Date of Award/Publication


Document Type


Degree Name

MS in Literacy Education



First Supervisor

Joellen Maples


This action research study was conducted to determine the effects of guided reading on the reading comprehension of struggling, average, and accelerated readers. Twenty two 5th grade students in an Integrated Co-Taught class were involved. The student’s reading levels were assessed and they were placed into struggling, average, and accelerated reading groups. The three themes that emerged from the data were that educators are aware of the benefits of guided reading instruction but inconsistent application hinders student results, students need to be equal partners in their learning, and guided reading increased the reading comprehension in average readers, but not struggling or accelerated readers. Guided reading should not be the only component of a balanced literacy program within a classroom.

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