The Impact of Guided Reading Instruction on First Grade Student Learning Growth
Date of Award
Spring 5-15-2020
Document Type
Project (696 or 796 registration)
Degree Name
Master of Science in Curriculum & Instruction
Department
Graduate Studies
Committee Chair
Renee Harmon
Keywords
Small Group Guided Reading, Reading Instruction, First Grade Student Literacy Learning
Abstract
The purpose of this action research study is to determine the instructional impact of small group guided reading instruction on student learning growth based on the Fountas & Pinnell Progress Monitoring by Instructional Text Reading Level chart. This study was accomplished by twenty-three first graders receiving six months of small group guided reading instruction that followed a three group per day format. This format also matched up with Fountas & Pinnell’s recommended instructional format for small group guided reading lessons. In this study, it was concluded that the small group guided reading instruction had a great impact on student learning growth. Six months of data was collected instead of 9 months, due to the COVID-19 pandemic, but the data showed that 91.30% of the twenty-three students were making adequate or beyond adequate growth in reading levels based on the Fountas & Pinnell Progress Monitoring by Instructional Text Reading Level chart and where that tool gauged they should be after six months of instruction.
Recommended Citation
DeGuiseppi, Jordyn, "The Impact of Guided Reading Instruction on First Grade Student Learning Growth" (2020). Dissertations, Theses, and Projects. 338.
https://red.mnstate.edu/thesis/338