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Dissertations / Theses on the topic 'Reading guides'

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Published: 4 June 2021
Last updated: 1 February 2022

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1

Peters, Christy Smith. "Resource guide for guided reading." CSUSB ScholarWorks, 1999. https://scholarworks.lib.csusb.edu/etd-project/1854.

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2

Papen, Uta. "Tour guides, textbooks and TV's : uses and meanings of literacy in Namibia." Thesis, King's College London (University of London), 2002. https://kclpure.kcl.ac.uk/portal/en/theses/tour-guides-textbooks-and-tvs--uses-and-meanings-of-literacy-in-namibia(fade0753-f924-4bbe-848b-5902b7fae59c).html.

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3

Carlisle-Steingass, Jennifer L. "The Use of Anticipation Guides with 10th Grade Environmental Science Students." Defiance College / OhioLINK, 2004. http://rave.ohiolink.edu/etdc/view?acc_num=def1281546664.

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4

Daniel, Windy. "Shortcuts With the Help of the Digital World : A Study of Study Guide Websites and Their Presence in the EFL Upper Secondary Classrooms." Thesis, Jönköping University, Högskolan för lärande och kommunikation, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-50806.

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This study aims to explore students’ use of study guide websites when assigned novels and similar literary works in the EFL classroom in Swedish upper secondary schools. The study is based on the mixed-method approach and the findings reveal that all students that participated in the questionnaire and the interviews used study guide websites in a sense. By further exploring the reasons behind the use of these websites, three categories were discovered based on the conducted interviews: time, comprehension and interest. The findings also reveal that a few students used the study guide websites as an aid, other students used them to substitute reading the assigned literary work, while a few students used the study guide websites both as an aid and as a substitute. Finally, the study concludes that all the participants from the interviews acknowledge that study guide websites cannot substitute literary works entirely and even though they acknowledge the use of them, they do not believe that these websites include enough detailed information about the literary work.
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5

Liu, Tina Meng-Ting. "Strategies to enhance reading comprehension for the NESB students : research project." Thesis, University of Canterbury. School of Educational Studies and Human Development, 2005. http://hdl.handle.net/10092/2832.

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Reading skills are essential for all students for their successful advancement through school and on into adult life. With limited English, many Non English Speaking Background (NESB) students are under-achieving at school due to their lack of reading ability in English. This research investigates a skills-based program with an emphasis on decoding (often referred to as a bottom-up theoretical perspective) compared to a program emphasising the development of comprehension strategies, where higher level thinking is required (top-down perspective). Using a case study approach with one NESB student, it appeared that a skills-based approach was more successful and preferred by the student.
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6

Culver, Tiffany Fawn. "AN INVESTIGATION OF STUDY GUIDES AND QUIZZES TO IMPROVE COLLEGE STUDENTS' READING COMPLIANCE, COMPREHENSION, AND METACOGNITIVE STRATEGIES." MSSTATE, 2008. http://sun.library.msstate.edu/ETD-db/theses/available/etd-07102008-113351/.

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This study was designed to investigate practical and effective methods of increasing reading compliance, reading comprehension, and metacognitive reading strategies in the college classroom. Participants were recruited from Delta State University, a small university located in Cleveland, MS. There were 148 students who completed the study. 50% of these participants were Caucasian and 42% were African American. The average age of the participant was 20.0 years of age. Students were primarily freshman and sophomore undergraduate students taking a Psychology course. The following instruments were used during the course of this study: The Nelson Denny Reading Test, The College Textbook Questionnaire, The Survey of Reading Compliance (pretest and posttest), two teacher-made comprehension tests, and the Metacognitive Reading Strategies Questionnaire (pretest and posttest). The independent variables in this study were the threat of the Monte Carlo quiz and the availability of the Readers Guide. Dependent variables included the scores from the Survey of Reading Compliance (pretest and posttest), scores from the comprehension (pretest and posttest), and scores from the Metacognitive Reading Strategies (pretest and posttest). Results from this study suggested that the majority of college undergraduates reported reading their course textbook 2 hours or less per week. According to the results from the Nelson Denny Reading Test, undergraduates scored relatively high on comprehension. However, performance on the teacher-made comprehension tests based on textbook material was very low. The Metacognitive Reading Strategies Questionnaire suggested that undergraduates are utilizing some basic metacognitive reading strategies, but do not use more sophisticated strategies. The threat of the Monte Carlo quiz had no statistically significant effect on reading compliance, comprehension, or metacognitive reading strategies. The Readers Guide did not have a statistically significant effect on reading compliance or comprehension. However, students exposed to the Readers Guide experienced a statistically significant increase in the use of metacognitive strategies.
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7

Eckhoff, Teri L. "The effect on developmental college students’ independent reading rates after implementing an intervention of guided readings using the reading plus computerized reading program." Thesis, Wichita State University, 2011. http://hdl.handle.net/10057/3952.

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This study investigated the best approach to increase a student’s reading rate while using the computerized reading program Reading Plus. The participants were community college students enrolled in developmental reading classes. The experimental students completed guided reading lessons using a guided reading format versus the control students, who completed guided reading lessons using both independent and guided reading formats. Pre- and post-testing assessed reading levels, oral reading rates, and silent reading rates of both groups. While pre- vs. post-test scores showed increases in reading rates on three different assessment measures for both groups, these increases were not statistically significant.
Thesis (M.Ed.)--Wichita State University, College of Education, Dept. of Curriculum and Instruction.
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8

Sharp, L. Kathryn. "Close Reads and Guided Reading." Digital Commons @ East Tennessee State University, 2016. https://dc.etsu.edu/etsu-works/4286.

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9

Parris, Amy. "Reading recovery a parent guide /." [Denver, Colo.] : Regis University, 2006. http://165.236.235.140/lib/AParrisPartI2006.pdf.

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10

Molzahn, Debra M. "Teachers' attitudes toward shared reading, guided reading, and learning centers." Menomonie, WI : University of Wisconsin--Stout, 2005. http://www.uwstout.edu/lib/thesis/2005/2005molzahnd.pdf.

