Term
Spring 2017
Capstone
Thesis
Degree Name
MAEd
Primary Advisor/Dissertation Chair
Dr. Jason E. Miller
Secondary Advisor/Reader One
Kristen Anderson
Peer-Reviewer/Reader Two
Megan Schoaf
Abstract
This research question purpose was to see how the impact of guided reading can positively improve second grade reading comprehension, fluency and word recognition. Various researchers, such as Jennifer Berne and Sophie C. Degener who have contributed to guided reading research are studied in this capstone. Guided reading is a pivotal element in a child’s journey in the reading process. It explores the specific teacher practices that are necessary to a beneficial guided reading experience. The author used quantitative method of study using district reading assessment and more specifically assessing comprehension, fluency and word recognition. As well as, studying the progress of student below, at or above grade level in reading. This study found that effective teacher practices during guided reading had a positive impact on almost all students in reading comprehension, fluency and word recognition.
Research Methodology
Action Research, Observation
Keywords
Grades/ Student Performance, Literacy, Reading
Recommended Citation
O'Rourke, Emily, "The Impact Of Effective Guided Reading Practices" (2017). School of Education and Leadership Student Capstone Theses and Dissertations. 4290.
https://digitalcommons.hamline.edu/hse_all/4290