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Faculty Mentors

Dr. Sharene Smoot

Abstract

The purpose of this study was to investigate the effectiveness of guided reading on the reading achievement and growth of third grade students. The hypothesis was that students (n = 12) would achieve at greater levels with a guided reading curriculum than a control group using a traditional basal reading curriculum (n = 15). The instrument used to test achievement was the 2005 Georgia Criterion Referenced Competency Test (CRCT). The students' results were compared using the 2004 Georgia CRCT results as a pretest. The research showed that students who were taught reading using the guided reading format were more likely to show gains than students who were taught reading using a traditional basal reading program. Not only did students make gains in reading, but the benefits also extended into the areas of math and language arts. The findings of the study indicated that students taught using the guided reading approach achieved as well as or better than their counterparts in a traditional class.

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