The Impact of Guided Reading Instruction on Second Grade Students’ Reading Levels

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

guided reading, individualized instruction, small-group instruction, student assessment

Abstract

Abstract

The purpose of this action research study was to determine if guided reading instruction impacted second-grade students’ reading fluency and comprehension levels. The classroom teacher used the Fountas and Pinnell (2011) Continuum of Literacy Learning guide in conjunction, with the Center for the Collaborative Classroom’s Being a Reader (2016) curriculum to systematically teach sixteen second-grade students guided reading lessons. During the study, the teacher divided students into four homogeneously formed guided reading groups, and they participated in guided reading lessons for twenty-five minutes daily. Student assessment data documented each second-grade student’s levels of fluency and comprehension at the start of the action research study and at the end of the study. The goal of this action research study was to determine if guided reading instruction met the diverse reading needs of early, emergent, and transitional readers and impacted their growth and development in the areas of fluency and comprehension. The researcher aimed to determine if there was an increase, a decrease, or if students’ fluency and comprehension levels stayed the same after the implementation of guided reading instruction over an eight-week period. However, the COVID-19 pandemic and school closures in the United States interrupted this action research study on the fourth week of implementation. The data assessment results from the first four weeks of this guided reading intervention suggested that guided reading instruction positively impacted second-grade students’ reading fluency and reading comprehension levels.

Keywords: guided reading, individualized instruction, small-group instruction, student assessment

Abstract only: No full text available.

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