Increasing Reading Comprehension through the Use of Guided Reading.

This report describes a process for increasing primary students’ reading comprehension skills through the use of a guided reading program. The targeted population consisted of primary students in a northwest suburban area of a large city in the Midwest. The problems of poor reading comprehension scores were documented through the use of the Gates-MacGinitie Reading Tests and end of selection tests. Analysis of probable cause data revealed that students are lacking basic reading comprehension skills. Analysis of Guided Reading for Teachers Survey revealed inconsistent use of guided reading end of selection tests, fall and spring assessment and graphic organizers. Increase of English as a Second Language population has revealed low reading comprehension scores among these students. A review of solution strategies suggested by knowledgeable others, combined with an analysis of the problem setting, resulted in the selection of two major categories of Guided Reading Intervention: consistent use of graphic organizers and end of selection tests. Post intervention data indicated an increase in student reading comprehension skills through the use of graphic organizers and a guided reading program. Appendixes contain the teacher survey, a guided reading checklist, a sample end of selection test, and a consent letter. (Contains 40 references and 7 figures.) (Author/RS) Reproductions supplied by EDRS are the best that can be made from the ori final document. PERMISSION TO REPRODUCE AND DISSEMINATE THIS MATERIAL HAS BEEN GRANTED BY TO THE EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) 1 U.S. DEPARTMENT OF EDUCATION Office of Educational Research and Improvement EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) This document has been reproduced as received from the person or organization originating it. Minor changes have been made to improve reproduction quality. Points of view or opinions stated in this document do not necessarily represent official OERI position or policy. INCREASING READING COMPREHENSION THROUGH THE USE OF GUIDED READING Tina Anderson Deborah O’Leary Katherine Schuler Leon Wright An Action Research Project Submitted to the Graduate Faculty of the School of Education in Partial Fulfillment of the Requirements for the Degree of Master of Arts in Teaching and Leadership Saint Xavier University & Skylight Professional Development Field-Based Masters Program Chicago, Illinois May, 2002