This study investigated the best approach to increase a student’s reading rate while using the computerized reading program Reading Plus. The participants were community college students enrolled in developmental reading classes. The experimental students completed guided reading lessons using a guided reading format versus the control students, who completed guided reading lessons using both independent and guided reading formats. Pre- and post-testing assessed reading levels, oral reading rates, and silent reading rates of both groups. While pre- vs. post-test scores showed increases in reading rates on three different assessment measures for both groups, these increases were not statistically significant. / Thesis (M.Ed.)--Wichita State University, College of Education, Dept. of Curriculum and Instruction.
| Identifer | oai:union.ndltd.org:WICHITA/oai:soar.wichita.edu:10057/3952 |
| Date | 05 1900 |
| Creators | Eckhoff, Teri L. |
| Contributors | Carroll, Jeri A. |
| Publisher | Wichita State University |
| Source Sets | Wichita State University |
| Language | en_US |
| Detected Language | English |
| Type | Thesis |
| Format | xiii, 58 p. |
| Rights | © Copyright 2011 by Teri L. Eckhoff. All rights reserved |
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