Improving Reading Comprehension and Fluency through the Use of Guided Reading.

Gabl, Kari A.; Kaiser, Kristi L.; Long, Julie K.; Roemer, Jessica L.

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Record Details - ED496377

Title: Improving Reading Comprehension and Fluency through the Use of Guided Reading

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Title:	Improving Reading Comprehension and Fluency through the Use of Guided Reading
Authors:	Gabl, Kari A.; Kaiser, Kristi L.; Long, Julie K.; Roemer, Jessica L.
Descriptors:	Grade 4; Teacher Surveys; Educational Change; Classroom Environment; Thinking Skills; Teacher Researchers; Reading Comprehension; Reading Fluency; Reading Instruction; Action Research; Teaching Methods; Grade 2; Reading Achievement; Family Involvement; Grouping (Instructional Purposes); Teacher Education; Educational Improvement; Scores; Scoring Rubrics; Program Effectiveness; Lesson Plans
Source:	Online Submission
More Info: Help Peer Reviewed:
Publisher:	N/A
Publication Date:	2007-05-00
Pages:	93
Pub Types:	Dissertations/Theses - Masters Theses
Abstract:	This action research report describes a program to increase students' reading comprehension and fluency through the use of guided reading. The targeted population consists of second and fourth grade students in a northwest suburban area of a large city located in the Midwest. The problems of low reading comprehension and fluency scores were documented through the use of district provided comprehension and fluency assessments and teacher surveys. The literature showed multiple factors that contribute to the problem of low reading fluency and comprehension scores. These factors included individual students, school curriculum and classroom environment, teacher training, and family involvement. Literature review suggested the following solutions to improve reading comprehension and fluency: increasing family involvement, teaching thinking skills, creating flexible groups in the classroom, utilizing a meaningful reading curriculum, improving teacher education, and setting up a positive classroom environment. These researchers focused on the use of leveled texts, graphic organizers, and flexible groups during guided reading. The analysis of student achievement data was determined by looking closely at district fluency and comprehension assessment scores as well as teacher surveys. The teacher researchers created lessons in which the students were working in reading centers and in small teacher-lead flexible guided reading groups. The students also completed activities that improved their reading comprehension and fluency. After completing the sixteen-week study the students were assessed using district provided comprehension and fluency assessments. In addition to these assessments, a rubric was used to evaluate each of the graphic organizers completed by the students. Post intervention analysis of the district provided comprehension assessment, district provided fluency assessment, and rubric for the independent use of graphic organizers showed that both the second and fourth grade students at Sites A and B increased in the areas of reading comprehension and fluency. All in all the interventions of guided reading with leveled texts, flexible grouping, and graphic organizers yielded positive results for the second and fourth grade students at both Sites A and B. Appended are: (1) Teacher Survey; (2) Graphic Organizer Rubric; and (3) Lesson Plans; and (4) Revised Lesson Plans. (Contains 5 tables and 11 figures.) [Master Thesis, Saint Xavier University.]
Abstractor:	Author
Reference Count:	26

Note:	N/A
Identifiers:	United States (Midwest)
Record Type:	Non-Journal
Level:	N/A
Institutions:	N/A
Sponsors:	N/A
ISBN:	N/A
ISSN:	N/A
Audiences:	N/A
Languages:	English
Education Level:	Grade 2; Grade 4

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