Improving Guided Reading Levels of 2nd Grade Students by Implementing Independent, Silent Reading

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dc.contributor.advisorCoit, Tammi
dc.contributor.advisorAdams, Renard
dc.contributor.authorJablonski, Katherine
dc.contributor.programMasters of Educationen_US
dc.date.accessioned2018-07-13T14:54:44Z
dc.date.available2018-07-13T14:54:44Z
dc.date.issued2018-07-09
dc.description.abstractThe purpose of this study was to determine if 2nd grade students’ reading achievement would improve if they participated in a silent reading program. The measurement tool used was the Fountas and Pinnell Benchmark Assessment System to determine the students’ guided reading levels. This study used a pretest and posttest design to measure the data collected before and after the students were given the extra time to read silently. The majority of the students tested improved at least one guided reading level. Research in this area should continue to improve student accountability during this silent reading time and to determine causation between the extra reading time and improvement in guided reading levels.en_US
dc.format.extent24 pagesen_US
dc.genreaction research papersen_US
dc.identifierdoi:10.13016/M21N7XQ74
dc.identifier.urihttp://hdl.handle.net/11603/10994
dc.language.isoen_USen_US
dc.relationMaster of Education
dc.relation.isAvailableAtGoucher College, Baltimore, MD
dc.rightsThis work may be protected under Title 17 of the U.S. Copyright Law. To obtain information or permission to publish or reproduce, please contact the Goucher Special Collections & Archives at 410-337-6347 or email archives@goucher.edu.
dc.subject.lcshEducation -- Research papers (Graduate).
dc.titleImproving Guided Reading Levels of 2nd Grade Students by Implementing Independent, Silent Readingen_US
dc.typeTexten_US

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