How Learning Higher-Level Linking Words Impact Students' Understanding

How Learning Higher-Level Linking Words Impact Students' Understanding | Research Square window.SnipcartSettings = { analytics: { enabled: false } }; (function() { var accessVector = localStorage.getItem('access_vector') || ''; window.dataLayer = window.dataLayer || []; if (accessVector) { window.dataLayer.push({ user: { profile: { profileInfo: { snid: accessVector } } } }); } })(); (function(w,d,s,l,i){w[l]=w[l]||[];w[l].push({'gtm.start':new Date().getTime(),event:'gtm.js'});var f=d.getElementsByTagName(s)[0],j=d.createElement(s),dl=l!='dataLayer'?'&l='+l:'';j.async=true;j.src='https://www.googletagmanager.com/gtm.js?id='+i+dl;f.parentNode.insertBefore(j,f);})(window,document,'script','dataLayer','GTM-K279D39R'); Browse Preprints In Review Journals COVID-19 Preprints AJE Video Bytes Research Tools Research Promotion AJE Professional Editing AJE Rubriq About Preprint Platform In Review Editorial Policies Our Team Advisory Board Help Center Sign In Submit a Preprint Cite Share Download PDF Research Article How Learning Higher-Level Linking Words Impact Students' Understanding Tamara Powers This is a preprint; it has not been peer reviewed by a journal. https://doi.org/ 10.21203/rs.3.rs-9286474/v1 This work is licensed under a CC BY 4.0 License Status: Posted Version 1 posted You are reading this latest preprint version Abstract The action research study focused on teaching a 5-hour intervention where 11th-grade science students learned higher-level linking words commonly used throughout their Anatomy and Physiology course. These higher-level linking words tended to detract students while reading or taking exams in Anatomy and Physiology. This problem impacted their achievement in all subjects because they struggled with reading comprehension in Anatomy and Physiology and could not understand what they read. The study attempted to answer the research question of how learning higher-level linking words impacts students' reading comprehension. Participants included 65 11th-grade Human Anatomy and Physiology science students from 11 sending school districts with different socioeconomic backgrounds. Throughout the study, students engaged in 5-hours of instructional intervention activities that helped them build vocabulary skills. Quantitative data was gathered from the pre- and post-assessments, and a report analysis was derived from the online Canvas learning management platform. Those assessments indicated that the interventions improved student proficiency in reading comprehension. The students demonstrated growth as the mean increased from 62.19% to 66.78% between the pre- and post-assessment scores, making the higher-level linking words intervention activities an effective strategy for improving reading comprehension. Educational Philosophy and Theory Figures Figure 1 Figure 2 Figure 3 Figure 4 Chapter 1: Topic and Problem Research Type This capstone will be an action research study with an instructional intervention. Research Topic This topic aims to implement a 5-hour intervention where students learn higher-level linking words commonly used throughout their Anatomy and Physiology course. In addition, these higher-level linking words tend to detract students while reading or taking exams in Anatomy and Physiology. This topic aligns with the field of curriculum and instruction as this project will focus on higher-level linking words that detract students in their reading in both summative and formative assessments. The goal is to focus on higher-level linking words to impact reading comprehension. Reading comprehension is essential because the students need help understanding what they are reading. Students struggling with reading comprehension will impact learning in all subjects. It will include setting measurable goals such as improved reading comprehension, assessment performance, and tracking progress over time, which can significantly impact the learning experience for all students who participate. (Brierley, Ellis, et al., 2021) The purpose is to determine its effects based on my interventions. I would control the program's design and evaluation process, ensuring alignment with my teaching objectives. We must continue to be impactful as educators and support our students. (Sohn, Acosta, et al., 2023) Problem Statement The researcher's 11th-grade science students struggle with reading comprehension in Anatomy and Physiology. This impacts their achievement in all subjects because they cannot understand what they are reading. This might be because the current instructional strategies are not meeting student needs. Problem Impact and Root Cause(s) Students often come to the classroom with varying levels of prior knowledge in both English and science. This impacts their achievement, as without a strong foundational understanding of basic science concepts, vocabulary, and reading strategies, students may find it hard to comprehend more advanced Anatomy and Physiology material. (Snow, 2010) This might be due to a lack of prior knowledge. Traditional lecture-based teaching methods and reliance on textbooks may only be effective for some learners, particularly those struggling with language barriers or reading comprehension. If instruction heavily relies on reading and note-taking without interactive approaches (e.g., visual aids, hands-on activities, discussions), students might not fully engage with or understand the material. (Nagy, Townsend, et al. 2012) This might be because the current instructional strategies are not meeting student needs. By understanding the root causes and impacts of this problem, educators can develop targeted interventions to help students succeed academically and prepare for their future educational and career endeavors. Research Question(s) How will learning higher-level linking words impact students' reading comprehension? Justification This study will address the critical reading comprehension issue in 11th-grade science students, specifically in Anatomy and Physiology. Implementing a 5-hour intervention centered on teaching higher-level linking words aims to improve students’ ability to navigate complex reading tasks and enhance their performance in both formative and summative assessments. Since these linking words often present challenges during exams and reading assignments, targeting them aligns with effective curriculum and instructional practices, supporting students in overcoming language-related barriers. The problem stems from the fact that English language learners often need more prior knowledge and language proficiency to comprehend the advanced material they encounter. This leads to challenges not only in Anatomy and Physiology but also in their overall academic achievement. Traditional instructional methods may only partially meet their needs, which necessitates the development of targeted interventions that focus on specific language skills, such as linking words. This study creates a more inclusive and effective learning environment by establishing measurable goals like improved reading comprehension and tracking progress over time. Improving reading comprehension through this intervention will impact students' overall academic success. By addressing the root causes of their struggles, this approach provides educators with a framework to enhance student learning and engagement, preparing them for future academic and career challenges. This project also emphasizes the importance of educators in adapting instructional strategies to meet the diverse needs of learners, reinforcing their role in making a meaningful impact on student outcomes. Chapter 2: Review of the Literature Introduction to the Literature Review The articles reviewed highlight two crucial themes in education: the importance of teaching specific reading strategies and applying literacy skills across various academic subjects. (Sohn, Acosta, et al., 2023)Teachers bring their unique experiences, styles, and teaching strategies into the classroom, and effective direct instruction in reading strategies is crucial for improving student comprehension. (Snow, 2010) Techniques such as summarization, questioning, and making inferences can help students navigate the complex language found in science texts, enhancing their understanding and retention of material. These strategies are not just beneficial in language arts settings. Still, they are essential in subjects like science and social studies, where students encounter informational and technical texts that require different skills than narrative texts. A recurring emphasis across the research is the need to prepare students for the variety of texts they will encounter, both in school and real-world situations. (Sohn, Acosta, et al., 2023)Students need strong, adaptable literacy skills when reading a science article, a social studies report, or an instructional manual. By integrating reading strategies across various subjects, educators promote versatile literacy skills that reflect real-world needs, fostering a more holistic educational approach. Another critical connection between these themes is the goal of enhancing academic achievement. When students apply specific reading strategies to different subject areas, their comprehension skills improve, directly impacting their science and social studies performance. Strong reading comprehension across disciplines leads to better learning outcomes, preparing students for the complex demands of their future academic and professional lives. Strategies for Reading Comprehension Examining effective teaching strategies for science students involves examining the academic language used in science. Academic language is designed to be concise, precise, and reliable. To achieve these goals, it uses sophisticated words and complex grammatical constructions that can disrupt reading comprehension and block learning. (Snow, 2010) Students need help learning academic vocabulary and how to process academic language as they become independent learners of science. As students move into science and learn higher-level vocabulary for anatomy and physiology, secondary education becomes more complex. This is often a struggle for students because they do not understand what they are reading. To help students, teachers should focus not only on teaching science but also on the language used in science. One of the most practical ways to help students develop deep content knowledge with the text is to aid them in improving their reading comprehension skills. Rather than recalling the exact information in the text, it is more important that students can make inferences from the text to identify important information to monitor their comprehension and discover new meanings of words. (Duff 2023; İLTER, 2021) Using context clues is a comprehension aspect that can help students improve their word identification proficiency in texts and word-reading accuracy and speed in context. Using contextual information to determine the meaning of written content is a strategic skill in word identification, fluency, and comprehension that is required of all students as they progress to upper-grade levels. (Borba, 2009; Duff, 2023; İLTER, 2021; Watts, Truscott, et al., 1996) Similarly, many studies agreed that different teaching strategies during an intervention help high school students who struggle with understanding what they read. (Borba, 2009; Nagy, Townsend, et al., 2012; Snow, 2010; Sohn, Acosta, et al., 2023 ) The authors reviewed data from many studies to see which methods worked best. They found it helpful to teach specific reading skills, like summarizing, asking questions, and building vocabulary. It is also mentioned that the effectiveness of these strategies depends on factors like the type of reading difficulty, how long and intense the intervention is, and whether it takes place in the classroom with several students or one-on-one. (Sohn, Acosta, et al., 2023) The research identified the need for personalized, evidence-based approaches to help students with reading challenges, showing that carefully selected strategies can significantly improve reading comprehension. One of the source's limitations is that the interventions' effectiveness varies depending on the student’s motivation or prior knowledge. The success of the interventions might be influenced by factors like the quantity of implementation or the training of the educators, which can vary widely in real-world settings. (Tankersley, 2005) makes a valid point that comprehension is a dynamic process shaped by factors such as a reader's motivation, knowledge, cognitive abilities, and personal experiences. The National Reading Panel highlighted several effective strategies for teaching comprehension. These include developing vocabulary, enhancing prediction skills such as inferencing, building a wide range of topical knowledge, activating prior knowledge, using think-aloud techniques, incorporating visual representations, and employing summarization and questioning strategies. (Eunice, 2000; Keisler, 2023) Skilled readers approach texts with a specific purpose and rely on their prior knowledge and experiences to make sense of the material. Comprehension occurs when readers can connect their reading to their existing knowledge. In other words, words must be processed cognitively before proper understanding happens. Students and teachers are finding a need to create their own questions to improve their understanding of science texts. Strategies such as intra-textual linking, where students ask questions that connect different parts of the exact text, help them see how ideas are related to the material. Extra-textual linking is another method that encourages students to ask questions and connect the text to their knowledge or experiences, helping them relate new information to what they already know (Sason, Michalsky, et al., 2020; Snow, 2010). This tells us that both methods improved students’ understanding of science texts. However, extra-textural linking was especially effective because it helped students make personal connections to the content, making it more meaningful to them. What this means is that creating connections between sentences and ideas in science texts can fill gaps between the learner’s prior knowledge and the new knowledge and help students cope with the difficulty level of the texts in science books. (Sason, Michalsky, et al., 2020) Correctly argues that having students come up with their own questions using methods like linking different parts of a text and connecting it to their own experiences will help middle school students understand science better. This approach was significant as it allows students to think more deeply and make personal connections to the content, which can improve their understanding and memory. However, a weakness of this argument is that it may not fully address the challenges teachers face when implementing this integrated approach. The model requires coordination and collaboration across different subjects, which can be challenging to manage in schools with limited resources or where teachers are not trained in cross-disciplinary literacy instruction. This could make it difficult for the model to be effectively adopted and consistently applied in all educational settings. Applying Literacy Skills Across Academic Subjects Applying literacy skills across academic subjects refers to using reading, writing, speaking, and listening skills in traditional language arts classes and other subjects such as science, social studies, mathematics, and more. (Borba, 2009; Kuipers, 2017). This approach recognizes that literacy is a fundamental skill necessary for understanding and engaging with content across all areas of learning. Educators help students develop a more comprehensive and versatile set of abilities crucial for academic success and real-world problem-solving by integrating