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11

Carrasco, Mary Epperson. "Kindergarten Teachers' Perspective on Guided Reading." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2525.

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Within a Southwestern school system, deficits in early literacy skills exist as is illustrated by kindergarten students not meeting the requirements on the Phonological Awareness and Phonics Inventory (PAPI). To address this deficit in early literacy skills, the school system instituted the use of the Guided Reading Approach (GR); however, it was unknown how the kindergarten teachers were implementing GR. The purpose of this study was to investigate the experiences and challenges of kindergarten teachers who implement GR. Vygotsky's sociocultural theory of learning and constructivist theory provided the conceptual framework. Research questions explored the thoughts, attitudes, and beliefs teachers hold about GR as well as the challenges teachers face when incorporating GR. A case study methodology was used to investigate 6 kindergarten teachers' experiences with implementing GR through the use of interviews and document analysis. Analysis of data revealed that teachers believed that GR was a necessary component of teaching and increased student success. However, teachers did not have enough training, collaboration, or time to invest in GR. A professional training was developed for teachers as a result. The 3-day training will provide teachers with an overview of GR, opportunities for the participants to collaborate with colleagues, and time for the development of GR lesson plans that can immediately be transferred to the classroom. Positive social change may result by helping teachers better understand GR (components and implementation), which may result in an improved reading program, higher student performance, and information to influence others to improve reading programs.
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12

Jensen, Mary Claire. "Measuring Music Reading: A Guide to Assessment Methods." Thesis, Université d'Ottawa / University of Ottawa, 2016. http://hdl.handle.net/10393/35540.

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Music reading is a complex skill. In order to better understand the reading process and evaluate the effects of teaching intervention, it is essential to measure this skill. Research in the field of music pedagogy has provided a number of studies concerned with the measurement of music reading, using varying methods of assessment. However, the corpus of literature is lacking in organization and clarity, in part due to the fact that the assessment methods come from diverse disciplines and the studies themselves may present a number of inconsistencies. Using a research model based on systematic review, the objective of the thesis is to provide an organized synopsis of music reading assessment methods. The thesis has identified and compiled a corpus of 88 relevant studies, with an emphasis on experimental keyboard research in the Western, classical, tonal tradition, though studies with woodwind, brass, percussion, and vocal instrumentation are included as necessary. The assessment methods employed in the studies are classified according to one of three broad categories: test measurements, eye-tracking measurements, and neurological measurements. The purpose of this guide is to be a reference for researchers and educational practitioners, and includes comparison and summary charts and a concluding index.
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13

Sell, Julie. "Incorporating guided reading into a first grade classroom." CSUSB ScholarWorks, 1997. https://scholarworks.lib.csusb.edu/etd-project/1378.

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14

Vandever, Michelle Elaina. "Teaching literacy through guided reading, running records, and miscue analysis." [Denver, Colo.] : Regis University, 2009. http://adr.coalliance.org/codr/fez/view/codr:166.

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15

Becker, Peggy Sue. "Comprehending through metacognition: A teacher resource guide for grades four through high school." CSUSB ScholarWorks, 2000. https://scholarworks.lib.csusb.edu/etd-project/1598.

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The project section is divided into two parts. Part one contains lesson plans that focus on the process of comprehending and part two contains lesson plans that focus on the product of comprehension. Both parts provide the reader with valuable strategies that address the needs of struggline readers in reading comprehension.
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16

Stone, Rebecca Jean. "A Teacher's Guide to Academic Reading: Focusing on the Academic Reading Demands of ESL Learners." BYU ScholarsArchive, 2013. https://scholarsarchive.byu.edu/etd/3882.

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With over 765,000 English-as-a-second-language (ESL) students studying in the United States, a greater understanding of the academic requirements and demands these students face while studying in the US is needed. Some of the biggest challenges they face include the amount of reading required and the various tasks employed with academic reading. University reading tasks require more than an understanding of the text. These tasks place a strong emphasis on text comprehension, summary, synthesis, and critical analysis. This is problematic as students, especially ESL learners, lack experience with academic tasks, and many additionally struggle with low metacognitive awareness, limited or low reading fluency, limited vocabulary, and difficulty understanding text organization. This article will present a research-informed website, A Teacher's Guide to Academic Reading, designed for teachers preparing ESL learners for the demands and difficulties of university reading. A Teacher's Guide to Academic Reading specifically informs teachers of academic reading demands and provides resources to help their learners develop fluent reading skills, critical reading skills, and general academic skills.
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17

Turpin, Hester Thompson. "Inservice videos in guided reading, writers' workshop and working with words." CSUSB ScholarWorks, 1998. https://scholarworks.lib.csusb.edu/etd-project/1407.

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This project was developed to meet the needs of teachers who have been trained in the components of balanced literacy: reading aloud, shared reading, guided writing, writers' workshop and working with words.
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18

Gibeault, Kimberly. "The use of ability grouping and flexible grouping within guided reading." Online version, 2008. http://www.uwstout.edu/lib/thesis/2008/2008gibeaultk.pdf.

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19

Hoopes, Stacey L. "An overview of instructional activities used before, during, and after reading to scaffold guided reading and shared reading instruction /." Diss., CLICK HERE for online access, 2009. http://contentdm.lib.byu.edu/ETD/image/etd2853.pdf.

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Hoopes, Stacey Lea. "An Overview of Instructional Activities Used Before, During, and After Reading to Scaffold Guided Reading and Shared Reading Instruction." BYU ScholarsArchive, 2009. https://scholarsarchive.byu.edu/etd/1708.

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The purpose of this study was to investigate the use of instructional activities that take place before reading, during reading, and after reading in guided reading and shared reading routines in elementary school classrooms in Utah school districts. This project used extant data from classroom observations to answer questions about how the observed activities were used as part of guided and shared reading routines in second and third grades within the five school districts of the Brigham Young University-Public School Partnership. The results of this study showed that there were differences in how teachers implemented the before reading, during reading, and after reading activities for guided and shared reading. The average teacher devoted more time to instructional activities during the reading portion of guided or shared reading than to instructional activities used before reading or after reading as part of the guided reading or shared reading routines. Differences between frequencies for instructional activities done after reading in guided reading differed significantly between second and third grade classrooms in the study. This study determined that school districts in the study had significantly different frequencies for instructional activities implemented before, during, and after reading in guided reading. These significant results and the results of other comparisons were used to provide insights about the possible implications of this study.
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21

Carss, Wendy Diane. "The Effects of using Think-Pair-Share during Guided Reading Lessons." The University of Waikato, 2007. http://hdl.handle.net/10289/2233.

