Date of Conferral

2022

Degree

Ph.D.

School

Education

Advisor

Patricia Anderson

Abstract

The problem addressed through this study was the low levels of reading comprehension of literary and informational texts among fourth-grade students statewide. The reading workshop model and the guided reading approach are two different instructional methods used to teach reading to fourth-grade students at two school districts in Texas. The purpose of this quantitative study was to determine the difference in reading comprehension scores between fourth-grade students who participated in the reading workshop model and those who were taught using the guided reading approach for 1 academic year. Two research questions comparing reading comprehension scores on the State of Texas Assessments of Academic Readiness between fourth-grade students who were taught using the reading workshop model and those who were taught using the guided reading approach guided this study. The theoretical framework comprised Wigfield and Eccles’s expectancy-value theory and their concept of achievement motivation. Reading comprehension scores on the State of Texas Assessments of Academic Readiness for fourth-grade students from two different school districts were analyzed using an independent-samples t test. The results indicated statistically significant differences in student scores on subtests of analysis of literary and informational texts such that students taught using the reading workshop model scored significantly better than those taught using the guided reading approach. This study may benefit elementary instructional leaders by providing them with information regarding a program with the potential to increase students’ intrinsic reading motivation and improve their reading comprehension, setting them on a path to academic success.

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