ERIC Number: EJ1212959
Record Type: Journal
Publication Date: 2019
Pages: 10
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0022-0671
EISSN: N/A
Increased Frequency and Planning: A More Effective Approach to Guided Reading in Grade 2
Journal of Educational Research, v112 n1 p121-130 2019
This yearlong quasi experimental study examined the effects of two approaches to guided reading on second-grade students' reading abilities. The 79 subjects were chosen as a nonprobability sample and served as the treatment and comparison groups. The groups were pre- and post tested using the Developmental Reading Assessment, Second Edition determine students' reading levels. A 2 × 2 repeated measures analysis of variance revealed significant main and interaction effects. According to a post hoc analysis of mean difference effect size, both groups experienced very large effects, but treatment effects (d = 3.66) were much larger than the comparison (d = 1.34). The results suggest that increased emphasis on guided reading can lead to a greater impact on second-grade students' reading ability.
Descriptors: Reading Ability, Grade 2, Elementary School Students, Reading Instruction, Reading Achievement, Independent Reading, Individualized Instruction, Teacher Student Relationship, Educational Legislation, Elementary Secondary Education, Federal Legislation, Teaching Guides, Reading Comprehension, Achievement Gains, Instructional Effectiveness
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Early Childhood Education; Elementary Education; Grade 2; Primary Education; Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Laws, Policies, & Programs: Elementary and Secondary Education Act Title I
Grant or Contract Numbers: N/A