The Impact of Guided Reading Instruction on First Grade Student Learning Growth

RED: a Repository of Digital Collections 2020-05-15T07:00:00Z

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.

Small Group Guided Reading; Reading Instruction; First Grade Student Literacy Learning; Curriculum and Instruction; Elementary Education; text

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MUO oai:red.mnstate.edu:thesis-1371
https://red.mnstate.edu/thesis/338
1179136030

MINNESOTA STATE UNIV MOORHEAD LIVINGSTO
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