literacy skills into various academic disciplines. This plan calls attention to helping students improve their reading skills by combining literacy instruction with informational texts, often used in science and social studies. Traditional reading lessons usually focus on stories rather than preparing students for reading informational texts (Borba, 2009). Instead, it prepares students to understand and use parts of informational texts, like headings, subheadings, captions, and graphs. It also teaches students essential words and terms that students will encounter in informational texts. Finally, literacy instruction across different subjects should be encouraged so that students can use their reading skills in science, social studies, and other areas. By linking literacy instruction with informational text, educators can better prepare students to handle complex reading tasks across various academic subjects, thereby improving reading comprehension and academic performance. (Kuipers, 2017) Students learn to read scientific texts, such as research articles, lab reports, and textbooks, which often contain specialized vocabulary, complex sentence structures, and data representations like graphs and charts. They develop skills in interpreting scientific information, understanding hypotheses, and following experimental procedures. Literacy skills are applied to reading historical documents, analyzing primary and secondary sources, understanding timelines, and critically evaluating different perspectives on historical events. In mathematics, students engage with word problems, instructions for solving equations, and explanations of mathematical concepts. They learn to interpret the language of math, which often involves technical terms and logical structures. This concept is groundbreaking because learning a new idea and corresponding word involves repeated exposure to the word in the same or a similar context until the link crystallizes in long-term memory. (Kuipers, 2017) It makes a valid point that humans can learn many words in their lifetime, with estimates of adult vocabulary ranging from 40,000 to 90,000 words. Fast mapping novel words can achieve word learning using linguistic and semantic information provided by the context. Educators help students see their relevance in real-world contexts by integrating literacy skills across subjects. For example, the ability to read and understand technical manuals, write reports, or communicate effectively in various professional settings reflects the application of literacy skills beyond the classroom. (Nagy, Townsend, et al., 2012; Silver, Perini, et al.,2024) Research shows students are more engaged and perform better academically when literacy skills are integrated into all subjects. They gain a deeper understanding of content, become more proficient readers and writers, and are better prepared for higher education and workplace challenges. (Silver, Perini, et al., 2024) Applying literacy skills across academic subjects promotes a holistic approach to education, where reading, writing, speaking, and listening are not confined to language arts but are recognized as essential tools for learning and communicating in all areas. The authors draw connections between learning academic vocabulary and acquiring a new language, suggesting that students must encounter these words frequently and in meaningful contexts to understand and use them fully. Most new words are typically acquired incidentally through context, relying on the reader's ability to infer their meaning without direct instruction. However, children with limited vocabulary, poor reading comprehension, or weak working memory, as well as those with language learning disabilities, often struggle to grasp the meaning of these unfamiliar words. (Cain, Oakhill, et al., 2003) Furthermore, at least in children with typical language development, this kind of intervention can result in substantial improvements in relatively short periods of time. (Duff, 2023) This is significant because what makes a word high-impact is its significance to understanding a particular text; if a student fails to grasp such a word, the entire passage may become unclear. These essential words need explanation. (Biemiller, 2010) Teachers often introduce these words in class, though further instruction may or may not be necessary. Additionally, the words selected for instruction should hold long-term value and are likely to be applicable across multiple texts. This approach helps students develop the versatility needed to succeed in various academic disciplines and real-world scenarios, ultimately fostering better critical thinking, problem-solving, and communication skills. ( Piccott-Bryan, Jones, et al., 2021) However, a weakness of this argument is that it may not fully address the challenges of limited resources or varying student readiness throughout the classroom. While it emphasizes the need for frequent exposure to academic vocabulary in meaningful contexts, the article might not consider the varying time constraints and support available to teachers. For instance, educators working with large classes, limited instructional time, or insufficient training may find it challenging to consistently apply the suggested methods effectively. A solution to this might be applying literacy skills across disciplines, which involves teaching and learning subject-specific vocabulary. Students should learn the terminology relevant to different fields, such as scientific terms, historical jargon, or mathematical expressions, which helps them better understand and engage with the content. Conclusion The literature directly supports the purpose of my research by highlighting the importance of teaching specific reading strategies, particularly in the context of complex academic texts like those in Anatomy and Physiology. The study emphasizes that direct instruction in reading strategies, such as using higher-level linking words, is crucial for helping students navigate the specialized language found in science and other informational texts. This aligns with my focus on improving reading comprehension through a targeted intervention that teaches students to recognize and apply these linking words, ultimately enhancing their understanding of the material. Moreover, the literature underscores the value of integrating literacy skills across various subjects, including science, social studies, and mathematics, to build adaptable reading strategies. This interdisciplinary approach is essential in preparing students to comprehend different types of texts, which is central to my study’s goal of improving reading comprehension in Anatomy and Physiology. By applying these strategies, students become better readers and improve their overall academic performance, which supports the justification for focusing on linking words as a tool to bridge gaps in understanding. Additionally, the literature focuses on the connection between teaching reading strategies and preparing students for life beyond the classroom. My study, which seeks to determine how learning higher-level linking words impacts students' comprehension, directly addresses this by equipping students with the skills to understand complex sentence structures and the logical flow of scientific arguments. The literature demonstrates that these skills are critical for students to make connections between ideas, fostering critical thinking and the ability to analyze more complex materials, both in school and in real-world scenarios. The literature supports incorporating higher-level linking words into instruction, which enhances students' ability to process and organize information, making texts more coherent and accessible. This aligns with my research purpose of improving students' comprehension abilities in Anatomy and Physiology by teaching them to recognize relationships between ideas. By focusing on reading strategies that promote understanding across subjects, the research provides a foundation for my intervention's interdisciplinary approach, ultimately preparing students for academic and everyday life demands. Chapter 3: Research Methodology Research Question(s) How will learning higher-level linking words impact students' reading comprehension? Participants or Stakeholders My research will involve potential 11th-grade students in my Human Anatomy and Physiology Class. There are potentially 65 students, 62 females and 3 males, of which 100% receive free or reduced lunch and will be participants in this research project. The researcher's 11th-grade science students struggle with reading comprehension in Anatomy and Physiology. This impacts their achievement in all subject matters because they cannot understand what they are reading. The researcher's relationship with each identified participant is a direct instruction relationship between the assigned teacher and their students for the 2024-2025 academic school year. Data Collection Instrument(s) and Alignment to Research Question(s) I will collect quantitative data using pre- and post-assessments administered through the Canvas learning platform. These assessments will include a rubric integrated into the Canvas system to ensure consistent and objective grading. Students will complete the assessments on their personal Chromebooks, and the results will be automatically recorded and graded within Canvas. This approach allows for easy progress tracking and provides measurable data on the impact of learning higher-level linking words on students' understanding. Method I will use a pre-assessment and post-assessment method that the students will take on Canvas. A pre-assessment and post-assessment are appropriate for this research question because they provide a clear and measurable way to evaluate the impact of learning higher-level linking words on students' understanding. The pre-assessment establishes a baseline of students' current knowledge, while the post-assessment measures their progress after instruction. This method allows for a direct comparison of results, providing quantitative data to determine the effectiveness of the intervention. Additionally, using these assessments helps ensure reliability and validity, offering a structured and objective means to evaluate and improve instructional strategies based on the findings. Data Analysis Technique(s) One appropriate data analysis technique for my research would be to use descriptive statistics. I would give my students a pre-assessment that measures their reading comprehension after reading a short immunity passage with higher-level linking words. I will collect quantitative data using pre- and post-assessments administered through the Canvas learning platform. These assessments will include a rubric integrated into the Canvas system to ensure consistent and objective grading. Students will complete the assessments on their personal Chromebooks, and the results will be automatically recorded and graded within Canvas. This approach allows for easy progress tracking and provides measurable data on the impact of learning higher-level linking words on students' understanding. After teaching some strategies to improve their skills, I would give them a similar post-assessment. I would calculate the average (mean) score for pre- and post-assessments. For example, if the average score increased from 60 to 75, it would show that students improved. This helps me see if my teaching methods are working or if I need to make changes to support my students better. This technique is helpful in educational research for measuring the effectiveness of instructional interventions. Timeline of Data Collection Activities Week Activity Description Justification 1 Planning and Preparation Develop research instruments such as Canvas (pre- and post-assessments), secure permissions, and prepare instructional materials. Establish a strong foundation and ensure IRB approval. 2 September 9th-13th Participant Recruitment and Pre-assessment Administration Identify and recruit participants from 11th-grade students in a Human Anatomy & Physiology Class. • Obtain consent from students and parents, explain study procedures, • Develop a pre-assessment using standardized questions focused on higher-level linking words and their role in reading comprehension. • Create the assessment in the Canvas learning management system, ensuring it aligns with the learning objectives. • Instruct students to take the pre-assessment on their Chromebooks during a designated class period. • Ensure that the testing environment is quiet and free from distractions to maintain the integrity of the data. Gather baseline data and ensure ethical compliance. 3-4 September 16th-27th Instructional Intervention (Phase 1) • Implement a targeted instructional intervention over two weeks to teach higher-level linking words @ least 2.5 hours. • This would include explicit instruction, practice exercises, and interactive activities to enhance understanding and usage of these words. • Use various teaching methods, such as direct instruction, group work, and digital tools, to engage students and reinforce learning. • Monitor student progress through formative assessments and provide feedback to support learning. Initial exposure to instructional material 4 Formative Assessment & Feedback Conduct informal quizzes and provide feedback to monitor progress. Adjust teaching strategies based on student performance. 5 Instructional Intervention (Phase 2) Continue and reinforce the teaching of higher-level linking words with more complex exercises @ least 2.5 hours. Deepen understanding and reinforce learning. 6 Post-Assessment & Data Collection by October 7th Administer Post-Assessment and Data Collection Administer the Post-assessment, collect data, and ensure data integrity. Measure the impact of the instructional intervention. 