The Impact of Guided Reading Instruction on Reading Achievement in Third, Fourth, and Fifth Grades PDF Download
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Author: Holly D. Toney
Publisher:
ISBN:
Category : Guided reading
Languages : en
Pages : 338
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Book Description
This research study addressed the impacts guided reading instruction had on reading achievement in third, fourth, and fifth grades in two suburban schools in a school district in east Tennessee. The researcher examined the differences in reading achievement between two schools. One school implemented guided reading for more than two years and the other school implemented guided reading for two years or less. The differences in teachers' perceptions of guided reading instruction were investigated. Then, the fidelity of implementation of guided reading was examined. The researcher used reading achievement test data, a teacher survey, a focus group questionnaire, and a classroom observation checklist. The results were analyzed, and findings concluded guided reading impacted reading instruction in third, fourth, and fifth grades.
Author: Holly D. Toney
Publisher:
ISBN:
Category : Guided reading
Languages : en
Pages : 338
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Book Description
This research study addressed the impacts guided reading instruction had on reading achievement in third, fourth, and fifth grades in two suburban schools in a school district in east Tennessee. The researcher examined the differences in reading achievement between two schools. One school implemented guided reading for more than two years and the other school implemented guided reading for two years or less. The differences in teachers' perceptions of guided reading instruction were investigated. Then, the fidelity of implementation of guided reading was examined. The researcher used reading achievement test data, a teacher survey, a focus group questionnaire, and a classroom observation checklist. The results were analyzed, and findings concluded guided reading impacted reading instruction in third, fourth, and fifth grades.
Author: Agnes Jean Teets
Publisher:
ISBN:
Category : Guided reading
Languages : en
Pages : 83
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Book Description
This study examined the impact of Guided Reading instruction on elementary students' ability to read with fluency and accuracy. A one-way analysis of covariance with pre and posttest design was performed and applied to determine the impact of Guided Reading instruction on elementary students’ reading fluency and accuracy. The sample of subjects included 108 elementary students in the fourth and fifth grade. To examine the impact of Guided Reading instruction, students’ Developmental Reading Assessment (DRA2) pre and posttest scores to include words per minute and accuracy percentage were compared. The analyses revealed proportionate differences in students’ fluency and accuracy. As direct implementation of Guided Reading was applied to student instruction, a significant difference was noted in the words per minute students read. However, as direct implementation of Guided Reading instruction was applied to student instruction, a significant difference was not noted in the accuracy rate of words per minute read. This research of Guided Reading instruction affords educators a multi-modality instructional strategy to impact the reading formation and foundation of elementary students. Recommendations to compliment this study to further benefit reading instruction could include the application of Guided Reading as it relates to and impacts student reading comprehension.
Author: Dana Arreola
Publisher:
ISBN:
Category : Reading comprehension
Languages : en
Pages :
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Book Description
Reading instruction for older students with reading difficulties is a topic increasingly in need of well-informed support and research-based guidance. Recent reform efforts have resulted in positive literacy results in the primary grades, but far too many students are advancing to secondary schools without the prerequisite literacy skills to be successful in history, literature, mathematics, and science. The purpose of this study was to examine trends and differences that exist in vocabulary and reading comprehension mean scores over a period of nine months. The study determined if differences exist in mean gain vocabulary scores and mean gain reading comprehension scores as measured by Istation’s Indicators of Progress (ISIP) Advanced Reading; and vocabulary and reading comprehension scores were examined to determine if significant differences exist in vocabulary and reading comprehension beginning of year and end of year scores of students receiving guided reading and students receiving direct instruction as their reading approach. This study utilized archived ISIP Advanced Reading vocabulary and reading comprehension scores from 237 fifth grade students in one large urban school district during the 2013-14 school year; 119 students were taught by two teachers who utilized Guided Reading as an instructional approach in one elementary school and 118 students were taught by two teachers who utilized Direct Instruction as an instructional approach in another elementary school. Data treatment and analyses were divided into three phases including: 1) examining trends in mean vocabulary and reading comprehension scores of students instructed using guided reading and students instructed using direct instruction over a nine month period of time; 2) conducting independent t-tests to examine if there are significant differences in beginning of year and end of year vocabulary and reading comprehension mean gain scores in each of the classes that utilized the guided reading approach and each of the classes that utilized the direct instruction approach; and 3) conducting an ANOVA test to compare differences that exist in the vocabulary and reading comprehension mean gain scores among classes that received the guided reading approach and classes that received the direct instruction approach. The findings of this study revealed important differences in student performance gains, from beginning of year to end of year, for those taught using the guided reading approach and those taught using the direct instruction approach for both vocabulary and reading comprehension. Both direct instruction classes had statistically significant and medium size gains in vocabulary and reading comprehension (with large size vocabulary gains in one of the Direct Instruction classes), whereas only one of the Guided Reading classes had statistically significant gains in their vocabulary scores, although not in reading comprehension scores. When comparing scores from the beginning of the year to the end of the year, results revealed that students taught with direct instruction exhibited significantly greater gains in both vocabulary and reading comprehension scores than those taught with guided reading approaches. In addition, comparing mean gains scores across instructional methods and classes, it is evident that one of the Direct Instruction classes had the largest gains in the vocabulary scores during the 2013-2014 academic school year, while both direct instruction classes had moderate size gains in comprehension. Findings from this study may be used to inform school and district leaders how guided reading and direct instruction impact achievement gains in vocabulary and reading comprehension among fifth graders. These findings may also assist school leaders in their decisions regarding the appropriate reading programs to implement for students from similar school contexts.
