Brager, GaryEnglish, MashonahKreis, Jennifer2021-05-132021-05-132021-05-12http://hdl.handle.net/11603/21518The quasi-experimental study determined the effect of guided reading instruction on second grade students’ comprehension. The null hypothesis was that there will be no difference in the population mean Fountas and Pinnell Benchmark Assessment reading levels between second graders using Guided Reading and similar second graders using a customary approach. The participants included seven second grade students who received the intervention and seven second grade students who were in the control group in a general education setting. The instrument used was the Fountas and Pinnell (F&P) Benchmark Assessment. Likely because of the small sample size, the null hypothesis could not be rejected. There was, however, practical significance of guided reading intervention on students’ reading levels due to a medium effect size.32 pagesenThis 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.Attribution-NonCommercial-NoDerivs 3.0 United Statesreading comprehensionguided readingEducation -- Research papers (Graduate).Text