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- W2802463224 abstract "This yearlong quasi experimental study examined the effects of two approaches to guided reading on second-grade students' reading abilities. The 79 subjects were chosen as a nonprobability sample and served as the treatment and comparison groups. The groups were pre- and post tested using the Developmental Reading Assessment, Second Edition determine students' reading levels. A 2 × 2 repeated measures analysis of variance revealed significant main and interaction effects. According to a post hoc analysis of mean difference effect size, both groups experienced very large effects, but treatment effects (d = 3.66) were much larger than the comparison (d = 1.34). The results suggest that increased emphasis on guided reading can lead to a greater impact on second-grade students' reading ability." @default.
- W2802463224 created "2018-05-17" @default.
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- W2802463224 date "2018-05-08" @default.
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- W2802463224 title "Increased frequency and planning: A more effective approach to guided reading in Grade 2" @default.
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- W2802463224 doi "https://doi.org/10.1080/00220671.2018.1451814" @default.
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