Author: Irene C. Fountas
Publisher: Heinemann Publishing
ISBN:
Category : Education
Languages : en
Pages : 428
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Book Description
This book is the richest, most comprehensive guided reading resource available today and the first systematic offering of instructional support for guided reading adherents.
Author: Irene C. Fountas
Publisher: Heinemann Educational Books
ISBN: 9780325003108
Category : Education
Languages : en
Pages : 0
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Book Description
Fountas and Pinnell support teachers on the next leg of the literacy journey, addressing the unique challenges of teaching upper elementary students.
Author: Gail Boushey
Publisher: Stenhouse Publishers
ISBN: 1571109749
Category : Education
Languages : en
Pages : 211
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Book Description
The Daily 5, Second Edition retains the core literacy components that made the first edition one of the most widely read books in education and enhances these practices based on years of further experience in classrooms and compelling new brain research. The Daily 5 provides a way for any teacher to structure literacy (and now math) time to increase student independence and allow for individualized attention in small groups and one-on-one. Teachers and schools implementing the Daily 5 will do the following: Spend less time on classroom management and more time teaching Help students develop independence, stamina, and accountability Provide students with abundant time for practicing reading, writing, and math Increase the time teachers spend with students one-on-one and in small groups Improve schoolwide achievement and success in literacy and math. The Daily 5, Second Edition gives teachers everything they need to launch and sustain the Daily 5, including materials and setup, model behaviors, detailed lesson plans, specific tips for implementing each component, and solutions to common challenges. By following this simple and proven structure, teachers can move from a harried classroom toward one that hums with productive and engaged learners. What's new in the second edition: Detailed launch plans for the first three weeks Full color photos, figures, and charts Increased flexibility regarding when and how to introduce each Daily 5 choice New chapter on differentiating instruction by age and stamina Ideas about how to integrate the Daily 5 with the CAFE assessment system New chapter on the Math Daily 3 structure
Author: Brandon Gregory
Publisher:
ISBN:
Category : Guided reading
Languages : en
Pages : 228
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Book Description
Author: Margaret J. Snowling
Publisher: John Wiley & Sons
ISBN: 0470757639
Category : Psychology
Languages : en
Pages : 680
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Book Description
The Science of Reading: A Handbook brings together state-of-the-art reviews of reading research from leading names in the field, to create a highly authoritative, multidisciplinary overview of contemporary knowledge about reading and related skills. Provides comprehensive coverage of the subject, including theoretical approaches, reading processes, stage models of reading, cross-linguistic studies of reading, reading difficulties, the biology of reading, and reading instruction Divided into seven sections:Word Recognition Processes in Reading; Learning to Read and Spell; Reading Comprehension; Reading in Different Languages; Disorders of Reading and Spelling; Biological Bases of Reading; Teaching Reading Edited by well-respected senior figures in the field
Author: Chelle Washington
Publisher:
ISBN:
Category : Group reading
Languages : en
Pages : 45
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Book Description
"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."--Page 5
Author: Joetta Beaver
Publisher:
ISBN: 9780673618467
Category : Developmental reading
Languages : en
Pages :
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Book Description
Gives middle school teachers a range of tools to help monitor literacy behavior continuously as they teach, as well as conduct periodic assessments for accountability. Intended to guide teachers' ongoing observations of student's progress within a literature-based reading program.
