Improving Reading Comprehension for Children Living in Poverty

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dc.contributor.authorHammond, Corri
dc.contributor.programMasters of Educationen_US
dc.date.accessioned2018-05-16T15:47:54Z
dc.date.available2018-05-16T15:47:54Z
dc.date.issued2018-05
dc.description.abstractThe purpose of this research was to determine the impact of one-on-one conferencing with FARMS students during guided reading. The measurement tool used during this study was the Fountas and Pinnell Reading Benchmark System. Participants were given the assessment prior to the intervention (Winter of 2017) as well as after the intervention (Spring of 2018). Participant achievement growth for reading comprehension as well as reading text level were not statistically significant different between FARMS and non-FARMS students, thus the null hypothesis was supported. Further research on this topic with a larger sample size and extended treatment schedule would be beneficial to determine best practices for teaching reading.en_US
dc.format.extent28 pagesen_US
dc.genreaction research papersen_US
dc.identifierdoi:10.13016/M2416T27Q
dc.identifier.urihttp://hdl.handle.net/11603/10762
dc.language.isoen_USen_US
dc.relationMaster of Education
dc.relation.isAvailableAtGoucher College, Baltimore, MD
dc.rightsThis 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.subjectFARMSen_US
dc.subjectReading Intervention Programen_US
dc.subjectGuided readingen_US
dc.subjectSmall Group Reading Instructionen_US
dc.subjectFourth Gradeen_US
dc.subjectConferencingen_US
dc.subject.lcshEducation -- Research papers (Graduate).
dc.titleImproving Reading Comprehension for Children Living in Povertyen_US
dc.typeTexten_US

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