Guided reading is an instructional practice or approach where teachers support a small group of students to read a text independently. Show
On this pageKey elements of guided readingGuided reading sessions are made up of three parts:
The main goal of guided reading is to help students use reading strategies whilst reading for meaning independently. Why use guided readingGuided reading is informed by Vygotsky’s (1978) Zone of Proximal Development and Bruner’s (1986) notion of scaffolding, informed by Vygotsky’s research. The practice of guided reading is based on the belief that the optimal learning for a reader occurs when they are assisted by an educator, or expert ‘other’, to read and understand a text with clear but limited guidance. Guided reading allows students to practise and consolidate effective reading strategies. Vygotsky was particularly interested in the ways children were challenged and extended in their learning by adults. He argued that the most successful learning occurs when children are guided by adults towards learning things that they could not attempt on their own. Vygotsky coined the phrase 'Zone of Proximal Development' to refer to the zone where teachers and students work as children move towards independence. This zone changes as teachers and students move past their present level of development towards new learning. (Source: Literacy Professional Learning Resource, Department of Education and Training, Victoria) Guided reading helps students develop greater control over the reading process through the development of reading strategies which assist decoding and construct meaning. The teacher guides or ‘scaffolds’ their students as they read, talk and think their way through a text (Department of Education, 1997). This guidance or ‘scaffolding’ has been described by Christie (2005) as a metaphor taken from the building industry. It refers to the way scaffolds sustain and support people who are constructing a building. The scaffolds are withdrawn once the building has taken shape and is able to support itself independently (pp. 42-43). Similarly, the teacher places temporary supports around a text such as:
Once the strategies have been practised and are internalised, the teacher withdraws the support (or scaffold) and the reader can experience reading success independently (Bruner, 1986, p.76). When readers have the opportunity to talk, think and read their way through a text, they build up a self-extending system. This system can then fuel itself; every time reading occurs, more learning about reading ensues. (Department of Education, Victoria, 1997; Fountas and Pinnell, 1996). Guided reading is a practice which promotes opportunities for the development of a self-extending system (Fountas and Pinnell, 1996). Teacher’s role in guided readingTeachers select texts to match the needs of the group so that the students, with specific guidance, are supported to read sections or whole texts independently. Students are organised into groups based on similar reading ability and/or similar learning needs determined through analysis of assessment tools such as running records, reading conference notes and anecdotal records. Every student has a copy of the same text at an instructional level (one that can usually be read with 90–94% accuracy, see Running Records). All students work individually, reading quietly or silently. Selecting texts for EAL/D learnersUnderstanding EAL/D students’ strengths and learning needs in the Reading and viewing mode will help with appropriate text selection. Teachers consider a range of factors in selecting texts for EAL/D students including:
For more information on texts at an instructional level, see: Running records Students also need repeated exposure to new text structures and grammatical features to extend their language learning, such as texts with:
EAL/D students learn about the grammatical features as they arise in authentic texts. For example, learning about the form and function of passive sentences when reading an exposition text, and subsequently writing their own passive sentences. All students in the class including EAL/D students will typically identify a learning goal for reading. Like all students, the learning needs of each EAL/D student will be different. Some goals may be related to the student’s prior experience with literacy practices, such as:
Some goals may be related to the nature of students’ home language(s):
For more information on appropriate texts for EAL/D students, see: Languages and Multicultural Education Resource Centre Major focuses for a teacher to consider in a guided reading lesson: Before reading the teacher can
Source: Department of Education, 1997 The teacher selects a text for a guided reading group by matching it to the learning needs of the small group. The learning focus is identified through the analysis of running records (text accuracy, cueing systems and identified reading behaviours), individual conference notes or anecdotal records, see Running Records). Additional focuses for a teacher to consider for EAL/D students in a guided reading lessonBefore reading a fictional text, the teacher can
Before reading a factual text, the teacher can
During reading the teacher can
After reading the teacher can
Inferring meaningIn this video, the teacher uses the practice of guided reading to support a small group of students to read independently. Part 1 consists of the before reading discussion which prepares the small group for the reading, and secondly, students individually read the text with teacher support. In this video (Part 2), the teacher leads an after reading discussion with a small group of students to check their comprehension of the text. The students re-read the text together. Prior to this session the children have had the opportunity to read the text independently and work with the teacher individually at their point of need. Point of viewIn this video, the teacher leads a guided reading lesson on point of view, with a group of Level 3 students. Text selectionThe teacher selects a text for a guided reading group by matching it to the learning needs of the small group. The learning focus is identified through:
