Guided reading, fluency, accuracy, and comprehension
| dc.contributor.advisor | Lehmann, Jim | en |
| dc.contributor.author | Heston, Kristi | |
| dc.date.accessioned | 2011-06-06T18:22:36Z | |
| dc.date.available | 2011-06-06T18:22:36Z | |
| dc.date.issued | 2011 | |
| dc.description.abstract | The purpose of this study was to determine if the implementation of the Fountas and Pinnell Guided Reading System would have an effect on student levels of fluency, accuracy, and comprehension. A total of 40 second and fourth grade students were tested prior to the implementation in March and after the implementation in June. Results were gathered, compared, and totaled to determine what, if any, effect there was on student reading scores after implementing the Fountas and Pinnell Guided Reading System. While student scores increased in all three areas, the highest number of students showed increases in accuracy and comprehension. These results suggest that the implementation of the Fountas and Pinnell Guided Reading System was successful. | en |
| dc.identifier.uri | http://digital.library.wisc.edu/1793/53230 | |
| dc.rights | All rights reserved. No part of this journal may be reproduced in any form without the permission of the University of Wisconsin-Stout. | en |
| dc.subject.lcsh | Reading (Elementary) | en |
| dc.subject.lcsh | Language arts (Elementary) | en |
| dc.title | Guided reading, fluency, accuracy, and comprehension | en |
| dc.type | Article | en |