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The aim of this research was to describe the effects of Think-Pair-Share strategies, used during Guided Reading lessons, on reading achievement. Think-Pair-Share is a co-operative teaching strategy that includes three components; time for thinking, time for sharing with a partner and time for each pair to share back to a larger group. The use of Think-Pair-Share unites the cognitive and social aspects of learning, promoting the development of thinking and the construction of knowledge. The strategy lends itself to inclusion within Guided Reading lessons, where the focus is on meaningful discussion around text and promotion of the use of comprehension skills and strategies to foster comprehension. The literature review describes the effectiveness of explicit comprehension strategy instruction within the context of small group discussion. Strategies that foster cooperative learning have been successful in developing interpersonal skills, cognitive skills and metacognitive awareness. There is very little research documenting the effects of the use of the Think-Pair-Share strategy. The study took place in a Year 6 classroom with two intervention groups, each containing six children. One group was reading above their chronological age and the other below. Control groups reading at these levels were also used. Three variations of Think-Pair-Share were utilised during the eight week intervention period; Predict-Pair-Share, Image-Pair-Share and Summarise-Pair-Share, and the research centred on the effects of the intervention on reading comprehension. A quasi-experimental design was employed using a pre-test, post-test format and a mix of quantitative and qualitative measures to ascertain the effects. The results confirmed the positive effects of the strategy on reading achievement, especially for those students reading above their chronological age, although an extended period of intervention may have had more significant effects on those reading below. Positive effects on aspects of oral language use, thinking, metacognitive awareness, and the development of reading comprehension strategies were noted with both of the intervention groups. Results have significance for those concerned with implementing effective literacy practice. They demonstrate the versatility of the Think-Pair-Share strategy as a tool to foster conversation, and one that can be adapted to suit the learning focus and the needs of particular groups of students.
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22

Tolley, Rebecca. "Review of Women's Nonfiction: A Guide to Reading Interests." Digital Commons @ East Tennessee State University, 2010. https://dc.etsu.edu/etsu-works/5653.

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23

Guns, Christine. "A COMPARISON OF LITERATURE-BASED AND CONTENT-BASED GUIDED READING MATERIALS ON ELEMENTARY STUDENT READING AND SCIENCE ACHIEVEMENT." VCU Scholars Compass, 2012. http://scholarscompass.vcu.edu/etd/2893.

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Guided reading, as developed by Fountas and Pinnell (2001), has been a staple of elementary reading programs for the past decade. Teachers in the elementary school setting utilize this small group, tailored instruction in order to differentiate and meet the instructional needs of the students. The literature shows academic benefit for students who have special needs, such as learning disabilities, autism, and hearing impairments but consideration of academic impact has not been investigated for regular education students. The purpose of this quasi-experimental study was to investigate the academic impact of the use of content-related (Group C) and the traditional literature-based (Group L) reading materials. During the Living Systems and Life Processes unit in science, two teachers self-selected to utilized science-related materials for guided reading instruction while the other three teacher participants utilized their normal literature-based guided reading materials. The two groups were compared using an ANCOVA in this pre-test/post-test design. The dependent variables included the Reading for Application and Instruction assessment (RAI) and a Living Systems and Life Processes assessment (LSA). Further analysis compared students of different reading levels and gender. The data analyses revealed a practical but not statistical significance for students in science performance. It was discovered that below level male and female students performed better on the LSA when provided with content-related guided reading materials. As far as reading achievement is concerned, students in both groups had comparable results. The teachers provided guided reading instruction to their students with fidelity and made adjustments to their practices due to the needs of their students. The content-related teachers utilized a larger number of expository texts than the literature-based teachers. These teachers expressed the desire to continue the practice of providing the students with content-related materials.
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24

Challen, Doreen. "A pedagogical exploration of guided reading in three primary classrooms." Thesis, University of Southampton, 2013. https://eprints.soton.ac.uk/358500/.

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The focus of this study is what Alexander (2000) refers to as the ‘heart of pedagogy’: the moment-by-moment transactions between a teacher and a small group of learners, viewed through a socio-cultural lens. I explore how three primary teachers enact a small-group pedagogic approach termed ‘guided reading’; the beliefs and values underpinning and informing their discursive behaviours; and how they have arrived at their current understandings as they have travelled through a changing pedagogic landscape. My research took the form of a multiple case study, drawing on rich qualitative data from observation, interviews and ‘video-stimulated reflective dialogue’. By bringing different data layers into dialogue, I was able to identify patterns and themes, and to reconstruct the teachers’ pedagogies in theoretical terms. The theoretical framework is most substantially derived from the work of Basil Bernstein. Although each lesson was readily identifiable as guided reading, the teachers’ approaches varied substantially, reflecting alternative views of self as teacher-of reading and of children as learners. Certain elements of their pedagogies were identified which appeared likely to support children’s learning, although the high level of teacher control restricted children’s opportunities to engage more actively in their own learning. The children viewed school reading and home reading as distinct cultural practices. The study explores the under-researched area of guided reading, but is also unusual in its attempt to apply a Bernsteinian framework to an aspect of English primary education. It illustrates how fine nuances of teacher behaviour can expand or constrain possibilities for pupil learning, and demonstrates the potential of small-group contexts for pupil learning.
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25

Bixler, Karen J. "Five dimensional literacy strategies a guide for elementary classroom teachers /." [Denver, Colo.] : Regis University, 2006. http://165.236.235.140/lib/KBixler2006.pdf.

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26

Henning, Bianka. "Using dynamic assessment to guide differentiated instruction of reading comprehension." Diss., University of Pretoria, 2015. http://hdl.handle.net/2263/56933.

