The Effects of Guided Reading on Independent Reading and Reading Fluency in Primary Grades

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dc.contributor.author Chamli, Yasmine
dc.date.accessioned 2022-08-18T09:21:59Z
dc.date.available 2022-08-18T09:21:59Z
dc.date.copyright 2022 en_US
dc.date.issued 2022-03-30
dc.identifier.uri http://hdl.handle.net/10725/13952
dc.description.abstract Multiple changes have been implemented in reading instructions in schools and educators and researchers constantly look for teaching strategies that would optimize their students’ reading. According to the International Literacy Association (2020), the greatest challenges in literacy include supporting English learners, supporting students reading below grade level, and teaching students how to read (ILA, 2020). The following study examines the effect of guided reading, a popular instructional reading approach that encompasses several teaching strategies used together to enhance learning in the classroom, on the two dependent variables: independent reading and reading fluency. This research follows a retrospective cohort study design over the course of three consecutive years on the same cohort from grades one to three and the research question “How does guided reading promote reading fluency and independent reading in primary grades?” guides this study. Data has been already collected for purposes other than research. The data instruments are running records and anecdotal records; the quantitative and qualitative data are analyzed to check for a causational correlation between guided reading and independent reading, and guided reading and reading fluency. Findings reveal that guided reading positively affects reading fluency and independent reading. Guided reading promotes guided reading for different reasons including scaffolding, modeling of reading strategies, and consistency in the execution of the program. Ethical considerations were taken in consideration throughout this research to protect the anonymity and confidentiality of the sample involved. en_US
dc.language.iso en en_US
dc.subject Guided reading en_US
dc.subject Fluency (Language learning) en_US
dc.subject Reading (Primary) en_US
dc.subject Lebanese American University -- Dissertations en_US
dc.subject Dissertations, Academic en_US
dc.title The Effects of Guided Reading on Independent Reading and Reading Fluency in Primary Grades en_US
dc.type Thesis en_US
dc.term.submitted Spring en_US
dc.author.degree MA in Education en_US
dc.author.school SAS en_US
dc.author.idnumber 201303095 en_US
dc.author.commembers Diab, Rula
dc.author.commembers Nabahani, Mona
dc.author.department Social and Education Sciences en_US
dc.description.physdesc 1 online resource (viii, 69 leaves): col. ill, facsims. en_US
dc.author.advisor Bahous, Rima
dc.keywords Guided Reading en_US
dc.keywords anecdotal records en_US
dc.keywords running records en_US
dc.keywords reading fluency en_US
dc.keywords independent reading en_US
dc.description.bibliographiccitations Includes bibliographical references (leaf 53-57). en_US
dc.identifier.doi https://doi.org/10.26756/th.2022.434
dc.author.email yasmine.chamli@lau.edu en_US
dc.identifier.tou http://libraries.lau.edu.lb/research/laur/terms-of-use/thesis.php en_US
dc.publisher.institution Lebanese American University en_US
dc.author.affiliation Lebanese American University en_US

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