The Effect of Group Size on Reading Fluency
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2014-05
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Masters of Education
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Abstract
The purpose of this study was to determine whether a smaller reading group size would improve the reading fluency of first grade students. The participants of this study were enrolled in an Anne Arundel County Public School for the 2013–2014 school year. The small group consisted of three on-level students, and the other, larger group contained six on-level students. The same amount of reading fluency instruction was given to both groups five days a week over an eight- week period. The instruction took place for approximately 20 minutes each day. During instruction, students in both groups read their Treasures guided reader book for the week and worked on a variety of reading fluency strategies. At the end of the eight weeks, the measurement tool the teacher used to posttest the nine students was the Fountas and Pinnell (2011) Benchmark Assessment System. The hypothesis was supported in this study since there was no significant difference in reading achievement between the two groups. Research in the area of group sizes and reading fluency should continue to support the best practices needed for first grade students.