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Many school going learners in South African schools face a daily challenge of reading and comprehending texts written in English their first additional language (AL1). Learners need to develop their basic interpersonal communication skills and cognitive academic language proficiency to make sense of that which they are reading. Many South African learners lack basic comprehension skills and in general have low literacy rates. If learners master basic reading comprehension skills they could possibly overcome many of the challenges they face. However all learners have unique learning needs, making it imperative to differentiate the instruction of reading comprehension. For this reason the study looked at the use of dynamic assessment to guide the differentiated instruction of reading comprehension skills. The research was qualitative, conducted within a combination of constructivist, social-constructionist and social-constructivist paradigmatic perspectives. The study took the form of a case study at a predominantly Afrikaans school in a small town in South Africa. The Grade 7 learners were grouped into four bands according to their average reading comprehension performance. By means of a combination of convenience, purposive and random sampling strategies, sixteen participants were selected from the different bands. Observations, participants answer sheets, individual discussions and a researcher s journal were used as data collection strategies. Three reading comprehension tasks focusing on different text types were administered to all the classes. From the results obtained from the first and second tasks lessons on basic reading comprehension strategies were designed and presented in class. The participants received mediation additionally during individual discussions subsequent to the first two reading comprehension tasks. During the process of data analysis both a priori and emerging codes were utilised and combined to form five overall themes for further analysis, namely Vocabulary, Background knowledge, Knowledge of text organization, the Assessment experience and Principles of the zone of proximal development. The findings revealed that five dynamic assessment strategies could possibly be successfully utilised in the Grade 7 classroom to inform the differentiated instruction of reading comprehension skills: 1) Dialogue between teachers and learners; 2) The careful construction of questions in an attempt to prevent the assessment instrument in itself from becoming a barrier to learning; 3) Phrasing questions in such a way that they guide learners to specific parts of text where answers can be found; 4) Including word explanations in the assessment instrument; and 5) Referring learners who lack basic reading skills for appropriate remedial programmes.
In Suid-Afrika ervaar heelwat skoolgaande leerders `n daaglikse uitdaging om tekste in Engels hulle eerste addisionele taal (AT1) - te lees met begrip. Indien leerders leesmateriaal met genoegsame begrip wil lees, moet hulle basiese interpersoonlike kommunikasievaardighede en kognitiewe akademiese taalvaardigheid ontwikkel word. Baie Suid-Afrikaanse leerders se basiese leesbegripvaardighede is ontoereikend en verder toon baie leerders ook in die algemeen `n lae geletterdheidsvlak. Baie van die uitdagings wat leerders ervaar kan moontlik oorbrug word indien hulle basiese leesbegripvaardighede bemeester. Tog het alle leerders unieke leerbehoeftes en juis daarom is dit noodsaaklik om die onderrig van leesbegripvaardighede te differensieer. Juis daarom het die studie gefokus op die gebruik van dinamiese assessering om die gedifferensieerde onderrig van leesbegripvaardighede te rig. Die navorsing was kwalitatief en uitgevoer binne `n kombinasie van konstruktivistiese, sosiale- konstruktionistiese en sosiale-konstruktivistiese paradigmatiese raamwerke. Die studie het die vorm van `n gevallestudie by `n oorwegend Afrikaanse skool in `n klein dorpie in Suid-Afrika aangeneem. Die Graad 7 leerders was volgens hulle gemiddelde leesbegrip prestasie in vier verskillende groepe verdeel. Deur middel van `n kombinasie van gerieflikheids-, doelmatige-, en ewekansige steekproefopnames is sestien deelnemers geselekteer uit die verskillende groepe. Observasies, deelnemers se antwoordblaaie, individuele gesprekke en `n navorsersjoernaal is gebruik as data-insamelingstegnieke. Drie leesbegripopdragte, wat elk gefokus het op `n ander tipe teks, is toegepas in al die Graad 7 klasse. Die resultate verkry van die eerste en tweede leesbegripopdragte is aangewend om lesse saam te stel wat ten doel gehad het om basiese leesbegrip-vaardighede te onderrig. Die deelnemers het verder ook addisionele mediëring ontvang gedurende individuele gesprekke wat op die eerste twee leesbegripopdragte gevolg het. Gedurende die proses van data-analise is beide a priori kodering en kodes wat vanuit die data na vore gekom het gebruik en gekombineer om vyf finale temas vir verdere analise te vorm, naamlik Woordeskat, Agtergrondkennis, Kennis van teksorganisasie, die Assesserings-ervaring en Prinsipes van die terrein van naasliggende ontwikkeling. Die bevindinge het getoon dat vyf dinamiese assesseringstrategieë moontlik suksesvol aangewend kan word in die Graad 7 klaskamer om besluite te neem in verband met die differensiasie van die onderrig van leesbegripvaardighede, naamlik 1) Dialoog tussen onderwysers en leerders; 2) Die versigtige bewoording van vrae, sodat die assesserings-instrument self nie `n leerhindernis word nie; 3) Die formulering van vrae op so `n wyse dat dit leerders lei na spesifieke dele in die teks waar die antwoorde gevind kan word; 4) Die insluiting van verduidelikings van woordeskat wat in die assesserings-instrument voorkom; en 5) Die verwysing van leerders wie se leesvermoë nie op standaard is nie na geskikte remediërende programme.
Dissertation (MEd)--University of Pretoria, 2015.
tm2016
Educational Psychology
MEd
Unrestricted
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27

Walizer, Beth R. "The impact of preservice teacher Guided Reading tutorials on the reading achievement and attitude of second graders /." Search for this dissertation online, 2004. http://wwwlib.umi.com/cr/ksu/main.

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28

Miranda, Ivonne. "Elementary Teachers' Beliefs of Using Guided Reading Pedagogy and Student Data." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5227.

