Fall 2018

Document Type

Master's Thesis (Open Access)

Degree Name

Master of Arts (M.A.)


Teacher Education


Reading is the key to acquiring knowledge; it opens the door for individuals to successfully learn about any subject area. With the implementation of effective reading instruction, struggling readers can become more effective readers. The purpose of this study was to investigate the impact of guided reading, a reading instruction strategy, for third grade students. Specifically, a multiple-baseline-across-participants research design was used to measure changes in fluency and comprehension for the three participants (Nancy, Liz, and Sarah) using a running record. Intervention consisted of three sections; text selection and introduction, silent reading, and reading out loud. Results indicated that guided reading had a variable impact on the students' reading fluency and comprehension. Implications and future directions are discussed.