Improving Reading Skills in 2nd Graders Using Guided Reading Interventions at School

Abstract

This study investigated the effect of a Guided Reading Intervention on Reading skills amongst 2nd graders in a Title 1 Elementary School using a quasi-experimental pretest/posttest design. Twenty 2nd graders were selected to participate in the study based on past standardized test and quiz grades from the first, second, and part of the 3rd quarter of the school year (August 2020 through early-March 2021). The 10 boys and 10 girls were divided into a control and a treatment group, each containing 5 girls and 5 boys. Both groups completed a pretest and protest of their phonics skills. The treatment group then participated in a Guided Reading Intervention with a phonics base to improve their reading skills. The null hypothesis was rejected as the treatment group's mean gain score (10.5 points) was significantly greater than the comparison group's gain score (1.6 points) (t=6.966, p<.000). Discussion notes that the gains in student's scores could result from the intervention and other intervening factors. Further research is indicated to determine how to best implement guided reading supports to benefit students.