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dc.contributor.authorMorris, Jamie
dc.contributor.programMasters of Educationen_US
dc.date.accessioned2019-07-08T14:37:30Z
dc.date.available2019-07-08T14:37:30Z
dc.date.issued2019-07-05
dc.description.abstractThe descriptive study tracked student performance after interacting with small-guided reading. The participants included four third grade students receiving guided reading instruction in a general education setting. The instrument used was Fountas and Pinnell Benchmark Assessment (F & P). Findings show trends of small grouping instruction affecting students read comprehension. In fall 2018, two students read a level I (end of 1st grade) and the other two students reading level J (end of 2nd grade). In winter 2019, two of the students had improved to the 2nd grade level and the other two students to the 3rd grade.en_US
dc.format.extent20 pagesen_US
dc.genreAction Research Papersen_US
dc.identifierdoi:10.13016/m2hru3-mrv7
dc.identifier.urihttp://hdl.handle.net/11603/14348
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.subjectFountas and Pinnellen_US
dc.subjectSmall-Guided Readingen_US
dc.subjectReading comprehensionen_US
dc.subject.lcshEducation -- Research papers (Graduate).
dc.titleThe Effectiveness of Guided Reading Instruction and Students Reading Comprehensionen_US
dc.typeTexten_US


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