An implemenation of guided reading in elementary schools

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dc.contributor.advisorYoung, Chase
dc.contributor.advisorEllis, Christina
dc.creatorPolk, Lisa J.
dc.creator.orcid0000-0003-3254-5809
dc.date.accessioned2020-12-10T14:03:02Z
dc.date.available2020-12-10T14:03:02Z
dc.date.created2020-12
dc.date.issued2020-10-30
dc.date.submittedDecember 2020
dc.date.updated2020-12-10T14:03:03Z
dc.description.abstractThe purpose of this mixed methods study was to examine elementary teachers’ understanding of guided reading within a first-year implementation. The researcher conducted a survey and employed both a qualitative and quantitative data analysis. The convergent parallel design of this study allowed for a simultaneous analysis of qualitative and quantitative data. The researcher employed a series of correlations to examine the relationships of the variables included in this study. Findings revealed a need to clarify important practices of the guided reading approach. Areas of guided reading in need of support included: texts used, grouping methods, scheduling time for guided reading, and assessments used in guided reading. Information from the analyses was used in a performance evaluation to inform support needs for schools. Guided reading, nestled in the balanced literacy framework, provides differentiated instruction to optimize student growth. As new school accountability measures focus on the growth of all students, guided reading provides an instructional context enabling differentiation to occur. A new to district implementation of guided reading provided the need of a program evaluation to be conducted. The findings of the study informed the program evaluation of teachers’ knowledge of guided reading and the areas of guided reading in need of further support.
dc.format.mimetypeapplication/pdf
dc.identifier.urihttps://hdl.handle.net/20.500.11875/2910
dc.language.isoen
dc.subjectAccountability
dc.subjectAchievement
dc.subjectAssessments
dc.subjectBalanced literacy
dc.subjectCorrelations
dc.subjectDifferentiation
dc.subjectElementary
dc.subjectGrouping
dc.subjectGuided reading
dc.subjectImplementation
dc.subjectMixed methods
dc.subjectProgram evaluation
dc.subjectSchool
dc.subjectSurvey
dc.titleAn implemenation of guided reading in elementary schools
dc.typeThesis
dc.type.materialtext
thesis.degree.departmentLanguage, Literacy and Special Populations
thesis.degree.grantorSam Houston State University
thesis.degree.levelDoctoral
thesis.degree.nameDoctor of Education

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