Kindergarten Reading Achievement Using Small Guided Reading Groups
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Date
2019-07-02
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Goucher
Program
Masters of Education
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Abstract
The purpose of this study is to examine the relationship between small guided reading group instruction and students reading at or above grade level expectations. A chi-square test of independence was performed to examine the relationship between the extent of small group instruction and whether kindergarten students met end of the year expectations in Language Arts. The study analyzed three years of data. The first year did not use small guided reading groups, the second year had small guided reading groups for half of the year, and the third year had small guided reading groups for the whole year. A chi-square test of independence was performed to examine the relationship between the extent of small group instruction and whether kindergarten students met or exceeded end of the year reading expectations. The results were significant X2 (2, N = 240) = 14.31, p = .001, indicating that there was a relationship. A series of post-hoc chi-square tests were performed to compare the relationship between each pairing of conditions to identify the pattern in which the extent of small group instruction was associated with performance. Results were significant for the comparison of no group instruction and half year small group instruction X2 (1, N = 155) = 10.55, p = .001, with greater than expected meeting or exceeding of expectations for the group that received half year small group instruction. Similarly, results were significant for the comparison of no small group instruction and entire year small group instruction X2 (1, N = 166) = 9.26, p = .002, with greater than expected meeting or exceeding of expectations for the group that received entire year small group instruction. The differences were not significant in the comparison of entire year small group and half year small group instruction X2 (1, N = 159) = .13, p = .723.