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The effect on developmental college students’ independent reading rates after implementing an intervention of guided readings using the reading plus computerized reading program

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dc.contributor.advisor Carroll, Jeri A.
dc.contributor.author Eckhoff, Teri L.
dc.date.accessioned 2011-11-22T20:00:23Z
dc.date.available 2011-11-22T20:00:23Z
dc.date.copyright 2011 en
dc.date.issued 2011-05
dc.identifier.other t11014
dc.identifier.uri http://hdl.handle.net/10057/3952
dc.description Thesis (M.Ed.)--Wichita State University, College of Education, Dept. of Curriculum and Instruction. en_US
dc.description.abstract 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. en_US
dc.format.extent xiii, 58 p. en
dc.language.iso en_US en_US
dc.publisher Wichita State University en_US
dc.rights © Copyright 2011 by Teri L. Eckhoff. All rights reserved en
dc.subject.lcsh Electronic dissertations en
dc.title The effect on developmental college students’ independent reading rates after implementing an intervention of guided readings using the reading plus computerized reading program en_US
dc.type Thesis en_US

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