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In today's classrooms, many teachers meet students' reading needs by providing guided reading. However, little is known about how teachers combine student data and pedagogical content knowledge to plan guided readings lessons. This study focused on understanding how elementary teachers use guided reading pedagogical content knowledge and student data when planning a guided reading lesson. The conceptual framework was based on Fountas and Pinnell's guided reading framework, and Clay's theory of data collection with respect to literacy processing. The research questions concerned how teachers' use, guide, and reflect on guided reading pedagogical content knowledge and students data when planning a guided reading lesson. A qualitative study using both phenomenological and case study aspects was utilized to capture insights of elementary teachers from a successful Title 1 school. This study included a single elementary school. Participants included 10 elementary teachers from grades K-5. Data sources included introductory and follow-up teacher interviews as well as teacher lesson plans. Data were analyzed using coding for identification of patterns. The findings revealed that teachers believe their success lies in searching for the right books use to differentiate their guided reading instruction based on each student's individual data. They also believe their success comes from providing background knowledge to students when teaching guided reading lessons to pique their students interest and help them better understand what they are reading. This study can contribute to positive social change by providing administration insights to how to prepare high quality professional development to help teachers plan guided reading lessons.
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Buckley-Foster, Philippa. "What factors influence the evolution of beginning teachers' reading programmes?" Thesis, University of Canterbury. Christchurch College of Education, 2005. http://hdl.handle.net/10092/3799.

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What influences the evolution of junior school reading programmes in the classrooms of beginning teachers? Of all the classroom skills required of beginning teachers, those contributing to the implementation of an effective instructional reading programme perhaps represent some of the most complex and sophisticated challenges that will be encountered. Add to this the critical importance to young children of successfully learning to read and the very obvious picture of reading progress revealed by modern assessment practices, and the result is an aspect of teaching that can assume a position of significant focus. This is especially true for teachers working with junior school children. This study investigated the current practices of three junior school teachers during their first two years teaching, how these practices have evolved over time and identifies the factors that have influenced each teacher. Participants' stories were gathered during individual interviews to establish current practices and these were compared with a typical sample of classroom reading instruction that had been captured on video prior to the initial interviews. Each teacher also participated in an individual follow up interview during which they were able to observe the sample video excerpt and comment reflectively upon their practice in the light of their observations. This study found that developing effective junior school reading programmes generated considerable angst for these beginning teachers. While they were able to draw upon preservice preparation when articulating their intentions, the transition from the abstractions of theory to the realities of classroom practice challenged their teaching skills in this fledgling stage of their career. Despite an apparent commitment to guided reading as emphasized in pre-service literacy courses, each participant implemented round robin reading as their initial teaching strategy. In order to implement reading pedagogy as advocated within their pre-service experiences, the emergence of a professional conscience appears to have been critical. The way that teachers' understanding of literacy acquisition consolidates is greatly influenced by their practical classroom experiences and the personal capacity that they bring to the teaching role. The findings of this study support Berliner (1994) and Huberman (1989) because each of the teachers could be placed on a trajectory of teacher development. However stage related views of professional development do not fully reflect the complexity of individuals combined with the uniqueness of their contexts. The broader perspective highlighted in the work of Nias (1989) provided a framework more accommodating of the realities encountered during this study.
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Knutson, Jennifer S. "The effect of corrective feedback and individualized practice guided by formative evaluation on the reading performance of children who have not made adequate progress in early reading instruction /." view abstract or download file of text, 2005. http://wwwlib.umi.com/cr/uoregon/fullcit?p3181106.

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Thesis (Ph. D.)--University of Oregon, 2005.
Typescript. Includes vita and abstract. Includes bibliographical references (leaves 121-126). Also available for download via the World Wide Web; free to University of Oregon users.
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Christian, Laura. "Reading Beyond the Words: How Implementing Esl Strategies During Modified Guided Reading Affects a Deaf Student’s Language Acquisition Process." Thesis, University of North Texas, 2013. https://digital.library.unt.edu/ark:/67531/metadc499994/.

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While Deaf students are not typically classified as English as a second language (ESL) students, the majority of deaf students first become fluent in a signed language, making them ideal candidates for ESL research. This case study has been designed to explore the ways in which one method of ESL reading instruction, known as modified guided reading (MGR), affects the language acquisition process, and resulting reading comprehension level, of a deaf student over eleven weeks. The study documented the student’s language acquisition development both in American Sign Language (ASL) and in English, as well as tracked the student’s growth in reading comprehension, metalinguistic awareness, and visual attention skills. The Accelerated Reader (AR) program, benchmark testing, and daily observations were used to measure growth. Findings of the study suggest that the ESL methods implemented through MGR positively impacted the student’s language acquisition process, reading comprehension level, metalinguistic awareness, and visual attention skills. Results showed an increase in all three of the student’s AR scores as follows: 31% in reading level, 13.1% in number of words read, and 13.2 % in comprehension test scores. Observations and benchmark testing revealed increased metalinguistic knowledge in word, syntactic, and pragmatic awareness. Visual attention skills were found to be the key element in allowing reading comprehension to take place and strategies for improving these skills were found to be a necessary part of the MGR process.
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Nyak, Gopa. "The Contribution of 'guided interactive reading' to the development of reading skills and attitudes towards reading in Chinese learners of English as a second language." Thesis, University of Oxford, 2009. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.517302.

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Gostenik, Sarah Cass. "Reading comprehension strategies for students with autism a guide and social skills unit plan /." [Denver, Colo.] : Regis University, 2008. http://165.236.235.140/lib/sgostenik2008.pdf.

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Higgins, Lynnda G. "An evaluation of the relationship between Criterion-Referenced Competency Test reading comprehension and Lexile scores and Fountas and Pinnell's guided reading levels in a Georgia Public School District." Lynchburg, Va. : Liberty University School of Education, 2009. http://digitalcommons.liberty.edu.

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Larson, Deborah K. "The impact of fifth grade reading strategies acquired through guided reading on oral and written responses in literature discussion groups /." Search for this dissertation online, 2003. http://wwwlib.umi.com/cr/ksu/main.

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Orgun, Firat. "Effects Of Guided Reading On Upper-intermediate Level English Langauge Learners&#039." Master's thesis, METU, 2004. http://etd.lib.metu.edu.tr/upload/2/12605224/index.pdf.

