The Effect of Early Literacy Small Group Instruction on Reading Comprehension
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2013-07
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Masters of Education
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Abstract
The purpose of this study was to investigate the effect of small group instruction in early
literacy skills on the reading comprehension skills of struggling second grade students. This
study used a quasi-experimental design with a pre and posttest. The study included 10 second
grade students of various racial and ethnic backgrounds. All participants were reading
significantly below grade level. The study’s null hypothesis was that small group instruction
would have no effect on the reading comprehension skills of second grade students who are
reading below grade level. The results support the null hypothesis, since no significant
difference in reading scores was observed using the Qualitative Reading Inventory (QRI). The
results of this study do not support the results of other research studies that have shown that
small group early literacy skills will improve reading comprehension. Future studies should
utilize a larger sample size, longer duration, and a more practical assessment.