Guided reading groups and independent literacy stations are implemented in many elementary school classrooms... The present study looks at whether student literacy achievement is positively affected when guided reading strategies are connected to and used in independent literacy stations. Participants in this study included four first grade classrooms from an elementary school in the southeastern United States. Observational data were collected for eight weeks during the time in which guided reading and literacy stations were implemented. Literacy achievement was measured with the Developmental Reading Assessment (DRA). Results of a paired-samples t-test showed that one classroom had a statistically significant increase in student DRA level and comprehension. In this study, the researcher examines ways in which that class differed from the others in their use of strategies and stations.
","abstract_html":"<p>Guided reading groups and independent literacy stations are implemented in many elementary school classrooms... The present study looks at whether student literacy achievement is positively affected when guided reading strategies are connected to and used in independent literacy stations. Participants in this study included four first grade classrooms from an elementary school in the southeastern United States. Observational data were collected for eight weeks during the time in which guided reading and literacy stations were implemented. Literacy achievement was measured with the Developmental Reading Assessment (DRA). Results of a paired-samples t-test showed that one classroom had a statistically significant increase in student DRA level and comprehension. In this study, the researcher examines ways in which that class differed from the others in their use of strategies and stations.</p>","abstract_has_math":false,"creators":["Williams, Angela Grace"],"institution":null,"degree_name":"Early Childhood Education","degree_level":"Thesis","degree_discipline":"Teacher Education","degree_department":null,"school":null,"contributors":["Deirdre Greer"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2008,"date_issued":"2008-01-01T08:00:00Z","date_published":"2008-01-01T08:00:00Z","updated_at":"2026-07-24T01:44:48Z","subjects":["Elementary School","Developmental Reading Assessment (DRA)","Paired-Samples T-Test","Literacy","First Grade","Early Childhood Education","Education","Elementary Education"],"languages":["English"],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://csuepress.columbusstate.edu/theses_dissertations/156","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Deirdre Greer"]},{"key":"dc:creator","label":"Author","values":["Williams, Angela Grace"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2015-10-16T07:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Teacher Education"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Thesis"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Early Childhood Education"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Elementary School","Developmental Reading Assessment (DRA)","Paired-Samples T-Test","Literacy","First Grade","Early Childhood Education","Education","Elementary Education"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["English"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://csuepress.columbusstate.edu/theses_dissertations/156"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["Guided reading groups and independent literacy stations are implemented in many elementary school classrooms... The present study looks at whether student literacy achievement is positively affected when guided reading strategies are connected to and used in independent literacy stations. Participants in this study included four first grade classrooms from an elementary school in the southeastern United States. Observational data were collected for eight weeks during the time in which guided reading and literacy stations were implemented. Literacy achievement was measured with the Developmental Reading Assessment (DRA). Results of a paired-samples t-test showed that one classroom had a statistically significant increase in student DRA level and comprehension. In this study, the researcher examines ways in which that class differed from the others in their use of strategies and stations.
"]},{"key":"dc:title","label":"Title","values":["The Strategy is at the Station: The Importance of Connecting Literacy Stations to Reading Strategies in Developing Independent Readers"]}]}],"canonical_facts":{"dc:contributor":["Deirdre Greer"],"dc:creator":["Williams, Angela Grace"],"dc:date.available":["2015-10-16T07:00:00Z"],"dc:description.abstract":["Guided reading groups and independent literacy stations are implemented in many elementary school classrooms... The present study looks at whether student literacy achievement is positively affected when guided reading strategies are connected to and used in independent literacy stations. Participants in this study included four first grade classrooms from an elementary school in the southeastern United States. Observational data were collected for eight weeks during the time in which guided reading and literacy stations were implemented. Literacy achievement was measured with the Developmental Reading Assessment (DRA). Results of a paired-samples t-test showed that one classroom had a statistically significant increase in student DRA level and comprehension. In this study, the researcher examines ways in which that class differed from the others in their use of strategies and stations.
"],"dc:identifier":["https://csuepress.columbusstate.edu/theses_dissertations/156"],"dc:language":["English"],"dc:subject":["Elementary School","Developmental Reading Assessment (DRA)","Paired-Samples T-Test","Literacy","First Grade","Early Childhood Education","Education","Elementary Education"],"dc:title":["The Strategy is at the Station: The Importance of Connecting Literacy Stations to Reading Strategies in Developing Independent Readers"],"thesis:degree_discipline":["Teacher Education"],"thesis:degree_level":["Thesis"],"thesis:degree_name":["Early Childhood Education"]},"updated_at":"2026-07-24T01:44:48Z"}