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dc.contributor.advisorCarroll, Jeri A.
dc.contributor.authorEckhoff, Teri L.
dc.date.accessioned2011-11-22T20:00:23Z
dc.date.available2011-11-22T20:00:23Z
dc.date.copyright2011en
dc.date.issued2011-05
dc.identifier.othert11014
dc.identifier.urihttp://hdl.handle.net/10057/3952
dc.descriptionThesis (M.Ed.)--Wichita State University, College of Education, Dept. of Curriculum and Instruction.en_US
dc.description.abstractThis 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.extentxiii, 58 p.en
dc.language.isoen_USen_US
dc.publisherWichita State Universityen_US
dc.rights© Copyright 2011 by Teri L. Eckhoff. All rights reserveden
dc.subject.lcshElectronic dissertationsen
dc.titleThe effect on developmental college students’ independent reading rates after implementing an intervention of guided readings using the reading plus computerized reading programen_US
dc.typeThesisen_US


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