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    The Effect of Supplementing Guided Reading Interventions with Pre- and During Reading Discussion Strategies on First Grader's Reading Comprehension

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    GrossmanChelsea_Paper.pdf (281.8Kb)
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    http://hdl.handle.net/11603/13830
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    • Goucher College Master of Education
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    Author/Creator
    Grossman, Chelsea
    Date
    2019-05-10
    Type of Work
    38 pages
    Text
    Action Research Papers
    Program
    Masters of Education
    Rights
    This 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.
    Subjects
    Guided Reading
    Comprehension
    Reading
    Education -- Research papers (Graduate).
    Abstract
    The 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.


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    Goucher College
    1021 Dulaney Valley Road
    Baltimore, MD 21204

    www.goucher.edu

    Contact Information:
    kristen.welzenbach@goucher.edu
    library.goucher.edu/md-soar


    If you wish to submit a copyright complaint or withdrawal request, please email mdsoar-help@umd.edu.