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ERIC Number: ED314721
Record Type: Non-Journal
Publication Date: 1990
Pages: 36
Abstractor: N/A
Reference Count: N/A
An Experiment Using a Group Assisted Reading Strategy with Poor Readers.
Eldredge, J. Lloyd
Evidence from existing literature suggests that the decoding and reading comprehension skills of poor readers can be improved by assisting them to read material that is too difficult for them to read by themselves--especially when the reading experiences are focused on the content of the material rather than on the words. A study examined the reading achievement effects of "group assisted reading," a teaching strategy designed to assist poor readers to read difficult material, in which the teacher assisted a group of students to read text material in unison--emphasizing correct phrasing, intonation, and pitch. Subjects were randomly selected from the population of poor readers in the third grade in one elementary school in a low socioeconomic district in Utah; 18 received the group assisted reading treatment and the control group (also 18 students) received unassisted reading treatment. One teacher taught both groups of students in "pull-out" sessions over an eight-week period (40 school days, 15 minutes a day). A pretest-posttest control group research design was used. Reading comprehension and vocabulary were measured using the Gates-MacGinitie Reading Test, Level C, Form 1. Results indicated that students involved in the group assisted reading experiment made greater achievement gains on reading comprehension and vocabulary than those who were given no assistance. (Three tables of data are included, and 70 references are attached.) (Author/SR)
Publication Type: Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Utah
Identifiers - Assessments and Surveys: Gates MacGinitie Reading Tests