The purpose of my initial round of research was to examine a reading program to determine if students were reading at a higher level, as a result of its implementation during reading in small intervention groups. The objective was to collect current data on student reading progress from first and second grade dual immersion classes that were using the new reading program in Spanish. The researcher utilized ex post facto data from the first year and compared it to the data collected from the the current school year, in order to measure students’ reading progress. The goal was to discover what effects guided reading had on reading comprehension and reading accuracy. Teachers who participated in the first year of the reading program were also surveyed. The two data collection methods provided information about how much students progressed over the first year of the program and surveyed how their teachers evaluated and reflected on the program, as well as its effect on the students. The Developmental Reading Assessment (DRA) scores provided a summative reading assessment in the form of a pretest and post-test that assessed the students’ reading comprehension and reading accuracy. It was used as the primary measure of student progress.
Based on Figure 1 below, reading scores increased from the pre-test to the post test. The mean difference of the pretest versus the post-test was 3.2. The mean for the pretest was 4.89, while, the mean for the post-test was 8.11.
Results from the study suggest that A Flying Start to Literacy, by Okapi, was effective in improving the participants’ reading scores.
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