Improving Reading Comprehension for Children Living in Poverty
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2018-05
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Masters of Education
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Abstract
The purpose of this research was to determine the impact of one-on-one conferencing with FARMS students during guided reading. The measurement tool used during this study was the Fountas and Pinnell Reading Benchmark System. Participants were given the assessment prior to the intervention (Winter of 2017) as well as after the intervention (Spring of 2018). Participant achievement growth for reading comprehension as well as reading text level were not statistically significant different between FARMS and non-FARMS students, thus the null hypothesis was supported. Further research on this topic with a larger sample size and extended treatment schedule would be beneficial to determine best practices for teaching reading.