The text chosen for the small group instruction will depend on the teaching purpose. For example, if the purpose is to:
Text selection should include a range of:
It is important that the teacher reads the text before the guided reading session to identify the gist of the text, key vocabulary and text organisation. A learning focus for the guided reading session must be determined before the session. It is recommended that teachers prepare and document their thinking in their weekly planning so that the teaching can be made explicit for their students as illustrated in the examples in the information below. Example 1StudentsJessie, Rose, Van, Mohamed, Rachel, Candan Text/LevelTadpoles and Frogs, Author Jenny Feely, Program AlphaKids published by Eleanor Curtain Publishing Pty Ltd. ©EC Licensing Pty Ltd. (Level 5) Learning IntentionWe are learning to read with phrasing and fluency. Success criteriaI can use the grouped words on each line of text to help me read with phrasing. Why phrasePhrasing helps the reader to understand the text through the grouping of words into meaningful chunks. An example of guided reading planning and thinking recorded in a teacher’s weekly program (See Guided Reading Lesson: Reading with phrasing and fluency) Example 2StudentsMustafa, Dylan, Rosita, Lillian, Cedra Text/LevelThe Merry Go Round – PM Red, Beverley Randell, Illustrations Elspeth Lacey ©1993. Reproduced with the permission of Cengage Learning Australia. (Level 3) Learning intentionWe are learning to answer inferential questions. Success criteriaI can use text clues and background information to help me answer an inferential question. Questions as promptsWhy has the author used bold writing? (Text clue) Can you look at Nick’s body language on page11? Page 16? What do you notice? (Text clues) Why does Nick choose to ride up on the horse rather than the car or plane? (Background information on siblings, family dynamics and stereotypes about gender choices). An example of the scaffolding required to assist early readers to answer an inferential question. This planning is recorded in the teacher’s weekly program. (See Guided Reading Lesson: Literal and Inferential Comprehension)
It is important to choose a range of text types so that students’ reading experiences are not restricted. Quality literatureQuality literature is highly motivating to both students and teachers. Students prefer to learn with these texts and given the opportunity will choose these texts over traditional ‘readers’. (McCarthey, Hoffman & Galda, 1999, p.51). ResearchResearch suggests the quality and range of books to which students are exposed to such as:
When selecting texts for teaching purposes include: levels of text difficulty and text characteristics such as:
For ideas about selecting literature for EAL/D learners, see: Literature Teacher's role during readingDuring the reading stage, it is helpful for the teacher to keep anecdotal records on what strategies their students are using independently or with some assistance. Comments are usually linked to the learning focus but can also include an insightful moment or learning gap. Learning exampleStudentsJessie
Rose
Van
Mohamed
Rachel
Candan
Explicit teaching and responsesThere are a number of points during the guided reading session where the teacher has an opportunity to provide feedback to students, individually or as a small group. To execute this successfully, teachers must be aware of the prompts and feedback they give. Specific and focused feedback will ensure that students are receiving targeted strategies about what they need for future reading successes, see ; . Examples of specific feedback
Specific feedback for EAL/D students may involve and build on transferable skills and knowledge they gained from reading in another language.
Reading independentlyIndependent reading promotes active problem solving and higher-order cognitive processes (Krashen, 2004). It is these processes which equip each student to read increasingly more complex texts over time; “resulting in better reading comprehension, writing style, vocabulary, spelling and grammatical development” (Krashen, 2004, p. 17). It is important to note that guided reading is not round robin reading. When students are reading during the independent reading stage, all children must have a copy of the text and individually read the whole text or a meaningful segment of a text (e.g. a chapter). Students also have an important role in guided reading as the teacher supports them to practise and further explore important reading strategies. Before reading the student can
Before reading the student can
During reading the student can
After reading the student can
