The Effects of Extended Guided Reading Instruction on Reading Sight Words in a Kindergarten Classroom
Date
2016
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Abstract
The purpose of this study was to examine the effectiveness of extended guided reading time on reading sight words versus the normal guided reading time on reading sight words. The sample consisted of 17 students which 9 were girls and 8 were boys. The students were randomly assigned to the experimental group or the control group. The experimental group was taught sight words using the extended guided reading time while the control group was taught sight words using the normal allotted guided reading time. After one week of either extended guided reading instruction time or normal guided reading instruction time, data were collected using a teacher made test by asking students to read sight words. Data were then analyzed using a t-test for independent means. The results indicated there was not a significant difference between the experimental group and the control group in the overall scores of being able to read sight words. Similarly, there was not a significant difference between girls and boys reading sight words when taught using guided reading strategies. The results suggest that classroom teachers should make sure that students are exposed to guided reading instruction in kindergarten.
Description
Master of Education (M.Ed.) Thesis
Keywords
Kindergarten classroom, Reading instruction, Master of Education (M.Ed.) Thesis