The purpose of this study was to examine the impact of using guided reading instruction to increase overall reading achievement in elementary students over the course of three months. Twenty Kindergarten students with varying reading achievement from a Title I school in Georgia were examined in the study. Students were divided into five groups based on their reading level. Each week the students read pre-selected books both above and on their reading level to improve skills needed in furthering reading abilities. At the end of the week the groups were analyzed for increased word recognition and reading comprehension. Data was examined using running records from February to March. Data from the running record showed that guided reading instruction was beneficial in increasing students reading ability in the areas of fluency and accuracy. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]