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dc.contributor.authorSonricker, Jennifer L.
dc.date.accessioned2021-09-07T21:58:06Z
dc.date.available2021-09-07T21:58:06Z
dc.date.issued5/1/2008
dc.identifier.urihttp://hdl.handle.net/20.500.12648/5883
dc.description.abstractIn an effort to understand and improve the reading ability and group dynamics in an elementary classroom, this thesis project examines several questions regarding the potential interaction of learning practices and social skills. The overarching question – How can guided reading groups affect student achievement in reading? Secondary inquiries centered on how scaffolding instruction aids comprehension in reading and fluency, and what happens to student attitudes when working cooperatively in small, level-based, reading groups. The literature review examines the various methods and practices in guided reading instruction including collaborative and cooperative group instruction, reading workshops, reading journals, and graphic organizers. The research study was conducted over a six month time span in a fourth grade, inclusive classroom. Data was collected using pre and post student surveys, running records and various reading assessments, Benchmark Assessment tools primarily. Conclusions noted that the use of intentional guided reading groups aided in student achievement and reading literacy as well as the development of social skills.
dc.subjectGuided Reading
dc.subjectSocial Dynamics
dc.subjectElementary Education
dc.subjectFountas
dc.subjectPinnelle
dc.subjectSelf-Esteem
dc.titleGuided Reading Group Instruction and Reading in Studies
dc.typethesis
refterms.dateFOA2021-09-07T21:58:06Z
dc.description.institutionSUNY Brockport
dc.description.departmentEducation and Human Development
dc.description.degreelevelMaster of Science in Education (MSEd)
dc.source.statuspublished
dc.description.publicationtitleEducation and Human Development Master's Theses
dc.contributor.organizationThe College at Brockport
dc.languate.isoen_US


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