Guided Reading in the Elementary Classroom: Assessing Student Progress to Inform and Individualize Guided Reading Instruction

dc.contributor.author	Powell, Jennifer Lyndsay
dc.date.accessioned	2021-09-07T22:05:24Z
dc.date.available	2021-09-07T22:05:24Z
dc.date.issued	2010-12-01
dc.identifier.uri	http://hdl.handle.net/20.500.12648/6089
dc.description.abstract	The purpose of this study is to determine what reading assessments teachers are using to inform their guided reading instruction. The ways that teachers use the data from the assessments in terms of guided reading instruction and grouping was also addressed. Finally, the frequency of the administration of assessments will also be a critical piece of this study.
dc.subject	Thesis 1999
dc.subject	Brockport Thesis Collection
dc.subject	Education
dc.subject	Reading Assessments
dc.title	Guided Reading in the Elementary Classroom: Assessing Student Progress to Inform and Individualize Guided Reading Instruction
dc.type	thesis
refterms.dateFOA	2021-09-07T22:05:24Z
dc.description.institution	SUNY Brockport
dc.description.department	Education and Human Development
dc.description.degreelevel	Master of Science in Education (MSEd)
dc.source.status	published
dc.description.publicationtitle	Education and Human Development Master's Theses
dc.contributor.organization	The College at Brockport
dc.languate.iso	en_US

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