The Effects of Reading Strategies on Students’ Reading Levels
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2014-07
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Masters of Education
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Abstract
The purpose of this study was to determine the impact of small reading groups, independent reading, and partner reading on students’ reading levels from on grade level to above grade level. The participants of this study were five third grade students enrolled at an elementary school in Baltimore County. The treatment students were provided instruction from Baltimore County Public School English Language Arts curriculum as designed to align with the Common Core State Standards. In addition to this curriculum, treatment students received small group instruction, were required to complete forty-five minutes of daily independent reading, and partner reading during independent work. The null hypothesis was supported based on the pre- and post-test data, which revealed slight, but non-significant reading level growth. Future research should continue in this area to determine methods of instructions to promote reading level growth to more complex text.