7 Data Analysis and Interpretation Perform descriptive statistics by calculating the mean of the Pre and Post-Assessment. Analyze the Statistics. Determine the effectiveness of the intervention 8 Completed by October 14th Reporting and dissemination of results. Prepare a final report, share findings, and plan for future research. Data collection and reporting Resources I will have potential student research participants use their Chromebook-issued devices, which they already have access to within my classroom. I will have students take their pre- and post-assessments on the Canvas Learning Management System (LMS), which the school district has already provided. I will also need site permission to carry out my research study, which the administration granted. In addition, Students will need paper and a pencil, and that is all. Data Security and Confidentiality Several safeguards maintain the security and confidentiality of potential student data collected through pre- and post-assessments on Canvas. Canvas, the platform that will be used for administering these assessments, is a secure learning management system (LMS) that requires both username and password authentication for access. Each potential student participant is provided with their unique login credentials, ensuring that only authorized users can access their assessment data. All assessment data, including responses and performance results, are stored within the Canvas system, which adheres to strict security protocols such as encryption, secure servers, and compliance with data protection regulations (e.g., FERPA). This ensures that student information remains protected from unauthorized access or breaches. Instructors and researchers using Canvas can control access to specific data, ensuring that only those involved in the study and responsible for analyzing the data have permission to view the results. Potential student identities will be anonymized during data analysis using participant codes or numbers instead of names to protect confidentiality further. This minimizes the risk of personal information being linked to specific assessment results. In addition, students’ participation in the assessments will be voluntary, and all data will be handled under ethical guidelines, ensuring their privacy is respected throughout the study. Finally, my Institutional Review Board does not require any student consent forms for the type of research that I will be conducting. Conclusion In conclusion, this quantitative research study focuses on improving reading comprehension among my potential 11th-grade science student participants. Specifically in Anatomy and Physiology, I will implement a 5-hour intervention centered on teaching higher-level linking words using a data analysis technique for my research called descriptive statistics. I would give my students a pre-assessment that measures their reading comprehension after reading a short immunity passage with higher-level linking words. I will collect quantitative data using pre- and post-assessments administered through the Canvas learning platform. These assessments will include a rubric integrated into the Canvas system to ensure consistent and objective grading. Students will complete the assessments on their personal Chromebooks, and the results will be automatically recorded and graded within Canvas. The data will remain secure and confidential as it is password protected and cannot be accessed without the participant's username and password. This approach allows for easy progress tracking and provides measurable data on the impact of learning higher-level linking words on students' understanding. After teaching some strategies to improve their skills, I would give them a similar post-assessment. I would calculate the average (mean) score for pre- and post-assessments. For example, if the average score increased from 60 to 75, it would show that students improved. This helps me see if my teaching methods are working or if I need to make changes to support my students better. A pre-assessment and post-assessment will be given to measure these linking words, which often hinder students' grasp of complex scientific texts, impacting their performance in formative and summative assessments. The study is grounded in the need to address language barriers, particularly for English language learners who struggle with understanding the logical flow of ideas in scientific material. The literature supports the study’s emphasis on direct instruction in reading strategies and integrating literacy skills across subjects. By teaching students to recognize and effectively use higher-level linking words, the study aims to enhance their ability to comprehend complex texts, connect ideas, and improve critical thinking. This intervention aligns with a broader educational goal of preparing students for success across disciplines and real-world situations, where strong literacy skills are essential. The study also sets measurable goals, such as improving reading comprehension and assessment outcomes, and provides a framework for tracking students’ progress over time. Ultimately, by targeting a key obstacle in reading comprehension, this research contributes to more inclusive and effective instructional practices, enhancing academic success and future opportunities for the students involved. Chapter 4: Results Summary of Research It all started with a question: How could learning higher-level linking words improve my students' reading comprehension? I knew this journey would require collaboration, so I enlisted the help of my team, fellow teachers who shared the same challenge in our Human Anatomy and Physiology classes. Together, we set off on a quest, scouring textbooks, curriculum materials, certifications, and assessments, searching for those higher-level linking words that could make a difference. To keep track of our discoveries, I created a shared Google document. One by one, team members added the words they found most valuable and relevant, each contribution was like adding another piece to the puzzle. Slowly, our list of higher-level linking words grew, bringing us closer to the answer we were seeking: a tool that could help our students bridge the gap in their reading comprehension skills. I incorporated 55 higher-level linking words and sprinkled them into a body system’s immunity passage to create a 30-minute pre/post assessment to examine how well they could comprehend what they were reading. The initial pre-assessment data reinforced the issue outlined in this study's problem statement. On average, the (mean) discovered for these students who participated in the study scored below the grade-level expectations in terms of reading comprehension. The pre-assessment measured their reading comprehension after reading a short immunity passage with higher-level linking words. I collected quantitative data using pre- and post-assessments administered through the Canvas learning platform. These assessments included a rubric integrated into the Canvas system to ensure consistent and objective grading. Students completed the assessments on their personal Chromebooks, and the results were automatically recorded and graded within Canvas. This approach allowed for easy progress tracking and provided measurable data on the impact of learning higher-level linking words on students' understanding. Upon completing 5-hours of interventions and teaching strategies to improve my student’s skills, I gave them a similar post-assessment. I calculated the average (mean) score for both pre-and post-assessments to compare the two. Students were assessed using the same reading passage and expectations from the pre-assessment. Descriptive data was collected in the form of numerical data, which helped confirm that my teaching methods provided improvement. This technique was helpful in educational research for measuring the effectiveness of instructional interventions. With the final post-assessment, data reflected that these students were still reading below expectations. However, most students improved their reading comprehension and knowledge of higher-level linking words after 5-hours of direct higher-level linking-word instruction. When comparing data from the pre-assessments to the post-assessments, it was evident that students’ reading comprehension improved following the activities and interventions as their average overall scores increased from 62.19% to an overall mean of 66.78%. This research addresses how implementing activities to learn higher-level linking words impacts student reading comprehension scores by showing students' growth from the pre-assessment to the post-assessment. Summary of Results or Findings On the pre-assessment, students were given a body system’s immunity reading passage. I created a 30-minute timed pre-assessment to examine how well students could comprehend what they were reading. The assessments were made using an immunity reading passage that students were asked to read at the top of the assessment, followed by 25 multiple-choice questions to answer (Cohen, Hull, 2019). Students were allowed to read and re-read the passage as many times as needed during the 30 minutes. Students were instructed to use their Chromebook devices and sign in with their username and password. Figure 1 and Figure 2 reflect the results of the pre-assessment for each of the 65 tested students. The final results of the pre-assessment showed a relative mean of 62.19%, with the highest score being 100% and lowest 16% (see Figures 1 and 2). These results indicate there was ample room for growth through intervention activities. In the post-assessment, students were given the exact same immunity reading passage as the pre-assessment, and they were given 30 minutes to complete the test to see how well they could comprehend what they were reading. The assessments were made using an immunity reading passage that students were asked to read at the top of the assessment, followed by 25 multiple-choice questions to answer (Cohen, Hull, 2019). Students were allowed to read and re-read the passage as many times as needed during the 30 minutes. Students were instructed to use their Chromebook devices and sign in with their username and password. Figure 3 and Figure 4 reflect the results of the post-assessment for each of the 65 students that were tested. The final post-assessment results showed a relative mean of 66.78%, with the highest score being 100% and the lowest 12% (see Figures 3 and 4). When comparing data from the pre-assessments to the post-assessments, it was evident that students’ reading comprehension improved following the activities and interventions as their average overall scores increased from 62.19% to an overall mean of 66.78%, a relative 4.59% increase only after 5 hours of scheduled intervention. This research addresses how implementing activities to learn higher-level linking words impacted students’ reading comprehension scores by showing their growth from the pre-assessment to the post-assessment scores. Implementation During our bi-weekly Anatomy and Physiology team meetings, we often discussed the unique challenges of being a Career and Technology Education high school with students from 11 different school districts across the East Valley. Our school is a melting pot, bringing together students from diverse socioeconomic backgrounds and varying levels of education. As educators, it’s been a constant challenge to level the playing field and provide adequate support during instruction and assessments. We've brainstormed extensively to improve our assessment and certification pass rates across the program. To keep track of our discoveries, I created a shared Google document. One by one, team members added the words they found most valuable and relevant, each contribution was like adding another piece to the puzzle. Slowly, our list of higher-level linking words grew, bringing us closer to the answer we sought: a tool that could help our students bridge the gap in their reading comprehension skills. Upon deciding on the type of research needed to complete this Capstone Project, I submitted an application form to WGU before beginning data collection for the Capstone Project. My institution's Instructional Review Board (IRB) granted permission. In addition, I had an in-depth conversation with my students about whether they chose to participate in my action research. I sent home an email to parents notifying them of valuable research we would be working on over the next several weeks. Students were also informed that research would not affect their grades and would remain anonymous to be used to better support students in the future. I then began building the pre-post assessments, incorporating 55 higher-level linking words and sprinkling them into a body system’s immunity reading passage. I created a 30-minute timed pre-post assessment to examine how well students could comprehend what they were reading. The pre-post assessments were made using an immunity reading passage that students were asked to read at the top of the assessment, followed by 25 multiple-choice questions to answer (Cohen, Hull, 2019). Students were allowed to read and re-read the passage as many times as needed. Students were instructed to use their Chromebook devices and sign in with their username and password. Students were asked to follow regular assessment protocols such as not talking during the exam, not getting out of their seats, not taking restroom breaks, and not using cell phones during the duration of the assessments. As their teacher, I monitored the pre-assessment exam by walking up and down the aisles of the classroom during the pre-assessment, ensuring all tabs were closed and that students followed instructions. A timer was set for 30 minutes in Canvas, the learning management system, to automatically time out after 30 minutes. Monday-Intervention I began and lasted 1 hour: Students were asked to create flashcards for the first twenty-five terms. I read the 25 higher-level linking words aloud and asked students to repeat pronunciation. One side of the flashcards indicated the linking word term; on the other, the student was instructed to write the definition. After creating the flashcards, students were asked to work with their shoulder partner for 30 minutes, quizzing their partner, correcting as needed, and switching with their partner when prompted. Tuesday-Intervention II began and lasted 1 hour: Students were asked to create flashcards for the last twenty-five terms. I read the second set of 25 higher-level linking words aloud and asked students to repeat pronunciation. One side of the flashcards indicated the linking word term; on the other, the student was instructed to write the definition. After creating the flashcards, students were asked to work with a different shoulder partner for 30 minutes, quizzing the partner, correcting their partner as needed, and switching when prompted. Wednesday-Intervention III began and lasted 1.5 hours: Students were asked to choose ten higher-level linking words from the 50 vocabulary flashcards they were struggling with from the previous days. Students were asked to make a separate pile of the ten cards they were struggling with and use those ten cards to complete the Task Card Activity. Students were asked to complete ten activity tasks based on ten higher-level linking flashcards they were struggling with. I explained that everyone was expected to choose different vocabulary linking words to work on along with other task card activities that interested them. Students were asked to select a different activity for each higher-level linking word they struggled with. Students were asked to turn in on paper at the end of Intervention III. Thursday-Intervention IV began and lasted 1.5 hours: Students were asked to sign in to the online learning platform Blooket. I created the Blooket with 50 questions and asked students to log in to play in teams to practice the higher-level linking word definitions. I incorporated all 55 higher-level linking words into the Blooket by creating vocabulary questions and displaying multiple-choice questions with the answers to test their knowledge. The idea was to have them practice the vocabulary through repetition and use competitive interactive games to make learning fun. We played through several games to help them learn the terminology. Next, I asked students to sign into their Chromebooks for a higher-level linking word practice assessment to show them how well they knew their linking words. I encouraged them to practice their higher-level linking words and their definitions as another intervention before taking their post-assessment. I encouraged students to take the practice assessment as many times as possible, as I had created it, to keep their highest score. The goal was to retake the practice higher-linking words practice assessment as often as possible. I also encouraged students to access the Blooket, use their flashcards, and practice assessment at home to study before our planned post-assessment the following day. At the end of the 5-hour intervention activities, students were assessed the following day using the exact same body system immunity reading passage, multiple-choice questions, and methods as the pre-assessment. This post-assessment data provided a new mean to compare to the mean of the pre-assessment data to show that growth was achieved and determined through the 5-hour intervention activities. Answer(s) to the Research Question(s) The research question for this study was, “How will learning higher-level linking words impact students' reading comprehension?” Comparing the pre-assessment data to the post-assessment data shows that implementing the 5-hour interventions increased reading comprehension test scores for most of the 65 students who participated in the study. As a result of this study, it was evident that the 5-hour interventions and teaching strategies that focused on learning the higher-level