Date of Award
Winter 12-19-2019
Document Type
Project (696 or 796 registration)
Degree Name
Master of Science in Curriculum & Instruction
Department
Graduate Studies
Committee Chair
Belma Sadikovic
Keywords
guided reading, small group, Fountas and Pinnell, reading
Abstract
This study examined the impact of Guided Reading instruction on first graders performing below grade level in reading in a suburban school in North Dakota. The researcher examined the impact that guided reading plays amongst first grade students performing below grade level in the area of reading. The sample of subjects includes five elementary students in first grade. To analyze the impact of Guided Reading instruction, students’ FAST Bridge Learning pre and posttest scores including sight words and sentence reading were compared. The study also compared differences in students’ sight words and sentence reading. As Guided Reading instruction was carried out, a significant difference was noted in the words that students were able to read per minute. Recommendations to complement this study to further benefit student reading ability could include the application of Guided Reading as it impacts student sight word reading and sentence reading.
Recommended Citation
Suckow, Lydia, "The Impact of Guided Reading Instruction on First Graders Performing Below Grade Level in Reading" (2019). Dissertations, Theses, and Projects. 235.
https://red.mnstate.edu/thesis/235