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This study aims at finding whether reading about a specific topic/genre affects the writing outcome on the same topic/genre and the general writing performance positively in terms of content, organization, grammar, vocabulary and mechanics. This study was conducted with two upper-intermediate level EFL classes. Both groups were given a sample KPDS and a pre-test of writing at the beginning of the study. For five weeks, one of the groups received extra reading instruction with the usual writing instruction while the other group followed usual writing instruction only. Both groups&rsquo
performance was tested with a writing test at the end of each week and a post-test at the end of the treatment. The analyses of the data collected through these tests indicated that there were not significant differences between the mean scores of the two groups (p&
#61502
0.05). Hence it was found that the different treatments applied to the groups proved no difference in terms of improving students writing ability.
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Wong, Man-ying, and 黃敏瀅. "The effectiveness of using guided reading to enhance primary school students' language competency =." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2006. http://hub.hku.hk/bib/B3765049X.

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Kruizinga, Alide. "An evaluation of Guided Reading in three primary schools in the Western Cape." Thesis, Stellenbosch : University of Stellenbosch, 2010. http://hdl.handle.net/10019.1/1581.

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Thesis (MEd (Curriculum Studies)--University of Stellenbosch, 2010.
ENGLISH ABSTRACT: Given that the South African government intends to improve its literacy rates by implementing Guided Reading in the primary schools, teachers are challenged to give good quality Guided Reading instruction. This study evaluates how teachers understand and implement Guided Reading in Grade 1 and 2 at three public schools in the Western Cape. It discusses how Guided Reading can be a teaching context in which children learn to construct meaning independently from text. In addition, the study gives explanation on how to implement Guided Reading into classrooms. To gather data on teachers’ current understanding and implementation of Guided Reading, a Guided Reading Self-Assessment Inventory was used (Fountas & Pinnell 1996:283-285). Data were also drawn from observations of teachers during their Guided Reading instruction. Analysis of the abovementioned quantitative and qualitative research data, indicate that teachers have a superficial understanding of Guided Reading. The new policy requirements for Guided Reading appear to fail to offer teachers a sufficient explanation of Guided Reading. Without clear explanation of Guided Reading and practical support, it is expected that South African teachers will continue with their traditional reading instruction, because they do not fully understand the concept and value of Guided Reading. This study suggests that South African teachers struggle to implement Guided Reading in their classrooms, because they do not create Guided Reading groups based on ongoing assessment and they do not have access to leveled Guided Reading books. Without addressing these basic requirements, it is unlikely that Guided Reading will be implemented with any success in South African classrooms. An overriding conclusion is that Guided Reading instruction needs further research before it can be implemented correctly on a large scale in the primary schools of South Africa.
AFRIKAANSE OPSOMMING: Die Suid Afrikaanse regering se besluit om begeleide lees “Guided Reading” in primêre skole te implimenteer om gelettertheid te bevorder, plaas ‘n groot verantwoordelikheid op onderwysers om hierdie leesbenadering op die juiste manier aan te bied. Hierdie navorsing fokus op Graad 1- en 2- onderwysers se begrip en uitvoering van begeleide lees in drie publieke skole in die Wes-Kaap. Die studie poog om onderwysers bewus te maak dat begeleide lees ‘n raamwerk kan wees waarbinne kinders leer om met begrip te lees asook om hoe hierdie leesbenadering te implementeer. Om data in te samel oor die huidige stand van uitvoering van begeleidelees is gebruik gemaak van ‘n “Guided Reading Self-Assessment Inventory” (Fountas & Pinnell 1996:283-285). Waarnemings is ook gemaak van onderwysers se begeleide lees onderrig. Die analisering van die data dui op Suid Afrikaanse onderwysers se gebrekkige begrip van begeleide lees, tot ‘n mate as gevolg van onduidelike beleidsdokumente. Sonder duidelike instruksie en ondersteuning aan onderwysers is dit te verwagte dat hulle sal terugval op hul tradisionele onderrigmetodes, terwyl die volle waarde van begeleide lees hulle ontgaan. Die studie bevind dat onderwysers die leesbenadering nie korrek tot uitvoering kan bring nie omdat hulle nie hul kinders in groepe plaas aan die hand van deurlopende evaluering nie, maar ook weens ‘n tekort aan geskikte onderrigmateriaal. Die sukses van begeleide lees is onwaarskynlik indien hierdie tekorte nie aangespreek word nie. Die oorheersende slotsom van die studie is dat verdere navorsing in die onderrig van begeleide lees nodig is voordat dit op groot skaal ingestel kan word by alle primêre skole in Suid Afrika.
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Rausch-Aviles, Ann. "The Effect Of Guided Reading And Word-mapping On Vocabulary, Comprehension And Fluency Of Struggling Adolescent Readers." Diss., Temple University Libraries, 2011. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/107001.

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CITE/Language Arts
Ed.D.
Educational research has demonstrated that there is a correlation between struggling readers and poor vocabulary knowledge skills. In this quasi-experimental study 53 fifth and sixth grade struggling reader in a low socioeconomic suburban school district were assigned to one of three treatments designed to improve their knowledge of 30 high frequency words by: 1) a word-mapping treatment in which students focused on the definition, synonyms, a sentence and drawing to illustrate the meaning of the targeted words; 2) a guided reading treatment in which students were presented with four different reading passages and asked to focus on and define the targeted words; and 3) a control treatment in which the district-wide use of flashcards drill and practice were used to learn words from the high frequency list. Students completed pre-tests and four week delayed post-tests after the treatment on each of five measures. Sentence construction was tested after the treatments were completed. Analysis of Covariance and correlated t-tests were done to investigate two questions: 1) Considering each treatment on its own, did word mapping, guided reading and flashcards treatments have a significant effect on vocabulary knowledge, comprehension, word recognition, fluency, sentence completion and sentence production; 2) Were there significant differences among the word mapping , guided reading and flashcard treatment groups? There were significant differences at the post-test among the three groups for word recognition and fluency.
Temple University--Theses
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Chatard, Hortense. "Contrôle postural et mouvements oculaires chez le sujet atteint de DMLA : du déficit fonctionnel à la rééducation visuo-posturale, oculomotrice et visuo-attentionnelle." Thesis, Université Paris-Saclay (ComUE), 2019. http://www.theses.fr/2019SACLS469.

