For my guided reading selection, I chose an article written by Carl Smith titled, "Guided Reading. ERIC Topical Bibliography and Commentary." This article defines guided reading and offers some suggestions as to how to implement guided reading into the elementary school classroom.
Smith introduces his article by explaining what guided reading entails. He writes, "in guided reading, teachers first provide instructions for reading involving general discussion of the text to build background information...Second, children participate in supported reading where teachers have introduced the story, followed by all children reading aloud the identified text...teachers observe each child's application of reading strategies and provide necessary support." Smith then notes that after the students finish reading the story, they engage in activities that include additional instruction on reading strategy.
So, in guided reading, teachers first introduce the story and perhaps discuss the setting and the characters. Then, teachers support students in their reading of the text by helping them implement effective reading strategies as they progress through the text. After completion of the story, teachers then lead activities designed to help students further develop effective reading strategy skills.
Smith states that the goal of guided reading is to help children become "independent and fluent" readers. Smith explains that this goal can be achieved through instruction in effective reading strategies. If students are equipped with knowledge of effective reading strategies, they will benefit from increased comprehension, increased skill of application, increased confidence when encountering difficult text, increased vocabulary, etc. The list goes on and on.
After reading this article, I feel as if guided reading is a great way to help students utilize and familiarize with effective reading strategies. Students are provided with texts that will sufficiently challenge them so that they must utilize reading strategies. However, the texts are not so difficult that they frustrate students to the point of no return. In guided reading, students are placed in small groups based on their reading level. Overall, guided reading seems to be a great instructional strategy!
What are some limits of guided reading?
How can instructors encourage students to implement reading strategies outside of the "guided reading time" within the school day?
I think one of the major limits to guided reading is structuring it to fit multiple reading levels. I think most times, guided reading is practiced as a classroom, so the section that students have to read might be too advanced for "challenged readers" and vice versa for stronger readers.
ReplyDeleteI enjoyed reading about how important it is to first explain the process then allow students to work with the teacher's guidance. I think this helps with students all different types of needs. I also believe it is essential to have time of small group reading, although there should be independent reading in the classroom as well.
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