Date of Award

Spring 5-19-2018

Degree Type

Dissertation

Degree Name

EdD Education Leadership, Management and Policy

Department

Education Leadership, Management and Policy

Advisor

Michael Kuchar, Ph.D.

Committee Member

Luke Stedrak, Ed.D.

Committee Member

Gerard Babo, Ed.D.

Committee Member

Lauren Kazmark, Ed.D.

Keywords

Reading Achievement Gap, Guided Reading, Formative Assessments, Fluency, Comprehension

Abstract

This study examined if additional Guided Reading instruction increased the oral reading fluency and comprehension of fourth-grade students as measured by the Renaissance Star Reading and PARCC state assessment in a low-socioeconomic school district located in northern New Jersey. Propensity score matching was utilized to select the sample to provide a balanced sampling technique. The final sample was comprised of 12 participating schools which consisted of 374 fourth-grade students during the 2016-2017 school year. Three out of the 12 schools provided additional Guided Reading instruction in addition to the mandatory Guided Reading instruction during the literacy block. The variables that were included in the study were gender, ethnicity, students with disabilities, English Language Learners, past reading performance on the Renaissance Star Reading, and PARCC state assessment. Analyses were conducted using a simultaneous multiple regression model. Results of this study indicated that additional Guided Reading instruction had a statistically significant negative influence on the performance of the PARCC 2017 English Language Arts/Literacy state assessment. Overall, additional Guided Reading instruction did not have a statistically significant influence on oral reading fluency and comprehension as measured by the Renaissance Star Reading assessment. Further research is needed in the area of additional Guided Reading instruction to determine why it had a negative influence on the reading achievement of fourth-grade students.

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