NotesFAQContact Us
Search Tips
Back to results
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1212959
Record Type: Journal
Publication Date: 2019
Pages: 10
Abstractor: As Provided
ISSN: ISSN-0022-0671
Increased Frequency and Planning: A More Effective Approach to Guided Reading in Grade 2
Young, Chase
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.
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:
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