The effect of guided reading on reading ability and motivation (Record no. 21718)

MARC details
000 -LEADER
fixed length control field 02251nam a2200205Ia 4500
005 - DATE AND TIME OF LATEST TRANSACTION
control field 20191211132127.0
008 - FIXED-LENGTH DATA ELEMENTS--GENERAL INFORMATION
fixed length control field 180910s9999 xx 000 0 und d
040 ## - CATALOGING SOURCE
Original cataloging agency LB-BrCRDP
100 1# - MAIN ENTRY--PERSONAL NAME
Personal name Abu Shakra, Amal
Miscellaneous information Master Education
245 14 - TITLE STATEMENT
Title The effect of guided reading on reading ability and motivation
260 ## - PUBLICATION, DISTRIBUTION, ETC.
Place of publication, distribution, etc. Beirut
Name of publisher, distributor, etc. Lebanese American University. School of Arts and Sciences. Education Department
Date of publication, distribution, etc. 2010
300 ## - PHYSICAL DESCRIPTION
Extent 89 pages
500 ## - GENERAL NOTE
General note النوع : Mémoire
520 3# - SUMMARY, ETC.
Summary, etc. This small-scale case study was conducted to investigate the effects of the guided reading approach on struggling students' reading abilities and their motivation to read. Four struggling readers from grade three were purposively chosen to participate in the study. The Scholastic Reading Inventory in its two forms, students' documents, teacher observations, running records, individual student reading conferences, and interviews with the students' parents or tutors were used to assess progress in the participants' reading abilities and determine the effect of guided reading on them. Similarly, teacher observations, conferences, interviews, and the Reading Survey from The Motivation to Read Profile were employed to provide data about students' reading motivation after their participation in the guided reading program. Findings showed that the implementation of guided reading helped struggling students improve their decoding skills, built up their fluency, and increased their motivation to read. It also improved the struggling readers' vocabulary and comprehension skills, albeit to a lesser extent. However, had the program been implemented in grades one and two, it might have yielded better results. Further research is needed to track the effect of guided reading on students' reading abilities along different grade levels and to explore its effect on the reading abilities and motivation of students of different genders.
650 #4 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element English Language Education Teaching Methods
650 #4 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element L’enseignement de la Langue Anglaise Méthodes d’enseignement
650 #4 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element تعليم اللغة الانكليزية طرق التعليم
9 (RLIN) 150
856 ## - ELECTRONIC LOCATION AND ACCESS
Public note Shamaa
Uniform Resource Identifier <a href="http://search.shamaa.org/FullRecord?ID=65992">http://search.shamaa.org/FullRecord?ID=65992</a>
942 ## - ADDED ENTRY ELEMENTS (KOHA)
Koha item type بيانات الهيئة اللبنانية للعلوم التربوية
Source of classification or shelving scheme Dewey Decimal Classification

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