| Guided reading has been found to be a viable reading approach for early primary students, grades K--2, evidenced by enhanced skills and higher test results (Ankney & McClurg, 1981; Short, Kane & Peeling, 2000; Fountas & Pinnell, 1996; Duffy, 2001). This study sought to determine if effective skill strategies geared toward individual needs and small group instruction that are successful with early primary readers would benefit those transitioning into intermediate readers. Specifically, the purpose of this study was to investigate nine-week gains in vocabulary, decoding, comprehension, and attitude of third grade students who received guided reading and literature-based reading instruction.;In winter, 2003, four third grade classrooms totaling 72 students and their four teachers participated in the research study to determine which approach is more effective in skill instruction of decoding, vocabulary, comprehension, and attitude. Two treatment classes used guided reading in small group instruction and two control classes used whole class literature-based instruction. Administrators selected teachers who have had similar experience teaching third graders. Parent consent for students to participate as well as participation by teachers and principals was obtained in writing prior to testing.;Students were pre tested and post tested on the Stanford Diagnostic Reading Test and the Elementary Reading Attitude Survey in December 2002 and April 2003. Repeated measures analysis of variance indicated that both instructional groups improved on decoding, comprehension, and vocabulary over the nine-week period. In addition, the whole class literature-based group demonstrated more growth in comprehension than the guided reading group. There were no changes in attitudes toward recreational and academic reading over time supported by the qualitative analysis of classroom observations. |
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