 students, seven were in the yellow category, two were in the red category, and five met grade-level expectations. Many students struggled with independent summarization, particularly those with disabilities or limited parental support at home.
After consistent nightly practice using SWBST, all students demonstrated measurable growth. By March, three students remained in the yellow category, ten were meeting grade-level expectations, and two were exceeding them. Students not only improved their reading comprehension but also developed greater independence in summarizing texts, showing that structured prompts and 20 minutes of guided reading each night can significantly enhance literacy outcomes.
Further Research on Utilizing the SWBST Method
Further Research on Utilizing the SWBST Method
Research shows that daily reading dramatically impacts literacy development. Students who read just 20 minutes a day are exposed to nearly 1.8 million words per year, building vocabulary and comprehension skills (Anderson, Wilson, & Fielding, 1988). Reading comprehension is a foundational skill for all learners, and summarization helps students extract main ideas and retain key information, preparing them for tasks like writing reports and forming arguments (National Reading Panel, 2000).
Structured summarization strategies, such as the SWBST (Somebody-Wanted-But-So-Then) method, are especially effective for struggling students. Studies show that scaffolded prompts improve recall and understanding, and graphic organizers help students capture main events, important details, and character information more effectively (Hagaman & Reid, 2008; Snow, 2002; Baumann & Graves, 2010). These strategies also align with Common Core standards, reinforcing both reading and writing skills across grade levels (National Governors Association Center for Best Practices & Council of Chief State School Officers, 2010).
Cognitive research supports step-by-step approaches for young learners, helping them break down complex tasks into manageable pieces and promoting independence and confidence. Together, these findings highlight how targeted tools like the SWBST Day-by-Day Reading Journal can enhance comprehension, foster student independence, and narrow literacy gaps for struggling readers.
References
Anderson, R. C., Wilson, P. T., & Fielding, L. G. (1988). Growth in Reading and How Children Spend Their Time Outside of School. Reading Research Quarterly, 23(3), 285–303.
Baumann, J. F., & Graves, M. F. (2010). What Teachers Need to Know about Teaching Reading. International Reading Association.
Ferguson, R. (1991). Teacher Effects and the Organization of Schools. East-West Center Working Papers.
Hagaman, J. L., & Reid, R. (2008). The Effects of the “Quick Write” Strategy on the Writing Performance of Students with Learning Disabilities. Journal of Learning Disabilities, 41(2), 144–157.
National Governors Association Center for Best Practices & Council of Chief State School Officers. (2010). Common Core State Standards for English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects.
National Institute of Child Health and Human Development. (2000). Report of the National Reading Panel: Teaching Children to Read. U.S. Government Printing Office.
Snow, C. E. (2002). Reading for Understanding: Toward an R&D Program in Reading Comprehension. RAND Corporation.
The Little Yellow Beehive aims to collect more astute studies that will come from our materials as we currently run pilots for struggling districts. This company seeks to collaborate with districts that share the same vision for implementing our curriculum to enhance students’ literacy performance.
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