Peer observation of guided reading practice (for teachers)Providing opportunities for teachers to learn about teaching practices, sharing of evidence-based methods and finding out what is working and for whom, all contribute to developing a culture that will make a difference to student outcomes (Hattie, 2009, pp. 241-242). When there has been dedicated and strategic work by a Principal and the leadership team to set learning goals and targeted focuses, teachers have clear direction about what to expect and how to go about successfully implementing core teaching and learning practices. One way to monitor the growth of teacher capacity and whether new learning has become embedded is by setting up peer observations with colleagues. It is a valuable tool to contribute to informed, whole-school approaches to teaching and learning. The focus of the peer observation must be determined before the practice takes place. This ensures all participants in the process are clear about the intention. Peer observations will only be successful if they are viewed as a collegiate activity based on trust. According to Bryk and Schneider, high levels of “trust reduce the sense of vulnerability that teachers experience as they take on new and uncertain tasks associated with reform” and help ensure the feedback after an observation is valued (as cited in Hattie, 2009, p. 241). To improve the practice of guided reading, peer observations can be arranged across Year levels or within a Year level depending on the focus. A framework for the observations is useful so that both parties know what it is that will be observed. It is important that the observer note down what they see and hear the teacher and the students say and do. Evidence must be tangible and not related to opinion, bias or interpretation (Danielson, 2012). Examples of evidence relating to the guided reading practice might be:
Noting specific examples of engagement and practice and using a reflective tool allows reviewers to provide feedback that is targeted to the evidence rather than the personality. Finding time for face-to-face feedback is a vital stage in peer observation. Danielson argues that “the conversations following an observation are the best opportunity to engage teachers in thinking through how they can strengthen their practice” (2012, p.36). It is through collaborative reflection and evaluation that teaching and learning goals and the embedding of new practice takes place (Principles of Learning and Teaching [PoLT]: Action Research Model). Teacher Observation template exampleIn practice examplesFor in practice examples, see: Guided reading lessons
ReferencesBruner, J. (1986). Actual Minds, Possible Worlds. Cambridge, MA: Harvard University Press. Christie, F. (2005). Language Education in the Primary Years. Sydney: University of New South Wales Press/University of Washington Press. Danielson, C. (2012). Observing Classroom Practice, Educational Leadership, 70(3), 32-37. Department of Education, Victoria (1997). Teaching Readers in the Early Years. South Melbourne: Addison Wesley Longman Australia. Department of Education, Employment and Training, Victoria (1999). Professional Development for Teachers in Years 3 and 4: Reading. South Melbourne: Addison Wesley Longman Australia. Dewitz, P. & Dewitz, P. (February 2003), They can read the words, but they can’t understand: Refining comprehension assessment. In The Reading Teacher, 56 (5), 422-435. Duke, N.K., Pearson, P.D., Strachan, S.L., & Billman, A.K. (2011). Essential Elements of Fostering and Teaching Reading Comprehension. In S. J. Samuels & A. E. Farstrup (Eds.), What research has to say about reading instruction (4th ed.) (pp. 51-59). Newark, DE: International Reading Association. Fisher, D., Frey, N. and Hattie, J. (2016). Visible learning for Literacy: Implementing Practices That Work Best to Accelerate Student Learning. Thousand Oaks, California: Sage Publications. Hall, K. (2013). Effective Literacy Teaching in the Early Years of School: A Review of Evidence. In K. Hall, U. Goswami, C. Harrison, S. Ellis, and J. Soler (Eds), Interdisciplinary Perspectives on Learning to Read: Culture, Cognition and Pedagogy (pp. 523-540). London: Routledge. Hattie, J. (2009). Visible Learning: A synthesis of over 800 meta-analyses relating to achievement. Milton Park, Abingdon, Oxon: Routledge, Taylor and Francis Publishers Hill, P. & Crevola, C. (Unpublished) Krashen, S.D. (2004). The Power of Reading: Insights from the Research (2nd Ed.). Portsmouth, NH: Heinemann. McCarthey,S.J., Hoffman, J.V., & Galda, L. (1999) ‘Readers in elementary classrooms: learning goals and instructional principles that can inform practice’ (Chapter 3) . In Guthrie, J.T. and Alvermann, D.E. (Eds.), Engaged reading: processes, practices and policy implications (pp.46-80). New York: Teachers College Press. Principles of Learning and Teaching (PoLT): Action Research Model Accessed Scaffolding: Lev Vygotsky (June, 2017) Vygotsky, L.S. (1978). Mind in Society: The development of higher psychological processes. Cambridge, MA: Harvard University Press. What are the 5 techniques strategies that can improve the ability to read for meaning and understanding?7 strategies to improve your reading comprehension skills. Improve your vocabulary. ... . Come up with questions about the text you are reading. ... . Use context clues. ... . Look for the main idea. ... . Write a summary of what you read. ... . Break up the reading into smaller sections. ... . Pace yourself. ... . Eliminate distractions.. What are some strategies that students can use to improve their reading skills?8 Tips to Help Students Build Better Reading Skills. Annotate and highlight text. ... . Personalize the content. ... . Practice problem solving skills. ... . Incorporate more senses. ... . Understand common themes. ... . Set reading goals. ... . Read in portions. ... . Let students guide their reading.. Which strategy would help a student improve reading comprehension quizlet?Which strategy would most likely improve a student's reading comprehension? enrich background knowledge and vocabulary.
What kind of strategies can be used by a teacher to help learners become active readers of discipline based texts?Description. Selecting texts that enhance student learning experiences.. Using strategies to help focus student readers before they engage with texts.. Supporting comprehension in content areas through discussion and writing.. Analyzing texts and applying content learning.. |