linking words were beneficial to the students as the instruction focussed on vocabulary that many students may have never been introduced to inside the classroom at this point in the students' educational journey. The students who struggled with decoding skills were better able to read the unfamiliar words after the 5-hour intervention instead of skipping over the words and being misled during the reading comprehension questions in their post-assessments. Product The approved product I carried out with my students was five hours of intervention activities in which students learned higher-level linking words to impact their reading comprehension in Anatomy and Physiology. It involved recognizing words quickly and understanding them as part of the more significant meaning of the text. Fluent readers can read aloud smoothly and naturally, without much hesitation, which lets them focus on understanding the text instead of just figuring out each word. Fluency is important because it connects recognizing words with understanding the message in the text. Interventions I and II involved students creating 55 higher-level linking word flashcards and learning those with a shoulder partner. The flashcards improved student recall and memorization of the higher-level linking words. Intervention III consisted of taking ten higher-level linking words that students had the most difficulty understanding and setting those aside to use in the vocabulary Task Card Activity. Students would then use each of the ten higher-level linking words to create a Task Card Activity for each word and turn it in on paper. Intervention IV activity consisted of playing Blooket. This interactive, collaborative online gaming system allowed teams to verse each other and learn the vocabulary words in a fun, interactive way. After playing Blooket several times, students were asked to complete a practice assessment to prepare them for the post-assessment. In addition, they could re-take the practice assessment as many times as needed. Chapter 5: Conclusions Overview of Conclusion(s) The purpose of this research study was to determine how 5-hours of intervention activities could be created to better teach higher-level linking words to improve reading comprehension. The research concluded that the 11th-grade science students’ struggles with reading comprehension in Anatomy and Physiology were a significant barrier to their academic success across all subjects. The inability to understand complex texts affected their performance in science and other areas where reading comprehension is essential. This difficulty was likely due to the mismatch between the instructional strategies being used and the student's specific needs, particularly for those who are English language learners. As a result of the research, changes were made to the educational environment, which positively impacted student engagement and learning. Tailored instructional strategies that emphasized reading comprehension skills, such as using transitional words and contextual understanding, were introduced. These changes helped improve the student's grasp of the material more effectively, reducing their frustration with the subject matter and boosting their confidence. The findings highlighted the importance of adapting teaching methods to meet the diverse literacy needs of students, fostering a more supportive and inclusive classroom environment that promotes more profound understanding and academic success. As a result of the interventions, students' reading comprehension scores increased, and growth was determined. Strengths and Weaknesses of Methodology There were many strengths and weaknesses when carrying out educational research. The methodology one chooses ensures the research is carried out in a structured and reliable way, producing valid and meaningful results. I used quantitative research throughout my study, which relies on numerical data that is objective and precise. A strength of quantitative research is that using measurable variables allows for clear comparisons and statistical analysis, reducing bias and increasing reliability. Using Quantitative research in a classroom allows for more scalable conclusions about student performance and instructional effectiveness. I used Canvas to collect my data for my pre-post assessments, which provided me with reports and identified areas where students were consistently struggling or improving. This is useful for measuring the impact of teaching strategies or curriculum changes. Another strength of collecting quantitative data is that it can be faster and more efficient, as it grades the assessments immediately and can provide prompt feedback to the students. A weakness of quantitative methods is that they might fail to capture the depth of students’ experiences or the degree of their struggles. For example, while test scores can show a lack of comprehension, they don’t explain why students are struggling or what specific barriers they face. Quantitative data overlooks individual differences and can generalize findings. Personal experiences are often lost in the numbers. After reviewing my research problem regarding lack of reading comprehension in the classroom, a mixed-method approach combining quantitative data (e.g., test scores) and qualitative insights (e.g., student interviews) would likely provide a more comprehensive understanding of the issues at hand, leading to more effective interventions. Influential Factors Several influential classroom factors likely affected the results of my study on reading comprehension in Anatomy and Physiology. Students with a background in science may have performed better, not necessarily due to stronger reading skills but because of familiarity with the content. Another influential factor was limited reading, reflection, and feedback time, which restricted students' ability to process the material fully. Students with low motivation or negative attitudes towards reading may have disengaged, impacting comprehension. Finally, attendance could have been another influential factor that affected their learning. Students who miss school also missed the learning interventions and, therefore, did not get to take advantage of the learning activities provided. The results of my study were shaped by a combination of some of these influential classroom factors. Understanding how these influences impacted my findings is crucial in identifying areas for improvement in instructional strategies. By addressing factors like classroom environment and motivation, I can better support student learning and comprehension moving forward. Recommendations for Further Investigation Some plausible recommendations for further investigation might be to investigate the effectiveness of differentiated instructional strategies, such as scaffolding, visual aids, and bilingual resources, specifically designed to support English language learners. This could help identify which methods most improve comprehension and engagement. Another recommendation would be to conduct a longitudinal study on reading comprehension growth. Longer-term research could track improvements in reading comprehension over time with sustained interventions, helping identify which approaches provide lasting benefits for students. Barriers or Limitations to Drawing Conclusions A limitation that affected my ability to draw conclusions based on the data presented was the limited time for the study, which restricted my ability to fully assess the long-term effects of instructional strategies on reading comprehension. Short-term interventions showed limited impact, but it's difficult to determine if students would improve over a longer period. Another limitation that affected the ability to draw accurate conclusions about the data was factors outside the classroom, such as home environment, access to learning resources, or personal issues, significantly affecting students' ability to improve their reading comprehension. These influences are hard to control and may impact the study's outcomes. Acknowledging these limitations ensures a more varied interpretation of the study’s findings and may guide future research to address these challenges. Implications of Research on Educational Practice My research study suggests that teachers may need further training to support students with reading difficulties, particularly in content areas like science. Professional development in reading strategies, language acquisition, and differentiated instruction would help educators meet students’ diverse needs. Schools may prioritize ongoing professional development in literacy instruction, equipping teachers with better tools to support reading comprehension across all subjects. Knowing what I know now, I will participate in differentiated instruction professional development to help me better meet my students’ diverse needs. My findings indicate that reading comprehension is not just a language arts issue but affects student success across subjects. Schools should focus on cross-curricular literacy skills and emphasize literacy skills in every subject, encouraging all teachers to incorporate reading strategies into their lessons. Teachers in subjects like science, history, and math may receive training on teaching reading and comprehension strategies within their content areas, leading to a more holistic approach to literacy development across the curriculum. The research highlights a need for targeted reading interventions, particularly for students who consistently struggle with comprehension in content-heavy subjects like Anatomy and Physiology. Moving forward, I plan to implement target reading interventions on a smaller scale in my classroom. My school and other educational institutions might need to develop specialized reading programs or provide additional support through tutoring or remedial classes. Schools may implement reading intervention programs or provide additional resources to help struggling readers catch up, which could lead to improved academic outcomes across all subjects. References Arizona Department of Education (2019), February 23 Medical Assisting Services – 51.0801.00 . https://www.azed.gov/cte/ma Biemiller A (2010) Words worth teaching: Closing the vocabulary gap. McGraw-Hill SRA Borba MF (2009) Shared Reading: A Model for Linking Literacy Instruction and Informational Text. Calif Read 43(1):11–17 Cain K, Oakhill JV, Elbro C (2003) The ability to learn new word meanings from context by school-age children with and without language comprehension difficulties. J Child Lang 30(3):681–694. https://doi.org/10.1017/s0305000903005713 Cohen B, Hull K (2019) Memmler’s The Human Body (14th Edition). Wolters Kluwer Duff D (2023) Vocabulary instruction to support reading: A clinician’s guide to evidence-based practice. Perspect ASHA Special Interest Groups 8(6):1186–1204. https://doi.org/10.1044/2023_persp-23-00075 Eunice Kennedy Shriver National Institute of Child Health and, Development H, NIH, DHHS (2000). Report of the National Reading Panel: Teaching children to read: Reports of the subgroups (NIH Publication No. 00-4754). Washington, DC: U.S. Government Printing Office İLTER İ (2021) Teaching use of context clues to infer word meanings to students who struggle with reading comprehension. Hacettepe Univ J Educ 1–14. https://doi.org/10.16986/huje.2021067899 Keisler LE, Bowers ER, Jump J (2024) Literacy strategies for secondary grades. Shell Education Kruse M (2017) Differentiated Vocabulary Practice Task Cards and Assignments for Any Word List. Teachers Pay Teachers Kuipers JR, Uminski A, Green Z, Hughes D, Aglietti T (2017) Word meaning acquisition is reflected in brain potentials of isolated words. Sci Rep 7(1). https://doi.org/10.1038/srep43341 Nagy W, Townsend D (2012) Words as tools: Learning academic vocabulary as language acquisition. Reading Res Q 47(1):91–108. https://doi.org/10.1002/rrq.011 Piccott-Bryan H, Jones D, Wattam D (2021) Career and Technical Education Teachers Integrating Literacy and the Support Administrators Provide. J Instructional Pedagogies, 26 Sason H, Michalsky T, Mevarech Z (2020) Promoting middle school students’ science text comprehension via two self-generated linking questioning methods. Frontiers in Psychology , 11 . https://doi.org/10.3389/fpsyg.2020.595745 Silver HF, Perini MJ, Boutz AL (2023) Integrating Literacy Across the Curriculum: An Easy Way to START. Educational Leadersh 81(4):47–52 Snow CE (2010) Academic language and the challenge of Reading for Learning About Science. Science 328(5977):450–452. https://doi.org/10.1126/science.1182597 Sohn H, Acosta K, Brownell MT, Gage NA, Tompson E, Pudvah C (2023) A meta-analysis of interventions to improve reading comprehension outcomes for adolescents with reading difficulties. Learn Disabil Res Pract 38(2):85–103. https://doi.org/10.1111/ldrp.12307 Tankersley K (2005) Literacy strategies for grades 4–12. reinforcing the threads of reading. Association for Supervision and Curriculum Development Watts SM, Truscott DM (1996) Using contextual analysis to help students become independent word learners. New Engl Read Association J 32(3):13–20 Additional Declarations The authors declare no competing interests. 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Problem","content":"\u003cp\u003e\u003cstrong\u003eResearch Type\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThis capstone will be an action research study with an instructional intervention.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eResearch Topic\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThis topic aims to implement a 5-hour intervention where students learn higher-level linking words commonly used throughout their Anatomy and Physiology course. In addition, these higher-level linking words tend to detract students while reading or taking exams in Anatomy and Physiology. This topic aligns with the field of curriculum and instruction as this project will focus on higher-level linking words that detract students in their reading in both summative and formative assessments. The goal is to focus on higher-level linking words to impact reading comprehension. Reading comprehension is essential because the students need help understanding what they are reading. Students struggling with reading comprehension will impact learning in all subjects. It will include setting measurable goals such as improved reading comprehension, assessment performance, and tracking progress over time, which can significantly impact the learning experience for all students who participate. (Brierley, Ellis, et al., 2021) The purpose is to determine its effects based on my interventions. I would control the program's design and evaluation process, ensuring alignment with my teaching objectives. We must continue to be impactful as educators and support our students. (Sohn, Acosta, et al., 2023)\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eProblem Statement\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThe researcher's 11th-grade science students struggle with reading comprehension in Anatomy and Physiology. This impacts their achievement in all subjects because they cannot understand what they are reading. This might be because the current instructional strategies are not meeting student needs.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eProblem Impact and Root Cause(s)\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eStudents often come to the classroom with varying levels of prior knowledge in both English and science. This impacts their achievement, as without a strong foundational understanding of basic science concepts, vocabulary, and reading strategies, students may find it hard to comprehend more advanced Anatomy and Physiology material. (Snow, 2010) This might be due to a lack of prior knowledge.