Increased frequency and planning: A more effective approach to guided reading in Grade 2

Young, Chase

doi:10.1080/00220671.2018.1451814

Cited by 9 publications

(14 citation statements)

References 18 publications

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“…Most research on guided reading has claimed its benefits for developing different aspects of students' literacy (e.g., Fawson & Reutzel, 2000;Fountas & Pinnell, 1996;Gabl, Kaiser, Long & Roemer, 2007;Gambrell, Malloy, Mainak & Mazzoni, 2011;Young, 2019). First, a large body of research underlines that guided reading can develop reading comprehension (e.g., Phillips, 2013;Whitehead, 2002; see also Anastasiou & Grieva, 2009;Block, Parris, Reed, Whiteley & Cleveland, 2009).…”

Section: The Benefits Of Guided Readingmentioning

confidence: 99%

“…Third, guided reading gives the teacher the opportunity to monitor students' reading informally yet systematically (Fountas & Pinnell, 2012). This is important because there is a clear connection between assessment, teacher-led instruction and student growth (Connor, Morrison & Katch, 2004;Young, 2019). Frequently assessing students' reading of an unknown text (e.g., coding the student's decoding by noting accuracy level using a running record) (Clay, 1993;Iaquinta, 2006) can provide the teacher with much information about the student's reading ability (Conderman & Strobel, 2006;Fountas & Pinnell, 2012;Lipp & Helfrich, 2016).…”

Section: The Benefits Of Guided Readingmentioning

confidence: 99%

“…Frequently assessing students' reading of an unknown text (e.g., coding the student's decoding by noting accuracy level using a running record) (Clay, 1993;Iaquinta, 2006) can provide the teacher with much information about the student's reading ability (Conderman & Strobel, 2006;Fountas & Pinnell, 2012;Lipp & Helfrich, 2016). Such an assessment can be a point of departure for teaching points in the next guided reading session, and, thereby, make the reading instruction into a series of individual strategic actions (Young, 2019).…”

Section: The Benefits Of Guided Readingmentioning

confidence: 99%

“…The benefits and weaknesses mentioned above underline the teacher's essential role in determining the effectiveness of guided reading. In a yearlong quasiexperimental study of guided reading, Young (2019) showed how second-grade students increased their reading ability (comprehension, accuracy and fluency) when the teachers engaged in careful planning of the session and adjusted to the needs of the individual students. A subset of students in this study even increased their reading ability from a kindergarten level (i.e., well below grade level) to a level above their year (Young, 2019, p. 129).…”

Section: The Role Of the Teachermentioning

confidence: 99%

See 3 more Smart Citations

How do Norwegian second-grade teachers use guided reading? The quantity and quality of practices

Håland¹,

Wagner²,

McTigue³

2021

L1 Educational Studies in Language and Literature

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This paper documents how teachers use guided reading practices in Norwegian second-grade classrooms. In a two-part study consisting of teachers' self-reports (Study 1) and video-observations of guided reading sessions (Study 2), we analyzed the frequency and characteristics of guided reading practices. Findings from Study 1 indicate that guided reading is a common practice of Norwegian second-grade teachers and that discussing word meaning, text, and pictures are the most frequently addressed literacy components. Findings from Study 2 illustrate that the teachers regularly make optimal use of the before-reading phase, while the after-reading phase is relatively lacking. The observational data also indicate that teachers are more likely to simply check students' understanding of word meaning rather than to work in-depth with vocabulary. Likewise, teachers were more likely to supply help in the decoding process rather than scaffold students' decoding with strategies. In sum, the data indicate that teachers may not fully use the benefits that guided reading instruction can afford. We discuss how to help educators use more of the potential of guided reading, arguing that the benefits of guided reading can be strengthened by (1) more indepth planning, (2) greater use of strategies, and (3) routines for observing and assessing.

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Section: The Benefits Of Guided Readingmentioning

confidence: 99%

Section: The Benefits Of Guided Readingmentioning

confidence: 99%

Section: The Benefits Of Guided Readingmentioning

confidence: 99%

Section: The Role Of the Teachermentioning

confidence: 99%

See 2 more Smart Citations

How do Norwegian second-grade teachers use guided reading? The quantity and quality of practices

Håland¹,

Wagner²,

McTigue³

2021

L1 Educational Studies in Language and Literature

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show abstract

“…The effectiveness of guided reading has been examined using randomized control trials and quasiexperimental designs in which students are assigned to either guided reading or typical classroom instruction (Denton, Fletcher, Taylor, Barth, & Vaughn, 2014;Nayak & Sylva, 2013;Tobin & Calhoon, 2009;Walpole, Amendum, Pasquarella, Strong, & McKenna, 2017;Young, 2019). These studies showed that after a series of sessions controlled for frequency, students in the guided reading group typically display better outcomes in standardized assessments of key reading and reading-related skills, such as word-reading accuracy, fluency, reading comprehension, and vocabulary knowledge, than do control groups who receive business-as-usual classroom instruction.…”

mentioning

confidence: 99%

Question Asking During Reading Comprehension Instruction: A Corpus Study of How Question Type Influences the Linguistic Complexity of Primary School Students’ Responses

Blything

Hardie

Cain

2019

Reading Research Quarterly

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The authors examined teachers' (N = 19) use of different question types during small-group comprehension instruction for 6-11-year-olds (N = 115). The authors tagged the corpus of 40 hours of guided reading sessions to enable computer-based searches for syntactic forms of questions. Teachers frequently asked high-challenge wh-word questions (e.g., "How does that fit in with what you just read?"), and this was more pronounced in schools located in regions of low socioeconomic status, a finding associated with recency of completion of teacher training. Students' responses were more linguistically complex when teacher questions comprised a high frequency of highchallenge questions, particularly wh-word adverb questions (predominantly why and how). These findings applied across the wide age and ability range of the sample, indicating that high-challenge questions are effective in smallgroup comprehension instruction for students in different age groups and at various levels of reading ability. The authors conclude that teachers benefit from being informed about the effect of various syntactic forms of questions, particularly the nuances of wh-word questions. The findings also highlight the advantages of using corpus search methods to examine the influence of teacher question-asking strategies during classroom interactions. R eading comprehension is a critical skill essential for access to the broad curriculum and long-term academic success (McNamara & Magliano, 2009). Classroom instruction in reading comprehension often takes the form of teacher-led, small-group reading and discussion of a text, a format commonly referred to as guided reading (Ford, 2015; Fountas & Pinnell, 2017). In these sessions, the teacher works on a text with a small group of students, typically of similar reading ability (Fountas & Pinnell, 2017). Central to the concept of guided reading, and other teacher-led reading comprehension instruction, is the use of questions to check comprehension and encourage deeper thinking about the text and to scaffold understanding of challenging texts and discussion within the group (

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Effects of additions to independent silent reading on students’ reading proficiency, motivation, and behavior: Results of a meta-analysis

Merke,

Ganushchak,

van Steensel

2024

Educational Research Review

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Increased frequency and planning: A more effective approach to guided reading in Grade 2

Cited by 9 publications

References 18 publications

How do Norwegian second-grade teachers use guided reading? The quantity and quality of practices

How do Norwegian second-grade teachers use guided reading? The quantity and quality of practices

Question Asking During Reading Comprehension Instruction: A Corpus Study of How Question Type Influences the Linguistic Complexity of Primary School Students’ Responses

Effects of additions to independent silent reading on students’ reading proficiency, motivation, and behavior: Results of a meta-analysis

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