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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Eckhoff, Teri L.
Carroll, Jeri A.

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.

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Thesis (M.Ed.)--Wichita State University, College of Education, Dept. of Curriculum and Instruction.