\u003c/p\u003e\n\u003cp\u003eTraditional lecture-based teaching methods and reliance on textbooks may only be effective for some learners, particularly those struggling with language barriers or reading comprehension. If instruction heavily relies on reading and note-taking without interactive approaches (e.g., visual aids, hands-on activities, discussions), students might not fully engage with or understand the material. (Nagy, Townsend, et al. 2012) This might be because the current instructional strategies are not meeting student needs.\u0026nbsp;\u003c/p\u003e\n\u003cp\u003eBy understanding the root causes and impacts of this problem, educators can develop targeted interventions to help students succeed academically and prepare for their future educational and career endeavors.\u003c/p\u003e\n\u003ch2\u003e\u003cstrong\u003eResearch Question(s)\u003c/strong\u003e\u003c/h2\u003e\n\u003cp\u003eHow will learning higher-level linking words impact students' reading comprehension?\u003c/p\u003e\n\u003ch2\u003e\u003cstrong\u003eJustification\u003c/strong\u003e\u003c/h2\u003e\n\u003cp\u003eThis study will address the critical reading comprehension issue in 11th-grade science students, specifically in Anatomy and Physiology. Implementing a 5-hour intervention centered on teaching higher-level linking words aims to improve students’ ability to navigate complex reading tasks and enhance their performance in both formative and summative assessments. Since these linking words often present challenges during exams and reading assignments, targeting them aligns with effective curriculum and instructional practices, supporting students in overcoming language-related barriers.\u003c/p\u003e\n\u003cp\u003eThe problem stems from the fact that English language learners often need more prior knowledge and language proficiency to comprehend the advanced material they encounter. This leads to challenges not only in Anatomy and Physiology but also in their overall academic achievement. Traditional instructional methods may only partially meet their needs, which necessitates the development of targeted interventions that focus on specific language skills, such as linking words. This study creates a more inclusive and effective learning environment by establishing measurable goals like improved reading comprehension and tracking progress over time.\u003c/p\u003e\n\u003cp\u003eImproving reading comprehension through this intervention will impact students' overall academic success. By addressing the root causes of their struggles, this approach provides educators with a framework to enhance student learning and engagement, preparing them for future academic and career challenges. This project also emphasizes the importance of educators in adapting instructional strategies to meet the diverse needs of learners, reinforcing their role in making a meaningful impact on student outcomes.\u003c/p\u003e"},{"header":"Chapter 2: Review of the Literature","content":"\u003ch2\u003e\u003cstrong\u003eIntroduction to the Literature Review\u003c/strong\u003e\u003c/h2\u003e\n\u003cp\u003eThe articles reviewed highlight two crucial themes in education: the importance of teaching specific reading strategies and applying literacy skills across various academic subjects. (Sohn, Acosta, et al., 2023)Teachers bring their unique experiences, styles, and teaching strategies into the classroom, and effective direct instruction in reading strategies is crucial for improving student comprehension. (Snow, 2010) Techniques such as summarization, questioning, and making inferences can help students navigate the complex language found in science texts, enhancing their understanding and retention of material. These strategies are not just beneficial in language arts settings. Still, they are essential in subjects like science and social studies, where students encounter informational and technical texts that require different skills than narrative texts.\u0026nbsp;\u003c/p\u003e\n\u003cp\u003eA recurring emphasis across the research is the need to prepare students for the variety of texts they will encounter, both in school and real-world situations. (Sohn, Acosta, et al., 2023)Students need strong, adaptable literacy skills when reading a science article, a social studies report, or an instructional manual. By integrating reading strategies across various subjects, educators promote versatile literacy skills that reflect real-world needs, fostering a more holistic educational approach. Another critical connection between these themes is the goal of enhancing academic achievement. When students apply specific reading strategies to different subject areas, their comprehension skills improve, directly impacting their science and social studies performance. Strong reading comprehension across disciplines leads to better learning outcomes, preparing students for the complex demands of their future academic and professional lives.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eStrategies for Reading Comprehension\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eExamining effective teaching strategies for science students involves examining the academic language used in science. Academic language is designed to be concise, precise, and reliable. To achieve these goals, it uses sophisticated words and complex grammatical constructions that can disrupt reading comprehension and block learning. (Snow, 2010) Students need help learning academic vocabulary and how to process academic language as they become independent learners of science. As students move into science and learn higher-level vocabulary for anatomy and physiology, secondary education becomes more complex. This is often a struggle for students because they do not understand what they are reading. To help students, teachers should focus not only on teaching science but also on the language used in science. One of the most practical ways to help students develop deep content knowledge with the text is to aid them in improving their reading comprehension skills. Rather than recalling the exact information in the text, it is more important that students can make inferences from the text to identify important information to monitor their comprehension and discover new meanings of words. (Duff 2023; İLTER, 2021) Using context clues is a comprehension aspect that can help students improve their word identification proficiency in texts and word-reading accuracy and speed in context. Using contextual information to determine the meaning of written content is a strategic skill in word identification, fluency, and comprehension that is required of all students as they progress to upper-grade levels. (Borba, 2009; Duff, 2023; İLTER, 2021; Watts, Truscott, et al., 1996)\u003c/p\u003e\n\u003cp\u003eSimilarly, many studies agreed that different teaching strategies during an intervention help high school students who struggle with understanding what they read. (Borba, 2009; Nagy, Townsend, et al., 2012; Snow, 2010; Sohn, Acosta, et al., 2023 ) The authors reviewed data from many studies to see which methods worked best. They found it helpful to teach specific reading skills, like summarizing, asking questions, and building vocabulary. It is also mentioned that the effectiveness of these strategies depends on factors like the type of reading difficulty, how long and intense the intervention is, and whether it takes place in the classroom with several students or one-on-one. (Sohn, Acosta, et al., 2023) The research identified the need for personalized, evidence-based approaches to help students with reading challenges, showing that carefully selected strategies can significantly improve reading comprehension. One of the source's limitations is that the interventions' effectiveness varies depending on the student’s motivation or prior knowledge. The success of the interventions might be influenced by factors like the quantity of implementation or the training of the educators, which can vary widely in real-world settings. (Tankersley, 2005) makes a valid point that comprehension is a dynamic process shaped by factors such as a reader's motivation, knowledge, cognitive abilities, and personal experiences. The National Reading Panel highlighted several effective strategies for teaching comprehension. These include developing vocabulary, enhancing prediction skills such as inferencing, building a wide range of topical knowledge, activating prior knowledge, using think-aloud techniques, incorporating visual representations, and employing summarization and questioning strategies. (Eunice, 2000; Keisler, 2023) Skilled readers approach texts with a specific purpose and rely on their prior knowledge and experiences to make sense of the material. Comprehension occurs when readers can connect their reading to their existing knowledge. In other words, words must be processed cognitively before proper understanding happens.\u003c/p\u003e\n\u003cp\u003e\u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp;\u0026nbsp;Students and teachers are finding a need to create their own questions to improve their understanding of science texts. Strategies such as intra-textual linking, where students ask questions that connect different parts of the exact text, help them see how ideas are related to the material. Extra-textual linking is another method that encourages students to ask questions and connect the text to their knowledge or experiences, helping them relate new information to what they already know (Sason, Michalsky, et al., 2020; Snow, 2010). This tells us that both methods improved students’ understanding of science texts. However, extra-textural linking was especially effective because it helped students make personal connections to the content, making it more meaningful to them. What this means is that creating connections between sentences and ideas in science texts can fill gaps between the learner’s prior knowledge and the new knowledge and help students cope with the difficulty level of the texts in science books. (Sason, Michalsky, et al., 2020) Correctly argues that having students come up with their own questions using methods like linking different parts of a text and connecting it to their own experiences will help middle school students understand science better. This approach was significant as it allows students to think more deeply and make personal connections to the content, which can improve their understanding and memory. However, a weakness of this argument is that it may not fully address the challenges teachers face when implementing this integrated approach. The model requires coordination and collaboration across different subjects, which can be challenging to manage in schools with limited resources or where teachers are not trained in cross-disciplinary literacy instruction. This could make it difficult for the model to be effectively adopted and consistently applied in all educational settings.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eApplying Literacy Skills Across Academic Subjects\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eApplying literacy skills across academic subjects refers to using reading, writing, speaking, and listening skills in traditional language arts classes and other subjects such as science, social studies, mathematics, and more. (Borba, 2009; Kuipers, 2017). This approach recognizes that literacy is a fundamental skill necessary for understanding and engaging with content across all areas of learning. Educators help students develop a more comprehensive and versatile set of abilities crucial for academic success and real-world problem-solving by integrating literacy skills into various academic disciplines. This plan calls attention to helping students improve their reading skills by combining literacy instruction with informational texts, often used in science and social studies. Traditional reading lessons usually focus on stories rather than preparing students for reading informational texts (Borba, 2009). Instead, it prepares students to understand and use parts of informational texts, like headings, subheadings, captions, and graphs. It also teaches students essential words and terms that students will encounter in informational texts. Finally, literacy instruction across different subjects should be encouraged so that students can use their reading skills in science, social studies, and other areas. By linking literacy instruction with informational text, educators can better prepare students to handle complex reading tasks across various academic subjects, thereby improving reading comprehension and academic performance. (Kuipers, 2017) Students learn to read scientific texts, such as research articles, lab reports, and textbooks, which often contain specialized vocabulary, complex sentence structures, and data representations like graphs and charts. They develop skills in interpreting scientific information, understanding hypotheses, and following experimental procedures. Literacy skills are applied to reading historical documents, analyzing primary and secondary sources, understanding timelines, and critically evaluating different perspectives on historical events. In mathematics, students engage with word problems, instructions for solving equations, and explanations of mathematical concepts. They learn to interpret the language of math, which often involves technical terms and logical structures. This concept is groundbreaking because learning a new idea and corresponding word involves repeated exposure to the word in the same or a similar context until the link crystallizes in long-term memory. (Kuipers, 2017) It makes a valid point that humans can learn many words in their lifetime, with estimates of adult vocabulary ranging from 40,000 to 90,000 words. Fast mapping novel words can achieve word learning using linguistic and semantic information provided by the context.\u003c/p\u003e\n\u003cp\u003eEducators help students see their relevance in real-world contexts by integrating literacy skills across subjects. For example, the ability to read and understand technical manuals, write reports, or communicate effectively in various professional settings reflects the application of literacy skills beyond the classroom. (Nagy, Townsend, et al., 2012; Silver, Perini, et al.,2024) Research shows students are more engaged and perform better academically when literacy skills are integrated into all subjects. They gain a deeper understanding of content, become more proficient readers and writers, and are better prepared for higher education and workplace challenges. (Silver, Perini, et al., 2024) Applying literacy skills across academic subjects promotes a holistic approach to education, where reading, writing, speaking, and listening are not confined to language arts but are recognized as essential tools for learning and communicating in all areas. The authors draw connections between learning academic vocabulary and acquiring a new language, suggesting that students must encounter these words frequently and in meaningful contexts to understand and use them fully. Most new words are typically acquired incidentally through context, relying on the reader's ability to infer their meaning without direct instruction. However, children with limited vocabulary, poor reading comprehension, or weak working memory, as well as those with language learning disabilities, often struggle to grasp the meaning of these unfamiliar words. (Cain, Oakhill, et al., 2003)\u003c/p\u003e\n\u003cp\u003eFurthermore, at least in children with typical language development, this kind of intervention can result in substantial improvements in relatively short periods of time. (Duff, 2023) This is significant because what makes a word high-impact is its significance to understanding a particular text; if a student fails to grasp such a word, the entire passage may become unclear. These essential words need explanation. (Biemiller, 2010) Teachers often introduce these words in class, though further instruction may or may not be necessary. Additionally, the words selected for instruction should hold long-term value and are likely to be applicable across multiple texts.