Guided Reading in First- Fourth Grade: Theory to Practice
This article had information about a partnership between an Elementary School District and University students whom taught guided reading lessons to First- Fourth graders and measured the improvement in reading scores. Both, the elementary school students and the university students benefited from this research. Students' reading scores improved and the university students received guidance and exposure to delivering small group instruction. This relates to my study because I will also be looking at Guided Reading and its effects on students’ reading scores, but it will not be implemented by University students. This informs my study because I realize that, even though it has been difficult for me to find studies with data collection, there are others doing research on guided reading. Identifying Instructional Moves During Guided Learning In this article Fisher and Frey (2012), study 18 classrooms in which teachers usually had good results when teaching a diverse group of students. 67 observations over a 9-week period were conducted and each teacher was observed at least three times. The data collected was digital recordings of instruction on specific interactions during guided instruction. The findings showed that there were four interactions that were continually used among all the teachers observed. The following were the four interactions: Using questions to check for understanding, prompting for cognitive and meta-cognitive work, using cues to focus learners’ attention, and direct explanation or modeling. This study has a direct connection because guided reading is at the core of it, but it differs in the sense that I will be looking more closely at the guided reading as part of a new curriculum and not at the strategies used during guided reading. It informs my study because it shows that guided reading has a multitude of components to take into account. The Impact Of A School’s Literacy Program On A Primary Classroom In this study, Costello (2012), examines how reading instruction is placed within the literacy program at his school. He utilizes qualitative data in the form of journal entries. The results showed how the direct instruction part of the literacy program being used, altered his teaching practices and affected student learning. This relates to my study because it renders proof that there are others doing work similar to mine, in the sense that they are looking at the impact of a literacy program on student learning. Yet, it is much different because this study only used qualitative data and I will also include quantitative data.
2 Comments
Helen Blood
11/13/2017 07:38:17 pm
You have a great question! Is guided reading being implemented the same way in each of the articles that you find? I'm curious to the key components in the program we have adopted. Are these the same in English? I am so happy you are doing this research, as I have been told that guided reading is a key strategy for reading support, but yet we have done so little of it. Thank you.
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Madeleine O'Rear
11/14/2017 03:21:25 pm
Hi Teresa!
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