Increased frequency and planning: A more effective approach to guided reading in Grade 2.
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| Title: | Increased frequency and planning: A more effective approach to guided reading in Grade 2. |
|---|---|
| Authors: | Young, Chase |
| Source: | Journal of Educational Research. 2019, Vol. 112 Issue 1, p121-130. 10p. 5 Charts, 1 Graph. |
| Subjects: | Effective teaching, Guided reading, Reading comprehension, Teaching methods, Academic achievement |
| Abstract: | This yearlong quasi experimental study examined the effects of two approaches to guided reading on second-grade students' reading abilities. The 79 subjects were chosen as a nonprobability sample and served as the treatment and comparison groups. The groups were pre- and post tested using the Developmental Reading Assessment, Second Edition determine students' reading levels. A 2 × 2 repeated measures analysis of variance revealed significant main and interaction effects. According to a post hoc analysis of mean difference effect size, both groups experienced very large effects, but treatment effects (d = 3.66) were much larger than the comparison (d = 1.34). The results suggest that increased emphasis on guided reading can lead to a greater impact on second-grade students' reading ability. [ABSTRACT FROM AUTHOR] |
| Copyright of Journal of Educational Research is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Psychology and Behavioral Sciences Collection |
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| FullText | Links: – Type: pdflink Text: Availability: 1 |
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| Header | DbId: pbh DbLabel: Psychology and Behavioral Sciences Collection An: 135935278 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Increased frequency and planning: A more effective approach to guided reading in Grade 2. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Young%2C+Chase%22">Young, Chase</searchLink> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Journal+of+Educational+Research%22">Journal of Educational Research</searchLink>. 2019, Vol. 112 Issue 1, p121-130. 10p. 5 Charts, 1 Graph. – Name: Subject Label: Subjects Group: Su Data: <searchLink fieldCode="DE" term="%22Effective+teaching%22">Effective teaching</searchLink><br /><searchLink fieldCode="DE" term="%22Guided+reading%22">Guided reading</searchLink><br /><searchLink fieldCode="DE" term="%22Reading+comprehension%22">Reading comprehension</searchLink><br /><searchLink fieldCode="DE" term="%22Teaching+methods%22">Teaching methods</searchLink><br /><searchLink fieldCode="DE" term="%22Academic+achievement%22">Academic achievement</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: This yearlong quasi experimental study examined the effects of two approaches to guided reading on second-grade students' reading abilities. The 79 subjects were chosen as a nonprobability sample and served as the treatment and comparison groups. The groups were pre- and post tested using the Developmental Reading Assessment, Second Edition determine students' reading levels. A 2 × 2 repeated measures analysis of variance revealed significant main and interaction effects. According to a post hoc analysis of mean difference effect size, both groups experienced very large effects, but treatment effects (d = 3.66) were much larger than the comparison (d = 1.34). The results suggest that increased emphasis on guided reading can lead to a greater impact on second-grade students' reading ability. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Journal of Educational Research is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=pbh&AN=135935278 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1080/00220671.2018.1451814 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 10 StartPage: 121 Subjects: – SubjectFull: Effective teaching Type: general – SubjectFull: Guided reading Type: general – SubjectFull: Reading comprehension Type: general – SubjectFull: Teaching methods Type: general – SubjectFull: Academic achievement Type: general Titles: – TitleFull: Increased frequency and planning: A more effective approach to guided reading in Grade 2. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Young, Chase IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 01 Text: 2019 Type: published Y: 2019 Identifiers: – Type: issn-print Value: 00220671 Numbering: – Type: volume Value: 112 – Type: issue Value: 1 Titles: – TitleFull: Journal of Educational Research Type: main |
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