A Study of the Effects of Instruction Using the Guided Reading Procedure on the Reading Comprehension of Eighth-Grade Students

The purpose of this study was to determine if students in the eighth grade would improve in reading (comprehensive) instruction if given direct instruction using the Guided Reading Procedure. The data were gathered from pretest and posttest scores on the paragraph comprehension subtest of the Nelson Reading Test. The subjects of the study were two, non-ability grouped, regular English classes. Group A received instruction using the Guided Reading Procedure on a twice-weekly basis for six weeks. Group B received traditional instruction. The data gathered from the two groups were compared using analysis of covariance. None of the F-ratios obtained reached a level of significance. Therefore, the conclusions were that for the comparison scores of the two groups studied, on knowledge of details, prediction of outcome, comprehension of general significance, and total reading comprehension, there were no statistically significant differences.

Name thesis:degree_name

Master of Science in Education in Literacy

Level thesis:degree_level

Masters

Discipline thesis:degree_discipline

Reading, Foundations, and Technology

Year

1978

Author dc:creator

• Rush, Patricia A.

Contributors dc:contributor

• James Layton

• Other Education

Statement dc:rights

• © Patricia A Rush

Repository record dc:identifier

https://bearworks.missouristate.edu/theses/404

OAI identifier oai:identifier

oai:bearworks.missouristate.edu:theses-1405