Browsing by Subject "Guided Reading"
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Item The Effect of Supplementing Guided Reading Interventions with Pre- and During Reading Discussion Strategies on First Grader's Reading Comprehension(2019-05-10) Grossman, Chelsea; Masters of EducationThe purpose of this study was to determine whether supplementing regular guided reading instruction, which included post-reading discussions, with pre-and during reading discussions would improve students’ reading comprehension. The Fountas and Pinnell Benchmark Assessment (Fountas & Pinnell, 2012) was used to determine the students’ comprehension levels. Students were asked “in the text” and “beyond the text” questions to determine their total comprehension scores and then grouped into closely matched treatment and comparison groups comprised of students with mixed reading comprehension levels. The treatment group received the supplemented guided reading instruction, while the control group did not. After the four-week intervention, the Fountas and Pinnell Benchmark Assessment was used again to determine their posttest comprehension scores. While the control group outperformed the treatment group on each of the pre-intervention comprehension measures (statistically significantly on two of the measures), the treatment group’s scores were statistically significantly higher than those of the control group on all three post-intervention comprehension measures (in the text, beyond the text and total scores). Therefore, the null hypothesis, that the two groups’ reading comprehension scores would be the same after the intervention, was rejected. These results suggested that the addition of pre-reading and during reading discussion strategies to the regular guided reading lessons benefitted the participants’ comprehension and warrants further study.Item The Impact of Guided Reading Instruction on Students’ Reading Achievement in First Grade(2020-05-13) Gardner, Keri; Masters of EducationThe purpose of this study was to examine the impact that guided reading has on first grade students’ reading levels. The students’ reading accuracy, fluency, and comprehension were assessed by using the Fountas and Pinnell Benchmark Assessment Kit. These three components were then used to determine the students’ independent reading ability. Using the pre-test data that was collected in September, targeted small-group instruction was implemented within the classroom setting over a period of 22 weeks. Each of the four small reading groups that were created met five times per week for twenty minutes during the classroom’s literacy block. The Fountas and Pinnell Benchmark Assessment Kit was administered again in February to collect post-test data. Findings show that guided reading had a positive impact on students’ reading achievement.Item Techniques to Improve Guided Reading Levels in Kindergarten(2020-05) Krauch, Lauryn; Masters of EducationThe purpose of this study was to determine the impact of guided reading instruction on kindergarten students’ reading achievement. The Fountas and Pinnell Benchmark Assessment Kit was used to assess the students’ guided reading abilities. This assessment evaluated the students’ fluency, accuracy, and comprehension to determine their reading levels. After the pre-assessment data was collected, small group guided reading instruction was implemented. Upon completion of the implementation of instruction students were assessed again to determine if growth was made. The findings of the research show a significant improvement in students reading levels.