The Impact of Explicit Guided Reading Instruction on Fifth Grade Students Reading Comprehension

Abstract

The purpose of this study was to examine the impact of explicit guided reading instruction during small group instruction on fifth-grade students’ reading comprehension. The measurement tool used was Fountas and Pinnell’s (2017) Benchmark Assessment System and the treatment utilized Richardson’s (2016) The Next Step Forward in Guided Reading. A one-group pre/post design was used to determine the impact of four weeks of explicit guided reading instruction in small group on instructional reading levels. Pre-to-post gains were statistically and practically significant in the areas of instructional reading level and reading comprehension.