THE IMPACT OF GUIDED READING AND DIRECT INSTRUCTION ON THE READING FLUENCY AND COMPREHENSION OF FIRST GRADE STUDENTS: IMPLICATIONS FOR SCHOOL LEADERS
Davis, Todd Micheal 1967-
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Children who are not reading by the end of first grade have a substantial chance of never becoming proficient readers. The challenging decision for school administrators is to select a literacy program in which the needs of all students are addressed and in which sustained reading success will occur. Therefore, the purpose of this study was to investigate differences of two instructional programs, guided reading and direct instruction, on the fluency and comprehension outcomes of first grade students. A quantitative research design was utilized to determine the impact of each reading program. In this quasi-experimental investigation, a nonequivalent group design was used. The sample consisted of first grade students in regular education classrooms from two elementary schools in a large urban school district. The outcomes were measured using the Texas Primary Reading Inventory (TPRI). To determine whether statistically significant differences were present, paired samples t-tests were conducted between the beginning-of-year stories and the end-of-year stories for each school. The findings of this study revealed that statistically significant improvements were achieved in comprehension and fluency in both reading programs.