Morris, Jamie2019-07-082019-07-082019-07-05http://hdl.handle.net/11603/14348The descriptive study tracked student performance after interacting with small-guided reading. The participants included four third grade students receiving guided reading instruction in a general education setting. The instrument used was Fountas and Pinnell Benchmark Assessment (F & P). Findings show trends of small grouping instruction affecting students read comprehension. In fall 2018, two students read a level I (end of 1st grade) and the other two students reading level J (end of 2nd grade). In winter 2019, two of the students had improved to the 2nd grade level and the other two students to the 3rd grade.20 pagesen-USThis 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.Fountas and PinnellSmall-Guided ReadingReading comprehensionEducation -- Research papers (Graduate).Text