Date of Award
Spring 5-14-2021
Document Type
Project (696 or 796 registration)
Degree Name
Master of Science in Curriculum & Instruction
Department
Graduate Studies
Committee Chair
Ximena Suarez-Sousa
Keywords
guided reading, word solving strategies
Abstract
Effective reading instruction in the primary grades is essential to students’ future academic success. Research has shown that there are different methods in which students can be taught to figure out unknown words as they are reading. The study took place during small group, guided reading time. The study included five first grade students in the researcher’s classroom that were reading below grade level. The purpose of this purposive study was to determine the effectiveness of two different word-solving strategies. The first research question that guided this study was, “What impact does utilizing the cueing system during guided reading have on students’ reading ability that are reading below grade level?” The second research question that guided this study was, “What impact does utilizing decoding and other word solving strategies have on students that are reading below grade level?” The researcher conducted Running Record assessments weekly to determine her students’ reading progress. Data were analyzed to determine which word-solving strategy was most effective at helping students progress with their reading and word-solving skills. It was determined that neither strategy was most effective at helping students progress with their reading and word-solving skills, rather the needs of the students dictated the most effective and appropriate strategy.
Recommended Citation
Gienger, Kimberly Ann, "Implementation of Word Solving Strategies During First Grade Guided Reading" (2021). Dissertations, Theses, and Projects. 519.
https://red.mnstate.edu/thesis/519