Closing the Reading Gap through Teacher Collaboration: Guided Reading and Its Effect on Student Reading Performance
Location
PARB 227 (Second Floor)
Proposal Track
Practice Report
Session Format
Presentation
Abstract
Reading is fundamental for academic achievement of all students beginning in the early years. However there is persistent gap in reading performance at the elementary school level. There are myriad interventions including Guided Reading, that provide evidence-based strategies to improve reading skills of struggling readers. It is essential that teachers are trained in implementing those strategies with fidelity in the classroom context. This presentation reports a professional development (PD) project at an elementary school, that focused on Guided Reading. The purpose of this professional development (PD) is to improve students’ reading by using guided reading. A quasi-experimental design of pre-test and post-test of comparison groups was used in the action research to evaluate the PD impact on teacher practice in Guided Reading and its effect on student reading performance. Participants included 4 teachers and their respective classes, and assessment data, both qualitative and quantitative, were collected from participating teachers and their students. Results of data analysis demonstrate that the PD had positive impact on teacher skills in guided reading and students who received guided reading made noticeable progress in reading fluency. Teachers must receive adequate focused professional development (PD) on guided reading and implement it with fidelity in the classroom in order for the intervention to be effective consistently.
Keywords
Professional Development, Guided Reading, Reading Achievement
Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 License.
Recommended Citation
Jones, Myron and Feng, Jay, "Closing the Reading Gap through Teacher Collaboration: Guided Reading and Its Effect on Student Reading Performance" (2022). Georgia Educational Research Association Conference. 39.
https://digitalcommons.georgiasouthern.edu/gera/2022/2022/39
Closing the Reading Gap through Teacher Collaboration: Guided Reading and Its Effect on Student Reading Performance
PARB 227 (Second Floor)
Reading is fundamental for academic achievement of all students beginning in the early years. However there is persistent gap in reading performance at the elementary school level. There are myriad interventions including Guided Reading, that provide evidence-based strategies to improve reading skills of struggling readers. It is essential that teachers are trained in implementing those strategies with fidelity in the classroom context. This presentation reports a professional development (PD) project at an elementary school, that focused on Guided Reading. The purpose of this professional development (PD) is to improve students’ reading by using guided reading. A quasi-experimental design of pre-test and post-test of comparison groups was used in the action research to evaluate the PD impact on teacher practice in Guided Reading and its effect on student reading performance. Participants included 4 teachers and their respective classes, and assessment data, both qualitative and quantitative, were collected from participating teachers and their students. Results of data analysis demonstrate that the PD had positive impact on teacher skills in guided reading and students who received guided reading made noticeable progress in reading fluency. Teachers must receive adequate focused professional development (PD) on guided reading and implement it with fidelity in the classroom in order for the intervention to be effective consistently.
