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dc.contributor.advisorRuff, Ann Curry
dc.contributor.authorSchuldt, Amy
dc.date.accessioned2013-01-03T17:19:55Z
dc.date.available2013-01-03T17:19:55Z
dc.date.issued2012
dc.identifier.urihttp://digital.library.wisc.edu/1793/64191
dc.descriptionThis file was last viewed in Adobe Reader X.en
dc.description.abstractThe purpose of this study was to determine what makes guided reading a popular reading approach based on research, and determine its use in my current school district. The method used was a survey of nine items authored by the researcher. These items were based on reviewed research and personal experiences. A paper survey was submitted through teacher mailboxes. The subjects included 25 elementary teachers from a rural district in southeastern Wisconsin. The district consisted of one elementary, one middle, and one high school. It was concluded that of the 14 out of 25 who responded, all the teachers used guided reading. Overall, teachers are positive about guided reading and on average have a moderate strength of knowledge of this approach. Their knowledge of guided reading was mostly acquired through people, such as the reading teacher. The average years of experience teachers have used guided reading was about 3 years, and most teachers conduct guided reading in small groups everyday. Teachers indicate that guided reading is effective and good for kids, but takes a lot of time to plan. Also, teachers reported that not all students are on task while guided reading is being instructed. Recommendations for future research, administrators of the district, and teachers are provided.en
dc.language.isoen_USen
dc.subjectGuided readingen
dc.subjectReading (Elementary)en
dc.titleThe popularity and purpose of guided readingen
dc.typeProject Reporten


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