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La Dégénérescence Maculaire Liée à l’Age (DMLA) affecte actuellement plus d’un million de malades en France et concernera 288 millions de personnes dans le monde en 2040. Cette pathologie du sujet âgé est à l’origine d’un handicap fonctionnel majeur, source de perte d’autonomie et de dépendance. Malgré une forte prévalence, les performances posturales et oculomotrices des sujets atteints de DMLA restent peu étudiées et beaucoup d’interrogations sont à ce jour sans réponse. Ce projet de recherche comporte deux parties pour lesquelles nous avons utilisé différents dispositifs : les plateformes de force TechnoConcept® et Framiral®, le Mobile eyeBRAIN tracker EBT2®, et la tablette connectée Metrisquare®. Dans un premier temps, nous avons examiné l’impact de la DMLA unilatérale versus bilatérale sur le contrôle postural en comparaison avec des sujets sains âgés (Etude I), pour permettre de mettre en évidence le bénéfice de la rééducation posturale chez cette population de malades (Etudes II et III). Dans un second temps, nous avons étudié l’oculomotricité des sujets atteints de DMLA à travers leurs performances de saccades visuellement guidés et de lecture, afin de rééduquer ces mêmes performances via des exercices oculomoteurs et visuo-attentionnels (Etude IV, V et VI). En objectivant les mouvements oculaires ainsi que le déplacement du centre de pression chez les sujets atteints de DMLA uni- et bilatérale, en comparaison avec des sujets sains du même âge, nous avons cherché à confirmer notre hypothèse : le déficit visuel des sujets atteints de DMLA, à l’origine d’une malvoyance, entraine la mise en place de mécanismes adaptatifs qui, grâce à une rééducation adaptée, permettent de réduire les restrictions fonctionnelles posturales et oculomotrices. In fine, ces travaux apportent des solutions pour mieux prévenir et rééduquer ces déficits fonctionnels, grâce à des outils innovants qui permettront d’optimiser la prise en charge
Nowadays, age-related macular degeneration (AMD) affects more than one million of people in France and will concern 288 million of people in the world in 2040. This pathology impacts elderly and generates a serious functional disability which causes autonomy loss and dependance. Despite the high prevalence, the postural and oculomotor performances of AMD subjects are little studied and there are still lot of questions without answers. This research project is composed by two parts and used different experimental techniques: TechnoConcept® and Framiral® force plateforms, Mobile eyeBRAIN tracker EBT2®, and Metrisquare® digital tablet. Firstly, we examined the impact of unilateral versus bilateral AMD in postural control, compared with healthy elderly (Study I), in order to evidence the benefits of postural training in these groups (Studies II and III). Secondly, we studied the oculomotor pattern in AMD subjects during visually guided saccades and reading tasks, to improve their performance with oculomotor and visuo-attentional exercises (Studies IV, V and VI). By objectifying eye movements as well as the displacement of center of pressure in unilateral and bilateral AMD subjects, compared with healthy age-matched controls, we want to confirm our hypothesis: the visual impairment of AMD subjects, which causes low vision, leads to the implementation of adaptive mechanisms that, through appropriate training, reduce postural and oculomotor functional restrictions.In fine, this research provides specialists with solutions to prevent and train these functional deficits with novator techniques, in order to optimize the coverage
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Fullard, Jeani Z. "An intermediate extended literacy routine to support struggling third grade readers." [Tampa, Fla] : University of South Florida, 2009. http://purl.fcla.edu/usf/dc/et/SFE0002846.

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Gallop, Kathleen Ford. "A Curriculum Guide Using Modality Strengths to Introduce Basic First Grade Reading Skills." UNF Digital Commons, 1986. http://digitalcommons.unf.edu/etd/17.

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This curriculum project reviews what the current literature reveals about the meaning of modality, what we know about modality strengths, matching student modality to teacher modality, as well as research studies related to modality-based instruction. The curriculum developed by the author is specifically designed for first grade teachers to use in correlation with the Ginn Level Two basal reader, Pocketful of Sunshine. The curriculum includes activities on how to introduce the objectives found in Pocketful of Sunshine to visual, auditory, and kinesthetic learners. It also includes activities of reinforcement for all types of learners. The curriculum was submitted to two professors at the University of North Florida and two first grade teachers in Duval County to rate according to professional quality , usability and effectiveness. Results of the rating scale indicated this curriculum to be of professional quality, very organized, complete, easy to use and correlated well with the Ginn Level Two basal reader, Pocketful of Sunshine. Recommendations suggested that teachers would be more likely to use this curriculum if they had inservice training on modality-based instruction.
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Bruneau, Laura S. "The helpfulness of self-help reading as described by self-guided, adult female readers." [Kent, Ohio] : Kent State University, 2007. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=kent1176814992.

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Thesis (Ph. D.)--Kent State University, 2007.
Title from PDF t.p. (viewed June 7, 2007). Advisor: Donald L. Bubenzer. Keywords: self-help techniques, bibliotherapy, self-change, reading process, qualitative research. Includes survey instrument. Includes bibliographical references (p. 187-203).
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McKay, Mary R. "An investigation of guided reading with beginning readers in the national literacy strategy (1998-2002)." Thesis, University of Leeds, 2004. http://etheses.whiterose.ac.uk/341/.

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This thesis reports a research investigation into teachers' practices in, and perceptions of, guided reading in the National Literacy Strategy. The study was framed by two connected debates. The first debate concerns reading standards and has resulted in increasing centralisation of the education system, culminating in the National Literacy Strategy in 1998. The second debate concerns polarised models of the reading process. Recently, however, agreement has been reached such that contrasting models have been superseded by a more valid model of reading acquisition. The research design incorporated two strategies - one a survey questionnaire, the other a selection of case studies. A descriptive analysis of the survey data provided a broad picture of teachers' practices and perceptions in relation to guided reading. The findings indicate that teachers' practices in guided reading generally adhere to NLS guidelines. Findings also suggest that teachers are generally positive about the effectiveness of guided reading and report confidence in its implementation. Analysis of the finer detail of guided reading in classroom contexts suggests, however, that there are not only variations in teachers' practices but also differing interpretations of its nature and purpose. Moreover, such are the variations that its effectiveness in raising standards may in some contexts be compromised. Some teachers would benefit from an expanded version of the 'searchlights' to reflect a 'stage' model of reading acquisition. Additional guidance is suggested with regard to: selecting texts that promote productive reading strategies; coaching to fully exploit each part of the guided reading teaching sequence; and help in connecting guided reading with the other components in the NLS reading programme.
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Mudre, Lynda Hamilton. "Enriching guided reading in the first grade classroom : an analysis of informed teacher decision making." The Ohio State University, 1996. http://rave.ohiolink.edu/etdc/view?acc_num=osu1241099949.

