The effect of guided reading on reading ability and motivation. (c2010)

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dc.contributor.author Abu Shakra, Amal
dc.date.accessioned 2011-10-25T10:32:16Z
dc.date.available 2011-10-25T10:32:16Z
dc.date.copyright 2010 en_US
dc.date.issued 2011-10-25
dc.date.submitted 2010-01-20
dc.identifier.uri http://hdl.handle.net/10725/891
dc.description Includes bibliographical references (leaves 72-79). en_US
dc.description.abstract This small-scale case study was conducted to investigate the effects of the guided reading approach on struggling students' reading abilities and their motivation to read. Four struggling readers from grade three were purposively chosen to participate in the study. The Scholastic Reading Inventory in its two forms, students' documents, teacher observations, running records, individual student reading conferences, and interviews with the students' parents or tutors were used to assess progress in the participants' reading abilities and determine the effect of guided reading on them. Similarly, teacher observations, conferences, interviews, and the Reading Survey from The Motivation to Read Profile were employed to provide data about students' reading motivation after their participation in the guided reading program. Findings showed that the implementation of guided reading helped struggling students improve their decoding skills, built up their fluency, and increased their motivation to read. It also improved the struggling readers' vocabulary and comprehension skills, albeit to a lesser extent. However, had the program been implemented in grades one and two, it might have yielded better results. Further research is needed to track the effect of guided reading on students' reading abilities along different grade levels and to explore its effect on the reading abilities and motivation of students of different genders. en_US
dc.language.iso en en_US
dc.subject Guided reading en_US
dc.subject Motivation in education -- Case studies en_US
dc.title The effect of guided reading on reading ability and motivation. (c2010) en_US
dc.type Thesis en_US
dc.term.submitted Fall en_US
dc.author.degree MA in Education en_US
dc.author.school Arts and Sciences en_US
dc.author.idnumber 200300147 en_US
dc.author.commembers Dr. Mona Nabhani
dc.author.commembers Dr. Leila Harmoush
dc.author.woa OA en_US
dc.description.physdesc 1 bound copy: 89 leaves; ill.; 30 cm. Available at RNL. en_US
dc.author.division Education en_US
dc.author.advisor Dr. Rima Bahous
dc.identifier.doi https://doi.org/10.26756/th.2010.43 en_US
dc.publisher.institution Lebanese American University en_US

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