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Author ORCID Identifier
https://orcid.org/0000-0003-3536-0869
AccessType
Open Access Dissertation
Document Type
dissertation
Degree Name
Doctor of Philosophy (PhD)
Degree Program
Education
Year Degree Awarded
2022
Month Degree Awarded
May
First Advisor
Amanda Marcotte
Second Advisor
Michelle Hosp
Third Advisor
John Hintze
Fourth Advisor
Jill Hoover
Subject Categories
Curriculum and Instruction | Early Childhood Education | Elementary Education
Abstract
Early mastery of reading fundamentals is essential. However currently there is a debate on the best way to teach reading. Across the US schools are choosing to use varying forms or reading curricula aligned with different pedagogies. However, not all curricula are based in empiral science. This study compares two approaches to supplementary reading instruction: guided reading and explicit phonics. A randomized controlled design was used, and first grade students were assigned to receive either explicit phonics or guided reading intervention three days per week for approximately thirty minutes each lesson. Reading fluency and a broad reading measure served as dependent variables. Results indicated that explicit phonics instruction was more effective than guided reading for students reading below grade level but was not more effective than guided reading for above grade-level. Significant results were not found for broad reading.
DOI
https://doi.org/10.7275/28355415
Recommended Citation
Berkowitz, Madeline R., "A Comparison Of Guided Reading And Systematic Phonics Approaches To Supplementary Reading Instruction" (2022). Doctoral Dissertations. 2499.
https://doi.org/10.7275/28355415
https://scholarworks.umass.edu/dissertations_2/2499
Included in
Curriculum and Instruction Commons, Early Childhood Education Commons, Elementary Education Commons