When I began my research in guided reading, I thought I would come across a plethora of information. I thought guided reading was at the core of reading comprehension and since I want to see the relation between guided reading and reading comprehension, I thought I would have plenty of information to work with. Yet, I was wrong; I have had some difficulty in finding information. In the articles I have been able to find, the recurring names are Irene C. Fountas, Gay Su Pinnell, M.M. Clay and L. Vygotsky.
Guided reading instruction is based on the Constructivist theory which supports the idea that learners have superior comprehend of ideas that they build on their own with other individuals’ assistance. One of the big ideas is that there are essential elements of guided reading which are using leveled books, differentiating instruction and using benchmark assessments through Running Records. Essentially, during guided reading the teacher directly teaches students reading strategies that reinforce problem solving and comprehension among others. In my research I have not come across any state of the art knowledge in guided reading. I believe that could be because the delivery of guided reading requires direct explicit teacher instruction.
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Data: National, State, District and School
There is no National nor State data available for First and Second Grade. Yet, when I reviewed the Fourth Grade NAEP scores I noticed that 36% of Fourth graders in the United States were at or above proficient levels in 2015. For the same year, only 28% of Fourth graders in California were at the same benchmark. (www.nationsreportcard.gov). When looking at the California Assessment of Student Performance and Progress scores for 2017, I learned that 43.90% of Third Graders in California are at or above proficient levels. In comparison, in my district, the Vacaville Unified School District 40.92% of Third Graders are at the same benchmark. Looking even closer at the Third Graders in my school, there are 42.86% at or above proficiency levels. Rationale and Purpose: I work at Edwin Markham Elementary School, which is a part of the Vacaville Unified School District. In the past few years we have focused on providing more direct and targeted reading instruction through small reading intervention groups. Over the years we have continued to make the groups smaller, to the point where we now have only 6 students in each group, on average. We have used various intervention curriculum such as SIPPS and Triumphs, among others. We are now using Okapi Flying Start to Literacy as our intervention curriculum, with the goal of improving students’ scores in Reading Comprehension and Reading Accuracy. I work with small groups of students providing level- specific reading intervention to students who are below grade level. I have noticed that the scores for High Frequency Words and the BPST are showing students success. Yet, they are struggling to use their skills in context and their reading levels are not showing improvement. The knowledge to be gained is very important in assisting students to be successful through Guided Reading and improving educational practice. The purpose of my study is to explore a recently adopted reading program to determine whether students are reading more skillfully or not. The first year of reading data is available. It is important to study the implementation more closely in subsequent years to understand how it is impacting student reading progress. My objective is to collect current data on student reading progress at my school on first and second grade dual immersion classes using the new reading program. My goal is to discover what effect does Guided Reading have on Reading Comprehension and Reading Accuracy. |
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November 2017
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