Date of Award

2-1-2015

Document Type

Dissertation

Degree Name

Doctor of Education (EdD)

Department

Educational Leadership

First Advisor

Dr. Peter J. Smith

Abstract

The purpose of this quantitative study was to examine the effects of new district Guided Reading protocols on elementary students’ reading proficiency as measured by the Nebraska State Accountability-Reading (NeSA-R) student cohort scores from 2013 to 2014. The implementation of the new Guided Reading protocols in the research district provided clear guidance on the instruction of Guided Reading. The protocols were based on the research and recommendations of Irene Fountas and Gay Su Pinnell, “Fountas & Pinnell.” Prior to the implementation of the new Guided Reading protocols, Guided Reading was a suggested, but not a required, instructional practice in the research district. The new protocols established the essential components of Guided Reading for the research district: small-group instruction, appropriate instructional level text, flexible grouping, and progress monitoring. The essential Guided Reading components were coupled with professional development supporting the role of the teacher in Guided Reading. This study analyzed mean scale scores of three cohorts of students and one All Cohort group in all of the research district’s fifteen elementary schools. The study found statistically significant effects upon student performance on the NeSA-R after the implementation of new district Guided Reading protocols of three of the four test groups. Whereas this study denotes statistically significant effects upon student reading performance on the NeSA-R after the implementation of the new district Guided Reading protocols, the study suggests a need for additional research.

Comments

A Dissertation Presented to the Faculty of the Graduate College of the University of Nebraska in Partial Fulfillment of Requirements for the Degree of Doctor of Education. Copyright 2015 Todd Tripple.

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