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Participants
The participants in this research were 5 third graders at an urban charter school. These students' independent levels were Q and R at the end of the Spring 2022 benchmark.
Methnodology
The 5 participants received a mix of guided reading instruction 4 times a week for a total of 4 hours a week. Students received direct small-group instruction twice a week for a total of 2 hours. The remaining 2 hours were dedicated to independent practice. Students received this instruction for a culmination of 7 weeks.
Collection of Data
At the beginning of instruction, students received informal F&P Running Records using Leveled Literacy Intervention books to assess their stengths and weaknesses. Students were found to have good fluency when it comes to reading, however, needed work with reading comprehension. Significant areas in need of growth include:
Students developing quality ideas about what they read
Students identifying author's purpose
Students showing an appreciation of literature and all it encompasses
Students were also given a pre-disposition survey where they shared their views on reading. This pre-disposition survey showed that the majority of these students believed the following:
Reading was fun
Reading can be competitive (respective to speed reading)
It is hard to remember all the details in a book
At the end of the 7 weeks, students received their first F&P benchmark for the 2022-2023 school year.
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