Primary Advisor/Dissertation Chair
Dr. Jason E. Miller
Secondary Advisor/Reader One
This research question purpose was to see how the impact of guided reading can positively improve second grade reading comprehension, fluency and word recognition. Various researchers, such as Jennifer Berne and Sophie C. Degener who have contributed to guided reading research are studied in this capstone. Guided reading is a pivotal element in a child’s journey in the reading process. It explores the specific teacher practices that are necessary to a beneficial guided reading experience. The author used quantitative method of study using district reading assessment and more specifically assessing comprehension, fluency and word recognition. As well as, studying the progress of student below, at or above grade level in reading. This study found that effective teacher practices during guided reading had a positive impact on almost all students in reading comprehension, fluency and word recognition.
Action Research, Observation
Grades/ Student Performance, Literacy, Reading
O'Rourke, Emily, "The Impact Of Effective Guided Reading Practices" (2017). School of Education Student Capstone Theses and Dissertations. 4290.
This participant observation research study explored relationships between the role of guided reading and in-school writing of three proficient first-grade literacy learners during the first eight months of the 2007-08 school-year. Portraits of each student as a literacy learner were developed through case studies. Those individual case studies were then analyzed for themes in a cross-case analysis. Data were collected regarding text encountered during the guided reading sessions that occurred in the classroom and also in the form of writing artifacts produced by the three students during the writing workshop portion of their school day. Additional data collected included student interviews (both formal and informal), and formal interviews with parents/guardians of the three participants. Three areas of specific interest included student views of what constituted a written composition, student development of orthography, and the student use of literary language. Findings regarding the student view of what constituted a written composition included student experimentation with various forms of writing including a listing of facts on a given topic and personal narratives. Over the course of the study, all students developed intrinsic reasons for writing that were unique to the individual student. Regarding orthography, each student entered first-grade having already developed many complex understandings of English orthography. The specific spelling patterns and specific words negotiated by each of the three students varied according to the individual student. The final area of observation was the student use of literary language. All three students incorporated elements of literary language into their personal writing prior to the time that same literary language was encountered by them in their guided reading lessons. Implications included that classrooms need to strike a balance between the structuring of time for literacy instruction and freedom given to students regarding topics of interest and genre of writing. Also, understanding and valuing the various journeys traveled by literacy learners needs to become a focus of professional development provided to classroom teachers.
participant observation, guided reading, writing, case study, portraiture, orthography, literary language
Language, Literacy and Sociocultural Studies
Language, Literacy, and Sociocultural Studies
First Committee Member (Chair)
Second Committee Member
Third Committee Member
Reed, Jolene. "An Investigation of the Role of Guided Reading in Proficient First Grade Reader's In-School Writing." (2014). http://digitalrepository.unm.edu/educ_llss_etds/38