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The purpose of this study is to determine the effects of the Three Daily Doses compared to the Guided Reading model and determine what positively influences student’s assessment scores the most. The study uses test scores in FAST (Formative Assessment System for Teachers) data and individual reading assessments given every 14 days during the school calendar for the past three years and compare to the first year (2015-2016 school year) of the Three Daily Doses in an area Cedar Rapids School. The research was conducted for the purpose that it will drive further instruction in building classrooms and in school districts and solidify the decisions made in regards to molding future reading curriculum.

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Humke, R.A. (2017). Effectiveness of explicit reading model and the relationship of student achievement (Master's thesis, Northwestern College, Orange City, IA). Retrieved from

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