Date

6-2009

Department

School of Education

Degree

Doctor of Education (EdD)

Chair

Kathie C. Morgan

Primary Subject Area

Education, Elementary; Education, Reading

Keywords

Criterion-Referenced Competency Test (CRCT), Fountas and Pinnell's Guided Reading, Lexile Scores, Multiple Regression, Pearson r, Reading Comprehension

Disciplines

Education

Abstract

The purpose of the current study was to compare Irene C. Fountas and Gay Su Pinnell's guided reading levels to the reading comprehension and Lexile scores on the Criterion-Referenced Competency Test (CRCT). The researcher designed a correlational study to answer the following question: How do the Fountas and Pinnell guided reading levels among third grade students who were instructed in guided reading correlate with the reading comprehension and Lexile scores which were generated by the CRCT? The purpose was also to determine whether guided reading levels, gender, and ethnicity had a correlation to reading comprehension and Lexile scores on the CRCT. The participants in the study consisted of 546 third grade students who were instructed in guided reading for eight months during the 2007-2008 school year. The Pearson r and multiple regression analysis were used to analyze the data. The findings from the study showed that there was a positive linear relationship between guided reading levels and reading comprehension and Lexile scores on the CRCT. The findings also indicated that there was a positive linear relationship between gender, guided reading levels, and reading comprehension and Lexile scores. Furthermore, the findings indicated that there was a positive linear relationship between ethnicity, guided reading levels, and reading comprehension and Lexile scores.

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