\u003c/p\u003e\n\u003cp\u003eThis approach helps students develop the versatility needed to succeed in various academic disciplines and real-world scenarios, ultimately fostering better critical thinking, problem-solving, and communication skills. ( Piccott-Bryan, Jones, et al., 2021) However, a weakness of this argument is that it may not fully address the challenges of limited resources or varying student readiness throughout the classroom. While it emphasizes the need for frequent exposure to academic vocabulary in meaningful contexts, the article might not consider the varying time constraints and support available to teachers. For instance, educators working with large classes, limited instructional time, or insufficient training may find it challenging to consistently apply the suggested methods effectively. A solution to this might be applying literacy skills across disciplines, which involves teaching and learning subject-specific vocabulary. Students should learn the terminology relevant to different fields, such as scientific terms, historical jargon, or mathematical expressions, which helps them better understand and engage with the content.\u0026nbsp;\u003c/p\u003e\n\u003ch2\u003e\u003cstrong\u003eConclusion\u003c/strong\u003e\u003c/h2\u003e\n\u003cp\u003eThe literature directly supports the purpose of my research by highlighting the importance of teaching specific reading strategies, particularly in the context of complex academic texts like those in Anatomy and Physiology. The study emphasizes that direct instruction in reading strategies, such as using higher-level linking words, is crucial for helping students navigate the specialized language found in science and other informational texts. This aligns with my focus on improving reading comprehension through a targeted intervention that teaches students to recognize and apply these linking words, ultimately enhancing their understanding of the material.\u003c/p\u003e\n\u003cp\u003eMoreover, the literature underscores the value of integrating literacy skills across various subjects, including science, social studies, and mathematics, to build adaptable reading strategies. This interdisciplinary approach is essential in preparing students to comprehend different types of texts, which is central to my study’s goal of improving reading comprehension in Anatomy and Physiology. By applying these strategies, students become better readers and improve their overall academic performance, which supports the justification for focusing on linking words as a tool to bridge gaps in understanding.\u003c/p\u003e\n\u003cp\u003eAdditionally, the literature focuses on the connection between teaching reading strategies and preparing students for life beyond the classroom. My study, which seeks to determine how learning higher-level linking words impacts students' comprehension, directly addresses this by equipping students with the skills to understand complex sentence structures and the logical flow of scientific arguments. The literature demonstrates that these skills are critical for students to make connections between ideas, fostering critical thinking and the ability to analyze more complex materials, both in school and in real-world scenarios.\u003c/p\u003e\n\u003cp\u003eThe literature supports incorporating higher-level linking words into instruction, which enhances students' ability to process and organize information, making texts more coherent and accessible. This aligns with my research purpose of improving students' comprehension abilities in Anatomy and Physiology by teaching them to recognize relationships between ideas. By focusing on reading strategies that promote understanding across subjects, the research provides a foundation for my intervention's interdisciplinary approach, ultimately preparing students for academic and everyday life demands.\u003c/p\u003e"},{"header":"Chapter 3: Research Methodology","content":"\u003ch2\u003e\u003cstrong\u003eResearch Question(s)\u003c/strong\u003e\u003c/h2\u003e\n\u003cp\u003eHow will learning higher-level linking words impact students\u0026apos; reading comprehension?\u003c/p\u003e\n\u003ch2\u003e\u003cstrong\u003eParticipants or Stakeholders\u003c/strong\u003e\u003c/h2\u003e\n\u003cp\u003eMy research will involve potential 11th-grade students in my Human Anatomy and Physiology Class. There are potentially 65 students, 62 females and 3 males, of which 100% receive free or reduced lunch and will be participants in this research project. The researcher\u0026apos;s 11th-grade science students struggle with reading comprehension in Anatomy and Physiology. This impacts their achievement in all subject matters because they cannot understand what they are reading. The researcher\u0026apos;s relationship with each identified participant is a direct instruction relationship between the assigned teacher and their students for the 2024-2025 academic school year.\u003c/p\u003e\n\u003ch2\u003e\u003cstrong\u003eData Collection Instrument(s) and Alignment to Research Question(s)\u003c/strong\u003e\u003c/h2\u003e\n\u003cp\u003eI will collect quantitative data using pre- and post-assessments administered through the Canvas learning platform. These assessments will include a rubric integrated into the Canvas system to ensure consistent and objective grading. Students will complete the assessments on their personal Chromebooks, and the results will be automatically recorded and graded within Canvas. This approach allows for easy progress tracking and provides measurable data on the impact of learning higher-level linking words on students\u0026apos; understanding.\u003c/p\u003e\n\u003ch2\u003e\u003cstrong\u003eMethod\u003c/strong\u003e\u003c/h2\u003e\n\u003cp\u003eI will use a pre-assessment and post-assessment method that the students will take on \u0026nbsp;Canvas. A pre-assessment and post-assessment are appropriate for this research question because they provide a clear and measurable way to evaluate the impact of learning higher-level linking words on students\u0026apos; understanding. The pre-assessment establishes a baseline of students\u0026apos; current knowledge, while the post-assessment measures their progress after instruction. This method allows for a direct comparison of results, providing quantitative data to determine the effectiveness of the intervention. Additionally, using these assessments helps ensure reliability and validity, offering a structured and objective means to evaluate and improve instructional strategies based on the findings.\u003c/p\u003e\n\u003ch2\u003e\u003cstrong\u003eData Analysis Technique(s)\u003c/strong\u003e\u003c/h2\u003e\n\u003cp\u003eOne appropriate data analysis technique for my research would be to use descriptive statistics. I would give my students a pre-assessment that measures their reading comprehension after reading a short immunity passage with higher-level linking words. I will collect quantitative data using pre- and post-assessments administered through the Canvas learning platform. These assessments will include a rubric integrated into the Canvas system to ensure consistent and objective grading. Students will complete the assessments on their personal Chromebooks, and the results will be automatically recorded and graded within Canvas. This approach allows for easy progress tracking and provides measurable data on the impact of learning higher-level linking words on students\u0026apos; understanding. After teaching some strategies to improve their skills, I would give them a similar post-assessment. I would calculate the average (mean) score for pre- and post-assessments. For example, if the average score increased from 60 to 75, it would show that students improved. This helps me see if my teaching methods are working or if I need to make changes to support my students better. This technique is helpful in educational research for measuring the effectiveness of instructional interventions.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eTimeline\u003c/strong\u003e \u003cstrong\u003eof Data Collection Activities\u003c/strong\u003e\u003c/p\u003e\n\u003ctable border=\"1\" cellspacing=\"0\" cellpadding=\"0\" align=\"left\" width=\"786\"\u003e\n \u003cthead\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e\u003cstrong\u003eWeek\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e\u003cstrong\u003eActivity\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e\u003cstrong\u003eDescription\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e\u003cstrong\u003eJustification\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003c/thead\u003e\n \u003ctbody\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003ePlanning and Preparation\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003eDevelop research instruments such as Canvas (pre- and post-assessments), secure permissions, and prepare instructional materials.\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003eEstablish a strong foundation and ensure IRB approval.\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e2\u003c/p\u003e\n \u003cp\u003eSeptember 9th-13th\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003eParticipant Recruitment and Pre-assessment Administration Identify and recruit participants from 11th-grade students in a Human Anatomy \u0026amp; Physiology Class.\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e\u0026bull; Obtain consent from students and parents, explain study procedures, \u0026nbsp;\u003c/p\u003e\n \u003cp\u003e\u0026bull; Develop a pre-assessment using standardized questions focused on higher-level linking words and their role in reading comprehension.\u003c/p\u003e\n \u003cp\u003e\u0026bull; Create the assessment in the Canvas learning management system, ensuring it aligns with the learning objectives.\u003c/p\u003e\n \u003cp\u003e\u0026bull; Instruct students to take the pre-assessment on their Chromebooks during a designated class period.\u003c/p\u003e\n \u003cp\u003e\u0026bull; Ensure that the testing environment is quiet and free from distractions to maintain the integrity of the data.\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003eGather baseline data and ensure ethical compliance.\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e3-4\u003c/p\u003e\n \u003cp\u003eSeptember 16th-27th\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003eInstructional Intervention (Phase 1)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e\u0026bull; Implement a targeted instructional intervention over two weeks to teach higher-level linking words @ least 2.5 hours.\u003c/p\u003e\n \u003cp\u003e\u0026bull; This would include explicit instruction, practice exercises, and interactive activities to enhance understanding and usage of these words.\u003c/p\u003e\n \u003cp\u003e\u0026bull; Use various teaching methods, such as direct instruction, group work, and digital tools, to engage students and reinforce learning.\u003c/p\u003e\n \u003cp\u003e\u0026bull; Monitor student progress through formative assessments and provide feedback to support learning.\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003eInitial exposure to instructional material\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e4\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003eFormative Assessment \u0026amp; Feedback\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003eConduct informal quizzes and provide feedback to monitor progress.\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003eAdjust teaching strategies based on student performance.\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e5\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003eInstructional Intervention (Phase 2)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003eContinue and reinforce the teaching of higher-level linking words with more complex exercises @ least 2.5 hours.\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003eDeepen understanding and reinforce learning.\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e6\u0026nbsp;\u003c/p\u003e\n \u003cp\u003ePost-Assessment \u0026amp; Data Collection by October 7th\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003eAdminister Post-Assessment and Data Collection\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003eAdminister the Post-assessment, collect data, and ensure data integrity.\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003eMeasure the impact of the instructional intervention.\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e7\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003eData Analysis and Interpretation\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003ePerform descriptive statistics by calculating the mean of the Pre and Post-Assessment. Analyze the Statistics.\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003eDetermine the effectiveness of the intervention\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e8\u003c/p\u003e\n \u003cp\u003eCompleted by October 14th\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003eReporting and dissemination of results.\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003ePrepare a final report, share findings, and plan for future research.\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003eData collection and reporting\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003c/tbody\u003e\n\u003c/table\u003e\n\u003ch2\u003e\u003cstrong\u003eResources\u003c/strong\u003e\u003c/h2\u003e\n\u003cp\u003eI will have potential student research participants use their Chromebook-issued devices, which they already have access to within my classroom. I will have students take their pre- and post-assessments on the Canvas Learning Management System (LMS), which the school district has already provided. I will also need site permission to carry out my research study, which the administration granted. In addition, Students will need paper and a pencil, and that is all.\u003c/p\u003e\n\u003ch2\u003e\u003cstrong\u003eData Security and Confidentiality\u003c/strong\u003e\u003c/h2\u003e\n\u003cp\u003eSeveral safeguards maintain the security and confidentiality of potential student data collected through pre- and post-assessments on Canvas. Canvas, the platform that will be used for administering these assessments, is a secure learning management system (LMS) that requires both username and password authentication for access. Each potential student participant is provided with their unique login credentials, ensuring that only authorized users can access their assessment data.\u003c/p\u003e\n\u003cp\u003eAll assessment data, including responses and performance results, are stored within the Canvas system, which adheres to strict security protocols such as encryption, secure servers, and compliance with data protection regulations (e.g., FERPA). This ensures that student information remains protected from unauthorized access or breaches. Instructors and researchers using Canvas can control access to specific data, ensuring that only those involved in the study and responsible for analyzing the data have permission to view the results.\u003c/p\u003e\n\u003cp\u003ePotential student identities will be anonymized during data analysis using participant codes or numbers instead of names to protect confidentiality further. This minimizes the risk of personal information being linked to specific assessment results. In addition, students\u0026rsquo; participation in the assessments will be voluntary, and all data will be handled under ethical guidelines, ensuring their privacy is respected throughout the study. Finally, my Institutional Review Board does not require any student consent forms for the type of research that I will be conducting.