The Effects of Reading Strategies on Students’ Reading Levels
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Abstract
The purpose of this study was to determine the impact of small reading groups, independent reading, and partner reading on students’ reading levels from on-grade-level to above-grade- level. The participants of this study were six first grade students enrolled at an elementary school in Baltimore County. The participants were provided instruction from Baltimore County Public School English Language Arts curriculum as designed to align with the Common Core State Standards. In addition to this curriculum, treatment students received small group instruction, were required to complete thirty minutes of daily independent reading, and partner reading during independent work. The analysis revealed a significant increase in pre/post-test mean scores. Future research should continue in this area to determine methods of instruction to promote reading level growth to more complex text.