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ERIC Number: ED588669
Record Type: Non-Journal
Publication Date: 2018
Pages: 46
Abstractor: As Provided
ISBN: 978-0-4382-6998-9
ISSN: EISSN-
Guided Reading: How It Affects Student Reading Abilities in an Elementary Classroom
Washington, Chelle
ProQuest LLC, Ed.S. Dissertation, Brenau University
The purpose of this study was to examine the impact of using guided reading instruction to increase overall reading achievement in elementary students over the course of three months. Twenty Kindergarten students with varying reading achievement from a Title I school in Georgia were examined in the study. Students were divided into five groups based on their reading level. Each week the students read pre-selected books both above and on their reading level to improve skills needed in furthering reading abilities. At the end of the week the groups were analyzed for increased word recognition and reading comprehension. Data was examined using running records from February to March. Data from the running record showed that guided reading instruction was beneficial in increasing students reading ability in the areas of fluency and accuracy. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Kindergarten
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Georgia