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

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dc.contributor.authorWeinstein, Brittany
dc.contributor.programMasters of Educationen_US
dc.date.accessioned2019-05-14T16:50:13Z
dc.date.available2019-05-14T16:50:13Z
dc.date.issued2019-05-14
dc.description.abstractThe purpose of this study was to determine the impact of Guided Reading Instruction on students’ reading achievement in third grade. The students’ fluency, accuracy, and comprehension were assessed using The Fountas and Pinnell Benchmark Assessment to determine the students’ instructional reading ability. Using the pretest data that was collected at the end of second grade, students were placed in four groups according to their instructional reading level. Students received Guided Reading instruction 4-5 days a week. During Guided Reading instruction, individual student reading needs were addressed through one-on-one conferring. The Fountas and Pinnell Benchmark Assessment was administered to students again midway through third grade to collect posttest data. Findings show that Guided Reading may have had a positive impact on students’ reading achievement.en_US
dc.format.extent36 pagesen_US
dc.genreaction research papersen_US
dc.identifierdoi:10.13016/m2z9qn-3seo
dc.identifier.urihttp://hdl.handle.net/11603/13862
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.subject.lcshEducation -- Research papers (Graduate).
dc.titleThe Impact of Guided Reading Instruction on Students’ Reading Achievement in Third Gradeen_US
dc.typeTexten_US

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