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Du, Cloux Kim Elaine. "A guide to motivating students to twist to better spelling." CSUSB ScholarWorks, 2003. https://scholarworks.lib.csusb.edu/etd-project/2431.

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Students learn and retain more when they enjoy the process or avenue of learning. Students have fun learning to spell when visual, auditory, and hands-on learning are included in the process. In addition, the intervention project can be used to support and assist second language learners. The benefits from this intervention project will not only strengthen students' phonemic and spelling foundation, but will also enhance their reading comprehension and writing effectiveness.
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LaGamba, Elizabeth S. "An Investigation of Read-alouds, Classroom Interactions, and Guided Play as Supports for Vocabulary Learning in Preschool." Thesis, University of Pittsburgh, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=13819972.

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A large body of research has established the existence of a gap in vocabulary knowledge that occurs largely along socioeconomic lines, is evident prior to age two, and continues to widen as children age. Because research has shown that early vocabulary knowledge supports present and later text comprehension, interventions for supporting preschoolers’ vocabulary development are being explored through research and in classrooms.

The present study sought to build upon prior research to explore the impact of two intervention conditions, rich instruction + more rich instruction (RI) and rich instruction + play (+P), on preschoolers’ knowledge of targeted Tier 2 vocabulary words selected from read-alouds of children’s literature. The study included 28 preschool students in two full-day, state-funded classrooms, mean age=4.32. A within-subjects design was used to allow all students to experience both conditions by randomly assigning target words to each condition.

Findings suggest that participation in both the rich instruction + more rich instruction (RI) and rich instruction +play (+P) conditions increased preschoolers’ learning of targeted Tier 2 vocabulary words. Furthermore, students demonstrated deeper word learning in the +P condition as compared to the RI condition. There is some evidence to suggest that preschoolers may have been more engaged in the classroom activities in the +P condition than when they were in the RI condition. Implications for choosing target words for preschool students are also discussed.

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Elias, Martille R. "The nature of talk in a kindergarten classroom examining read aloud, guided reading, and literature discussion /." Diss., Columbia, Mo. : University of Missouri-Columbia, 2006. http://hdl.handle.net/10355/4330.

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Thesis (Ph.D.)--University of Missouri-Columbia, 2006.
The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file viewed on (March 5, 2007) Vita. Includes bibliographical references.
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Lester, Benjamin T. "Standard English Language Acquisition Among African American Vernacular English Speaking Adolescents: A Modified Guided Reading Study." Scholarly Repository, 2008. http://scholarlyrepository.miami.edu/oa_dissertations/37.

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This dissertation is an effort to contribute to the knowledge base concerning reading instruction for adolescent students who speak African American Vernacular English (AAVE), as well as their acquisition of Standard English (SE), by focusing on language structure during a modified approach to guided reading (MGR). Emphasis was placed on teaching the eight inflectional morphemes in SE, as well as other literacy strategies to AAVE speaking students. This intervention hypothesized that the teaching and learning of inflectional morphemes, in particular, would increase SE literacy acquisition. The intervention utilized formative experiment methodology and a quasi-experimental time series design. Data sources and collection took several forms: a) KTEA II - reading (letter and word recognition and reading comprehension) and written language (written expression) (Kaufman & Kaufman, 2004); b) field reflections; c) student surveys; and d) video-taped MGR lessons. Informal assessments such as the Ekwall/Shanker Reading Inventory, 4th Edition (Shanker & Ekwall, 2000) were used to guide instruction for MGR lessons. The findings supported the hypothesis that instruction of inflectional morphemes in SE has a positive impact on reading, writing, and overall acquisition of SE among AAVE speaking students.
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Stockseth, Jennifer Leonore. "THE EFFECTS OF GUIDED PROMPTS ON THE WRITTEN RECALLS OF COMMUNITY COLLEGE STUDENTS (COMPREHENSION, READING/WRITING RELATIONSHIPS)." Diss., The University of Arizona, 1986. http://hdl.handle.net/10150/183811.

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The purpose of this study was examine the effects of guided recall prompts on the written recalls of community college students. Data were presented relative to the following areas: (1) statistical analysis of frequency of idea units; (2) statistical analysis of frequency as well as proportion of idea units categorized as literal; inferential, text-relevant supplementary, and text-irrelevant supplementary; (3) statistical analysis of frequency as well as proportion of idea supplementary units categorized as relating to character, theme, reader reaction, or none; (4) statistical analysis of holistic scores for quality of recall; (5) statistical analysis of correlation of holistic scores to frequency scores. Descriptive data relative to categorization of supplementary idea units relating to character, theme, reader reaction, or none were also reported. Subjects were students enrolled in developmental reading courses at Pima Community College who demonstrated a reading ability of at least ninth grade level on the Nelson Denny Reading Test. Subjects were randomly assigned to one of four recall prompts: (1) guided recall prompt which called attention to character, (2) guided recall prompt which called attention to theme, (3) guided recall prompt which called attention to reader reaction, or (4) free recall prompt. Findings indicated that guided recall prompts had effects on the written recalls and that those effects were specific to the respective prompt. Additionally, the responses of readers provided with the guided recall prompts were qualitatively better than those provided with the free recall prompt. A comparison of the frequency scores to the holistic scores seemed to indicate that the holistic score does reflect some aspects of comprehension--specifically literal and inferential recall; however, data also seemed to indicate that the holistic score measures something beyond those things measured by the frequency data
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