The Impact of Guided Reading Instruction on Students’ Reading Achievement in First Grade

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dc.contributor.authorGardner, Keri
dc.contributor.programMasters of Educationen_US
dc.date.accessioned2020-05-13T20:43:04Z
dc.date.available2020-05-13T20:43:04Z
dc.date.issued2020-05-13
dc.description.abstractThe purpose of this study was to examine the impact that guided reading has on first grade students’ reading levels. The students’ reading accuracy, fluency, and comprehension were assessed by using the Fountas and Pinnell Benchmark Assessment Kit. These three components were then used to determine the students’ independent reading ability. Using the pre-test data that was collected in September, targeted small-group instruction was implemented within the classroom setting over a period of 22 weeks. Each of the four small reading groups that were created met five times per week for twenty minutes during the classroom’s literacy block. The Fountas and Pinnell Benchmark Assessment Kit was administered again in February to collect post-test data. Findings show that guided reading had a positive impact on students’ reading achievement.en_US
dc.format.extent32 pagesen_US
dc.genreAction Research Paperen_US
dc.identifierdoi:10.13016/m2cwup-xlzs
dc.identifier.urihttp://hdl.handle.net/11603/18621
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.rightsAttribution 3.0 United States*
dc.rights.urihttp://creativecommons.org/licenses/by/3.0/us/*
dc.subjectFountas & Pinnellen_US
dc.subjectGuided Readingen_US
dc.subject.lcshEducation -- Research papers (Graduate).
dc.titleThe Impact of Guided Reading Instruction on Students’ Reading Achievement in First Gradeen_US
dc.typeTexten_US

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