Rains, Karen2016-05-122016-05-122016-05-11http://hdl.handle.net/11603/2819The purpose of this research was to determine if a structured guided reading lesson and professional development could impact the reading comprehension of kindergarten students. The measurement tool was the Fountas and Pinnell Benchmark Assessment and Scholastic Progress Monitoring passages. This study involved the use of a pretest/posttest design to compare the data from January of 2016 (before the intervention was administered) to data from April of 2016 (when intervention was complete). Achievement gains were significant for reading accuracy, although results were not significant for comprehension or text level. Research in the area of primary reading comprehension should continue given the continued disparity over the best instructional practices needed to accelerate reading comprehension.35 p.en-USCollection 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.Guided readingEducation -- Research papers (Graduate)Reading (Kindergarten) -- Ability testing.Reading comprehension -- Kindergarten.Professional development -- Kindergarten teachers.Text