\u0026nbsp;\u003c/p\u003e\n\u003ch2\u003e\u003cstrong\u003eConclusion\u003c/strong\u003e\u003c/h2\u003e\n\u003cp\u003eIn conclusion, this quantitative research study focuses on improving reading comprehension among my potential 11th-grade science student participants. Specifically in Anatomy and Physiology, I will implement a 5-hour intervention centered on teaching higher-level linking words using a data analysis technique for my research called descriptive statistics. I would give my students a pre-assessment that measures their reading comprehension after reading a short immunity passage with higher-level linking words. I will collect quantitative data using pre- and post-assessments administered through the Canvas learning platform. These assessments will include a rubric integrated into the Canvas system to ensure consistent and objective grading. Students will complete the assessments on their personal Chromebooks, and the results will be automatically recorded and graded within Canvas. The data will remain secure and confidential as it is password protected and cannot be accessed without the participant\u0026apos;s username and password. This approach allows for easy progress tracking and provides measurable data on the impact of learning higher-level linking words on students\u0026apos; understanding. After teaching some strategies to improve their skills, I would give them a similar post-assessment. I would calculate the average (mean) score for pre- and post-assessments. For example, if the average score increased from 60 to 75, it would show that students improved. This helps me see if my teaching methods are working or if I need to make changes to support my students better. A pre-assessment and post-assessment will be given to measure these linking words, which often hinder students\u0026apos; grasp of complex scientific texts, impacting their performance in formative and summative assessments. The study is grounded in the need to address language barriers, particularly for English language learners who struggle with understanding the logical flow of ideas in scientific material.\u003c/p\u003e\n\u003cp\u003eThe literature supports the study\u0026rsquo;s emphasis on direct instruction in reading strategies and integrating literacy skills across subjects. By teaching students to recognize and effectively use higher-level linking words, the study aims to enhance their ability to comprehend complex texts, connect ideas, and improve critical thinking. This intervention aligns with a broader educational goal of preparing students for success across disciplines and real-world situations, where strong literacy skills are essential.\u003c/p\u003e\n\u003cp\u003eThe study also sets measurable goals, such as improving reading comprehension and assessment outcomes, and provides a framework for tracking students\u0026rsquo; progress over time. Ultimately, by targeting a key obstacle in reading comprehension, this research contributes to more inclusive and effective instructional practices, enhancing academic success and future opportunities for the students involved.\u003c/p\u003e"},{"header":"Chapter 4: Results","content":"\u003ch2\u003e\u003cstrong\u003eSummary of Research\u003c/strong\u003e\u003c/h2\u003e\n\u003cp\u003eIt all started with a question: How could learning higher-level linking words improve my students\u0026apos; reading comprehension? I knew this journey would require collaboration, so I enlisted the help of my team, fellow teachers who shared the same challenge in our Human Anatomy and Physiology classes. Together, we set off on a quest, scouring textbooks, curriculum materials, certifications, and assessments, searching for those higher-level linking words that could make a difference.\u003c/p\u003e\n\u003cp\u003eTo keep track of our discoveries, I created a shared Google document. One by one, team members added the words they found most valuable and relevant, each contribution was like adding another piece to the puzzle. Slowly, our list of higher-level linking words grew, bringing us closer to the answer we were seeking: a tool that could help our students bridge the gap in their reading comprehension skills. I incorporated 55 higher-level linking words and sprinkled them into a body system\u0026rsquo;s immunity passage to create a 30-minute pre/post assessment to examine how well they could comprehend what they were reading.\u003c/p\u003e\n\u003cp\u003eThe initial pre-assessment data reinforced the issue outlined in this study\u0026apos;s problem statement. On average, the (mean) discovered for these students who participated in the study scored below the grade-level expectations in terms of reading comprehension. The pre-assessment measured their reading comprehension after reading a short immunity passage with higher-level linking words. I collected quantitative data using pre- and post-assessments administered through the Canvas learning platform. These assessments included a rubric integrated into the Canvas system to ensure consistent and objective grading. Students completed the assessments on their personal Chromebooks, and the results were automatically recorded and graded within Canvas. This approach allowed for easy progress tracking and provided measurable data on the impact of learning higher-level linking words on students\u0026apos; understanding.\u0026nbsp;\u003c/p\u003e\n\u003cp\u003eUpon completing 5-hours of interventions and teaching strategies to improve my student\u0026rsquo;s skills, I gave them a similar post-assessment. I calculated the average (mean) score for both pre-and post-assessments to compare the two. Students were assessed using the same reading passage and expectations from the pre-assessment. Descriptive data was collected in the form of numerical data, which helped confirm that my teaching methods provided improvement. This technique was helpful in educational research for measuring the effectiveness of instructional interventions.\u003c/p\u003e\n\u003cp\u003eWith the final post-assessment, data reflected that these students were still reading below expectations. However, most students improved their reading comprehension and knowledge of higher-level linking words after 5-hours of direct higher-level linking-word instruction. When comparing data from the pre-assessments to the post-assessments, it was evident that students\u0026rsquo; reading comprehension improved following the activities and interventions as their average overall scores increased from 62.19% to an overall mean of 66.78%. This research addresses how implementing activities to learn higher-level linking words impacts student reading comprehension scores by showing students\u0026apos; growth from the pre-assessment to the post-assessment. \u0026nbsp;\u003c/p\u003e\n\u003ch2\u003e\u003cstrong\u003eSummary of Results or Findings\u003c/strong\u003e\u003c/h2\u003e\n\u003cp\u003eOn the pre-assessment, students were given a body system\u0026rsquo;s immunity reading passage. I created a 30-minute timed pre-assessment to examine how well students could comprehend what they were reading. The assessments were made using an immunity reading passage that students were asked to read at the top of the assessment, followed by 25 multiple-choice questions to answer (Cohen, Hull, 2019). Students were allowed to read and re-read the passage as many times as needed during the 30 minutes. Students were instructed to use their Chromebook devices and sign in with their username and password. Figure 1 and Figure 2 reflect the results of the pre-assessment for each of the 65 tested students. The final results of the pre-assessment showed a relative mean of 62.19%, with the highest score being 100% and lowest 16% (see Figures 1 and 2). These results indicate there was ample room for growth through intervention activities.\u003c/p\u003e\n\u003cp\u003eIn the post-assessment, students were given the exact same immunity reading passage as the pre-assessment, and they were given 30 minutes to complete the test to see how well they could comprehend what they were reading. The assessments were made using an immunity reading passage that students were asked to read at the top of the assessment, followed by 25 multiple-choice questions to answer (Cohen, Hull, 2019). Students were allowed to read and re-read the passage as many times as needed during the 30 minutes. Students were instructed to use their Chromebook devices and sign in with their username and password. Figure 3 and Figure 4 reflect the results of the post-assessment for each of the 65 students that were tested. The final post-assessment results showed a relative mean of 66.78%, with the highest score being 100% and the lowest 12% \u0026nbsp;(see Figures 3 and 4). When comparing data from the pre-assessments to the post-assessments, it was evident that students\u0026rsquo; reading comprehension improved following the activities and interventions as their average overall scores increased from 62.19% to an overall mean of 66.78%, a relative 4.59% increase only after 5 hours of scheduled intervention. This research addresses how implementing activities to learn higher-level linking words impacted students\u0026rsquo; reading comprehension scores by showing their growth from the pre-assessment to the post-assessment scores. \u0026nbsp;\u003c/p\u003e\n\u003ch2\u003e\u003cstrong\u003eImplementation\u003c/strong\u003e\u003c/h2\u003e\n\u003cp\u003eDuring our bi-weekly Anatomy and Physiology team meetings, we often discussed the unique challenges of being a Career and Technology Education high school with students from 11 different school districts across the East Valley. Our school is a melting pot, bringing together students from diverse socioeconomic backgrounds and varying levels of education. As educators, it\u0026rsquo;s been a constant challenge to level the playing field and provide adequate support during instruction and assessments. We\u0026apos;ve brainstormed extensively to improve our assessment and certification pass rates across the program. To keep track of our discoveries, I created a shared Google document. One by one, team members added the words they found most valuable and relevant, each contribution was like adding another piece to the puzzle. Slowly, our list of higher-level linking words grew, bringing us closer to the answer we sought: a tool that could help our students bridge the gap in their reading comprehension skills.\u003c/p\u003e\n\u003cp\u003eUpon deciding on the type of research needed to complete this Capstone Project, I submitted an application form to WGU before beginning data collection for the Capstone Project. My institution\u0026apos;s Instructional Review Board (IRB) granted permission. In addition, I had an in-depth conversation with my students about whether they chose to participate in my action research. I sent home an email to parents notifying them of valuable research we would be working on over the next several weeks. Students were also informed that research would not affect their grades and would remain anonymous to be used to better support students in the future.\u0026nbsp;\u003c/p\u003e\n\u003cp\u003eI then began building the pre-post assessments, incorporating 55 higher-level linking words and sprinkling them into a body system\u0026rsquo;s immunity reading passage. I created a 30-minute timed pre-post assessment to examine how well students could comprehend what they were reading. The pre-post assessments were made using an immunity reading passage that students were asked to read at the top of the assessment, followed by 25 multiple-choice questions to answer (Cohen, Hull, 2019). Students were allowed to read and re-read the passage as many times as needed. Students were instructed to use their Chromebook devices and sign in with their username and password. Students were asked to follow regular assessment protocols such as not talking during the exam, not getting out of their seats, not taking restroom breaks, and not using cell phones during the duration of the assessments. As their teacher, I monitored the pre-assessment exam by walking up and down the aisles of the classroom during the pre-assessment, ensuring all tabs were closed and that students followed instructions. A timer was set for 30 minutes in Canvas, the learning management system, to automatically time out after 30 minutes.\u003c/p\u003e\n\u003cp\u003eMonday-Intervention I began and lasted 1 hour: Students were asked to create flashcards for the first twenty-five terms. I read the 25 \u0026nbsp; higher-level linking words aloud and asked students to repeat pronunciation. One side of the flashcards indicated the linking word term; on the other, the student was instructed to write the definition. After creating the flashcards, students were asked to work with their shoulder partner for 30 minutes, quizzing their partner, correcting as needed, and switching with their partner when prompted.\u0026nbsp;\u003c/p\u003e\n\u003cp\u003eTuesday-Intervention II began and lasted 1 hour: Students were asked to create flashcards for the last twenty-five terms. I read the second set of 25 higher-level linking words aloud and asked students to repeat pronunciation. One side of the flashcards indicated the linking word term; on the other, the student was instructed to write the definition. After creating the flashcards, students were asked to work with a different shoulder partner for 30 minutes, quizzing the partner, correcting their partner as needed, and switching when prompted.\u0026nbsp;\u003c/p\u003e\n\u003cp\u003eWednesday-Intervention III began and lasted 1.5 hours: Students were asked to choose ten higher-level linking words from the 50 vocabulary flashcards they were struggling with from the previous days. Students were asked to make a separate pile of the ten cards they were struggling with and use those ten cards to complete the Task Card Activity. Students were asked to complete ten activity tasks based on ten higher-level linking flashcards they were struggling with. I explained that everyone was expected to choose different vocabulary linking words to work on along with other task card activities that interested them. Students were asked to select a different activity for each higher-level linking word they struggled with. Students were asked to turn in on paper at the end of Intervention III.\u003c/p\u003e\n\u003cp\u003eThursday-Intervention IV began and lasted 1.5 hours: Students were asked to sign in to the online learning platform Blooket. I created the Blooket with 50 questions and asked students to log in to play in teams to practice the higher-level linking word definitions. I incorporated all 55 higher-level linking words into the Blooket by creating vocabulary questions and displaying multiple-choice questions with the answers to test their knowledge. The idea was to have them practice the vocabulary through repetition and use competitive interactive games to make learning fun. We played through several games to help them learn the terminology. Next, I asked students to sign into their Chromebooks for a higher-level linking word practice assessment to show them how well they knew their linking words. I encouraged them to practice their higher-level linking words and their definitions as another intervention before taking their post-assessment. I encouraged students to take the practice assessment as many times as possible, as I had created it, to keep their highest score. The goal was to retake the practice higher-linking words practice assessment as often as possible. I also encouraged students to access the Blooket, use their flashcards, and practice assessment at home to study before our planned post-assessment the following day.\u003c/p\u003e\n\u003cp\u003eAt the end of the 5-hour intervention activities, students were assessed the following day using the exact same body system immunity reading passage, multiple-choice questions, and methods as the pre-assessment. This post-assessment data provided a new mean to compare to the mean of the pre-assessment data to show that growth was achieved and determined through the 5-hour intervention activities.