The Effectiveness of Guided Reading Instruction and Students Reading Comprehension
| dc.contributor.author | Morris, Jamie | |
| dc.contributor.program | Masters of Education | en_US |
| dc.date.accessioned | 2019-07-08T14:37:30Z | |
| dc.date.available | 2019-07-08T14:37:30Z | |
| dc.date.issued | 2019-07-05 | |
| dc.description.abstract | The 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.extent | 20 pages | en_US |
| dc.genre | Action Research Papers | en_US |
| dc.identifier | doi:10.13016/m2hru3-mrv7 | |
| dc.identifier.uri | http://hdl.handle.net/11603/14348 | |
| dc.language.iso | en_US | en_US |
| dc.relation | Master of Education | |
| dc.relation.isAvailableAt | Goucher College, Baltimore, MD | |
| dc.rights | This 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.subject | Fountas and Pinnell | en_US |
| dc.subject | Small-Guided Reading | en_US |
| dc.subject | Reading comprehension | en_US |
| dc.subject.lcsh | Education -- Research papers (Graduate). | |
| dc.title | The Effectiveness of Guided Reading Instruction and Students Reading Comprehension | en_US |
| dc.type | Text | en_US |