Increased Frequency and Planning: A More Effective Approach to Guided Reading in Grade 2

Autor/in	Young, Chase
Titel	Increased Frequency and Planning: A More Effective Approach to Guided Reading in Grade 2
Quelle	In: Journal of Educational Research, 112 (2019) 1, S.121-130 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Young, Chase)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0671
DOI	10.1080/00220671.2018.1451814
Schlagwörter	Reading Ability; Grade 2; Elementary School Students; Reading Instruction; Reading Achievement; Independent Reading; Individualized Instruction; Teacher Student Relationship; Educational Legislation; Elementary Secondary Education; Federal Legislation; Teaching Guides; Reading Comprehension; Achievement Gains; Instructional Effectiveness + Suchen Sie Ihr Suchwort? Reading competence; Lesekompetenz; School year 02; 2. Schuljahr; Schuljahr 02; Leseunterricht; Leseleistung; Freies Lesen; Individualisierender Unterricht; Teacher student relationships; Lehrer-Schüler-Beziehung; Bildungsrecht; Schulgesetz; Bundesrecht; Lehrerhandbuch; Leseverstehen; Achievement gain; Leistungssteigerung; Unterrichtserfolg
Abstract	This yearlong quasi experimental study examined the effects of two approaches to guided reading on second-grade students' reading abilities. The 79 subjects were chosen as a nonprobability sample and served as the treatment and comparison groups. The groups were pre- and post tested using the Developmental Reading Assessment, Second Edition determine students' reading levels. A 2 × 2 repeated measures analysis of variance revealed significant main and interaction effects. According to a post hoc analysis of mean difference effect size, both groups experienced very large effects, but treatment effects (d = 3.66) were much larger than the comparison (d = 1.34). The results suggest that increased emphasis on guided reading can lead to a greater impact on second-grade students' reading ability. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01