\u003c/p\u003e\n\u003ch2\u003e\u003cstrong\u003eAnswer(s) to the Research Question(s)\u003c/strong\u003e\u003c/h2\u003e\n\u003cp\u003eThe research question for this study was, \u0026ldquo;How will learning higher-level linking words impact students\u0026apos; reading comprehension?\u0026rdquo; Comparing the pre-assessment data to the post-assessment data shows that implementing the 5-hour interventions increased reading comprehension test scores for most of the 65 students who participated in the study. As a result of this study, it was evident that the 5-hour interventions and teaching strategies that focused on learning the higher-level linking words were beneficial to the students as the instruction focussed on vocabulary that many students may have never been introduced to inside the classroom at this point in the students\u0026apos; educational journey. The students who struggled with decoding skills were better able to read the unfamiliar words after the 5-hour intervention instead of skipping over the words and being misled during the reading comprehension questions in their post-assessments. \u0026nbsp;\u0026nbsp;\u003c/p\u003e\n\u003ch2\u003e\u003cstrong\u003eProduct\u003c/strong\u003e\u003c/h2\u003e\n\u003cp\u003eThe approved product I carried out with my students was five hours of intervention activities in which students learned higher-level linking words to impact their reading comprehension in Anatomy and Physiology. It involved recognizing words quickly and understanding them as part of the more significant meaning of the text. Fluent readers can read aloud smoothly and naturally, without much hesitation, which lets them focus on understanding the text instead of just figuring out each word. Fluency is important because it connects recognizing words with understanding the message in the text.\u0026nbsp;\u003c/p\u003e\n\u003cp\u003eInterventions I and II involved students creating 55 higher-level linking word flashcards and learning those with a shoulder partner. The flashcards improved student recall and memorization of the higher-level linking words. Intervention III consisted of taking ten higher-level linking words that students had the most difficulty understanding and setting those aside to use in the vocabulary Task Card Activity. Students would then use each of the ten higher-level linking words to create a Task Card Activity for each word and turn it in on paper. Intervention IV activity consisted of playing Blooket. This interactive, collaborative online gaming system allowed teams to verse each other and learn the vocabulary words in a fun, interactive way. After playing Blooket several times, students were asked to complete a practice assessment to prepare them for the post-assessment. In addition, they could re-take the practice assessment as many times as needed.\u003c/p\u003e"},{"header":"Chapter 5: Conclusions","content":"\u003ch2\u003e\u003cstrong\u003eOverview of Conclusion(s)\u003c/strong\u003e\u003c/h2\u003e\n\u003cp\u003eThe purpose of this research study was to determine how 5-hours of intervention activities could be created to better teach higher-level linking words to improve reading comprehension. The research concluded that the 11th-grade science students\u0026rsquo; struggles with reading comprehension in Anatomy and Physiology were a significant barrier to their academic success across all subjects. The inability to understand complex texts affected their performance in science and other areas where reading comprehension is essential. This difficulty was likely due to the mismatch between the instructional strategies being used and the student\u0026apos;s specific needs, particularly for those who are English language learners.\u003c/p\u003e\n\u003cp\u003eAs a result of the research, changes were made to the educational environment, which positively impacted student engagement and learning. Tailored instructional strategies that emphasized reading comprehension skills, such as using transitional words and contextual understanding, were introduced. These changes helped improve the student\u0026apos;s grasp of the material more effectively, reducing their frustration with the subject matter and boosting their confidence. The findings highlighted the importance of adapting teaching methods to meet the diverse literacy needs of students, fostering a more supportive and inclusive classroom environment that promotes more profound understanding and academic success. As a result of the interventions, students\u0026apos; reading comprehension scores increased, and growth was determined.\u0026nbsp;\u003c/p\u003e\n\u003ch2\u003e\u003cstrong\u003eStrengths and Weaknesses of Methodology\u003c/strong\u003e\u003c/h2\u003e\n\u003cp\u003eThere were many strengths and weaknesses when carrying out educational research. The methodology one chooses ensures the research is carried out in a structured and reliable way, producing valid and meaningful results. I used quantitative research throughout my study, which relies on numerical data that is objective and precise. A strength of quantitative research is that using measurable variables allows for clear comparisons and statistical analysis, reducing bias and increasing reliability. Using Quantitative research in a classroom allows for more scalable conclusions about student performance and instructional effectiveness. I used Canvas to collect my data for my pre-post assessments, which provided me with reports and identified areas where students were consistently struggling or improving. This is useful for measuring the impact of teaching strategies or curriculum changes. Another strength of collecting quantitative data is that it can be faster and more efficient, as it grades the assessments immediately and can provide prompt feedback to the students.\u003c/p\u003e\n\u003cp\u003eA weakness of quantitative methods is that they might fail to capture the depth of students\u0026rsquo; experiences or the degree of their struggles. For example, while test scores can show a lack of comprehension, they don\u0026rsquo;t explain why students are struggling or what specific barriers they face. Quantitative data overlooks individual differences and can generalize findings. Personal experiences are often lost in the numbers. After reviewing my research problem regarding lack of reading comprehension in the classroom, a mixed-method approach combining quantitative data (e.g., test scores) and qualitative insights (e.g., student interviews) \u0026nbsp;would likely provide a more comprehensive understanding of the issues at hand, leading to more effective interventions.\u003c/p\u003e\n\u003ch2\u003e\u003cstrong\u003eInfluential Factors\u003c/strong\u003e\u003c/h2\u003e\n\u003cp\u003eSeveral influential classroom factors likely affected the results of my study on reading comprehension in Anatomy and Physiology. Students with a background in science may have performed better, not necessarily due to stronger reading skills but because of familiarity with the content. Another influential factor was limited reading, reflection, and feedback time, which restricted students\u0026apos; ability to process the material fully. Students with low motivation or negative attitudes towards reading may have disengaged, impacting comprehension. Finally, attendance could have been another influential factor that affected their learning. Students who miss school also missed the learning interventions and, therefore, did not get to take advantage of the learning activities provided. The results of my study were shaped by a combination of some of these influential classroom factors. Understanding how these influences impacted my findings is crucial in identifying areas for improvement in instructional strategies. By addressing factors like classroom environment and motivation, I can better support student learning and comprehension moving forward.\u003c/p\u003e\n\u003ch2\u003e\u003cstrong\u003eRecommendations for Further Investigation\u003c/strong\u003e\u003c/h2\u003e\n\u003cp\u003eSome plausible recommendations for further investigation might be to investigate the effectiveness of differentiated instructional strategies, such as scaffolding, visual aids, and bilingual resources, specifically designed to support English language learners. This could help identify which methods most improve comprehension and engagement. Another recommendation would be to conduct a longitudinal study on reading comprehension growth. Longer-term research could track improvements in reading comprehension over time with sustained interventions, helping identify which approaches provide lasting benefits for students.\u003c/p\u003e\n\u003ch2\u003e\u003cstrong\u003eBarriers or Limitations to Drawing Conclusions\u003c/strong\u003e\u003c/h2\u003e\n\u003cp\u003eA limitation that affected my ability to draw conclusions based on the data presented was the limited time for the study, which restricted my ability to fully assess the long-term effects of instructional strategies on reading comprehension. Short-term interventions showed limited impact, but it\u0026apos;s difficult to determine if students would improve over a longer period. Another limitation that affected the ability to draw accurate conclusions about the data was factors outside the classroom, such as home environment, access to learning resources, or personal issues, significantly affecting students\u0026apos; ability to improve their reading comprehension. These influences are hard to control and may impact the study\u0026apos;s outcomes. Acknowledging these limitations ensures a more varied interpretation of the study\u0026rsquo;s findings and may guide future research to address these challenges.\u003c/p\u003e\n\u003ch2\u003e\u003cstrong\u003eImplications of Research on Educational Practice\u003c/strong\u003e\u003c/h2\u003e\n\u003cp\u003eMy research study suggests that teachers may need further training to support students with reading difficulties, particularly in content areas like science. Professional development in reading strategies, language acquisition, and differentiated instruction would help educators meet students\u0026rsquo; diverse needs. Schools may prioritize ongoing professional development in literacy instruction, equipping teachers with better tools to support reading comprehension across all subjects. Knowing what I know now, I will participate in differentiated instruction professional development to help me better meet my students\u0026rsquo; diverse needs.\u003c/p\u003e\n\u003cp\u003eMy findings indicate that reading comprehension is not just a language arts issue but affects student success across subjects. Schools should focus on cross-curricular literacy skills and emphasize literacy skills in every subject, encouraging all teachers to incorporate reading strategies into their lessons. Teachers in subjects like science, history, and math may receive training on teaching reading and comprehension strategies within their content areas, leading to a more holistic approach to literacy development across the curriculum.\u003c/p\u003e\n\u003cp\u003eThe research highlights a need for targeted reading interventions, particularly for students who consistently struggle with comprehension in content-heavy subjects like Anatomy and Physiology. Moving forward, I plan to implement target reading interventions on a smaller scale in my classroom. My school and other educational institutions might need to develop specialized reading programs or provide additional support through tutoring or remedial classes. 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New Engl Read Association J 32(3):13\u0026ndash;20\u003c/span\u003e\u003c/li\u003e\u003c/ol\u003e"}],"fulltextSource":"","fullText":"","funders":[],"hasAdminPriorityOnWorkflow":false,"hasManuscriptDocX":true,"hasOptedInToPreprint":true,"hasPassedJournalQc":"","hasAnyPriority":true,"hideJournal":true,"highlight":"","institution":"Western Governors University","isAcceptedByJournal":false,"isAuthorSuppliedPdf":false,"isDeskRejected":"","isHiddenFromSearch":false,"isInQc":false,"isInWorkflow":false,"isPdf":false,"isPdfUpToDate":true,"isWithdrawnOrRetracted":false,"journal":{"display":true,"email":"[email protected]","identity":"researchsquare","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":true,"externalIdentity":"","sideBox":"","snPcode":"","submissionUrl":"/submission","title":"Research Square","twitterHandle":"researchsquare","acdcEnabled":true,"dfaEnabled":false,"editorialSystem":"","reportingPortfolio":"","inReviewEnabled":false,"inReviewRevisionsEnabled":true},"keywords":"","lastPublishedDoi":"10.21203/rs.3.rs-9286474/v1","lastPublishedDoiUrl":"https://doi.org/10.21203/rs.3.rs-9286474/v1","license":{"name":"CC BY 4.0","url":"https://creativecommons.org/licenses/by/4.0/"},"manuscriptAbstract":"\u003cp\u003eThe action research study focused on teaching a 5-hour intervention where 11th-grade science students learned higher-level linking words commonly used throughout their Anatomy and Physiology course. These higher-level linking words tended to detract students while reading or taking exams in Anatomy and Physiology. This problem impacted their achievement in all subjects because they struggled with reading comprehension in Anatomy and Physiology and could not understand what they read. The study attempted to answer the research question of how learning higher-level linking words impacts students' reading comprehension. Participants included 65 11th-grade Human Anatomy and Physiology science students from 11 sending school districts with different socioeconomic backgrounds. Throughout the study, students engaged in 5-hours of instructional intervention activities that helped them build vocabulary skills. Quantitative data was gathered from the pre- and post-assessments, and a report analysis was derived from the online Canvas learning management platform. Those assessments indicated that the interventions improved student proficiency in reading comprehension. The students demonstrated growth as the mean increased from 62.19% to 66.78% between the pre- and post-assessment scores, making the higher-level linking words intervention activities an effective strategy for improving reading comprehension.\u003c/p\u003e","manuscriptTitle":"How Learning Higher-Level Linking Words Impact Students' Understanding","msid":"","msnumber":"","nonDraftVersions":[{"code":1,"date":"2026-04-02 07:23:14","doi":"10.21203/rs.3.rs-9286474/v1","editorialEvents":[{"type":"communityComments","content":0}],"status":"published","journal":{"display":true,"email":"[email protected]","identity":"researchsquare","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":true,"externalIdentity":"","sideBox":"","snPcode":"","submissionUrl":"/submission","title":"Research Square","twitterHandle":"researchsquare","acdcEnabled":true,"dfaEnabled":false,"editorialSystem":"","reportingPortfolio":"","inReviewEnabled":false,"inReviewRevisionsEnabled":true}}],"origin":"","ownerIdentity":"f16917c7-f38e-4162-bc16-331d5f342872","owner":[],"postedDate":"April 2nd, 2026","published":true,"recentEditorialEvents":[],"rejectedJournal":[],"revision":"","amendment":"","status":"posted","subjectAreas":[{"id":65508397,"name":"Educational Philosophy and Theory"}],"tags":[],"updatedAt":"2026-04-02T07:23:19+00:00","versionOfRecord":[],"versionCreatedAt":"2026-04-02 07:23:14","video":"","vorDoi":"","vorDoiUrl":"","workflowStages":[]},"version":"v1","identity":"rs-9286474","journalConfig":"researchsquare"},"__N_SSP":true},"page":"/article/[identity]/[[...version]]","query":{"redirect":"/article/rs-9286474","identity":"rs-9286474","version":["v1"]},"buildId":"XKTyCvWXoU3ODBz1xrDgd","isFallback":false,"isExperimentalCompile":false,"dynamicIds":[84888],"gssp":true,"scriptLoader":[]}