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"Guided reading."
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Increased frequency and planning: A more effective approach to guided reading in Grade 2
This yearlong quasi experimental study examined the effects of two approaches to guided reading on second-grade students' reading abilities. The 79 subjects were chosen as a nonprobability sample and served as the treatment and comparison groups. The groups were pre- and post tested using the Developmental Reading Assessment, Second Edition determine students' reading levels. A 2 × 2 repeated measures analysis of variance revealed significant main and interaction effects. According to a post hoc analysis of mean difference effect size, both groups experienced very large effects, but treatment effects (d = 3.66) were much larger than the comparison (d = 1.34). The results suggest that increased emphasis on guided reading can lead to a greater impact on second-grade students' reading ability.
Journal Article
The challenge of incorporating new methods: The case of group guided reading in South Africa
BackgroundSouth Africa is a country with a reading crisis: 81% of Grade 4 learners are unable to read for meaning in Grade 4. Teaching methods and practices have been identified as a primary cause; there is an over-reliance on choral methods, very little focus on meaning, weak feedback and assessment, and little interaction with books.AimThis article reports on the kinds of knowledge required to teach Group Guided Reading (GGR) and the extent to which teachers enacted this knowledge in their practice, using Shulman’s (1987) knowledge categories.SettingThe research was carried out in three no-fee, township primary schools where isiXhosa was the language of learning and teaching (LoLT), in the Eastern Cape, South Africa.MethodsThe research took the form of a case study of three teachers, who were given support, including coaching, to implement GGR. Data were generated through classroom observation and stimulated recall interviews using videos; the data were analysed using Shulman’s knowledge categories (1986, 1987).ResultsTeachers demonstrated sufficient pedagogical content knowledge (PCK) to put GGR into practice. However, no assessment was observed, and two of the teachers chose not to put the learners into reading ability groups, both of which are core elements of GGR.ConclusionNew methods of teaching do not always take account of local circumstances.ContributionGroup Guided Reading was developed in countries where classes are small, and classrooms are spacious and well-equipped.
Journal Article
The Barometer of Agency: Reconceptualising the ‘Guided Reading’ Teaching Approach
The guided reading teaching approach is a commonly utilised practice that teachers have employed for over 20 years, both in Australia and abroad. What the approach entails, however, can be open to interpretation—an outcome that highlights the challenge of describing and conceptualising the approach in clear and unambiguous terms. This study addressed this issue of ambiguity by exploring whether guided reading, rather than being a singular teaching strategy in-and-of-itself, can more accurately be reconceptualised as comprising a range of teaching strategies that educators move between from lesson beginning to lesson’s end. Following thematic analysis of the six most commonly prescribed texts used in Australian Initial Teacher Education literacy units, a new model was devised as presented in this paper; a model that teachers and researchers in Australia and abroad can draw upon to better understand, apply and/or evaluate their own and other’s use of the guided reading teaching approach in everyday practice.
Journal Article
Expository text difficulty for elementary emerging bilingual students: Does it matter?
The author explored text difficulty for third-grade bilingual students reading below grade level. In six small-group discussions, students read and discussed informational texts matched to their reading levels, and in six other sessions they read and discussed texts one year ahead of their reading levels. The alternating treatment design and qualitative analysis of transcripts revealed different text levels have both advantages and drawbacks. Findings included the following: Group 1 had more inferential or interpretive responses with matched texts and Group 2 had more inferential or interpretive responses with difficult texts. Most students participated evenly regardless of text difficulty. However, two students talked more when discussing matched texts. Text difficulty did not affect comprehension for anyone except one student, and for him it only had an effect on three of 12 days. Half of the students' fluency scores benefited from matched texts. The other half read difficult texts with similar fluency to matched texts.
Journal Article
What are we really teaching? The implications of including phonics instruction in Group Guided Reading
BackgroundIn the context of the ongoing crisis in early reading literacy in South Africa, this article gives insight into teacher practices which reduce learners’ opportunities to read continuous text for meaning.AimThis ethnographic study investigated the microcosm of teacher practices in well-resourced environments.SettingA purposive sample was drawn of three Grade One teachers in former Model C primary schools for intensive investigation of their literacy teaching practices. A pilot study established that a literacy teaching event resembling Group Guided Reading was attended every day by every learner in these classrooms and therefore provided the focal event in the research.MethodMicro-ethnographic classroom observations, with accompanying video recordings and transcriptions were the primary data sources. Interviews provided narrative and descriptive data. Data were analysed by means of qualitative content analysis and discourse analysis.ResultsFindings suggested that the introduction of flashcards and texts designed for phonics practice into a methodology designed to promote reading for meaning has a cumulative impact on the time teachers spend on discussion, modelling comprehension strategies and silent reading. Potentially this limits learners to only one of the four roles of a reader, that is, a reader as code breaker.ConclusionFindings caution against teachers making changes to the requirements of explicit teaching methodologies. The aims of Group Guided Reading are not achievable when phonics instruction reduces engagement with continuous text.ContributionThis article, by critiquing a practice, encourages teachers and teacher educators to consider the balance between whole-language and phonics-based approaches.
Journal Article
The link between learner performance in early reading literacy and what is happening in the Grade 1 classroom
BackgroundDeveloping reading skills depends on how learners are taught to read in the classroom. Previous research showed that academic achievement is strongly affected by pedagogical content knowledge and lack of appropriate professional development.AimThis article aims to examine the relationship between learner performance in early reading literacy and what is happening in the Grade 1 classroom.SettingThe study was conducted in five different schools in Mopani district in the Limpopo province.MethodsAn exploratory mixed methods research design was used, where quantitative and qualitative methods were used for data collection and analysis. Five teachers who teach reading in Grade 1 classrooms were observed. Seventy-five Grade 1 learners were assessed twice (March and September 2018) in Xitsonga as the home language and as the first additional language using the early grade reading assessment toolkit.ResultsThe quantitative results showed an improvement in scores from baseline to endline; however, this was not good enough, given that performance in all the reading measures was low and very slow, reflecting inadequate mastery of foundational reading skills by the end of Grade 1. The qualitative findings provided some insights into how this comes about. Although teachers made efforts to implement reading methodologies in line with the national curriculum, they showed lack of understanding of how early reading develops and how each of the reading activities contributes to different aspects of this development.ConclusionThe present teachers’ understanding of early reading development and their enactments of reading in Grade 1 classrooms are insufficient to develop grade-level readers by the end of the year. Recommendations are made to help teachers improve their classroom practices.
Journal Article
E-readers and the effects on students' reading motivation, attitude and comprehension during guided reading
This quasi-experimental mixed methods study examined the use of e-readers during guided reading instruction and its impact on 5th grade students' reading motivation, attitude toward reading, and reading comprehension. For 10 weeks, 19 students received guided reading instruction by means of the traditional paper/text format, while 16 students received guided reading instruction by means of e-readers using the same stories but in digital text format. The Motivation to Read Profile was used to measure student motivation, the Elementary Reading Attitude Survey was administered to measure student attitude and the Gates-MacGinitie Reading Tests, Fourth Edition, were administered to measure student comprehension. A MANOVA showed no significant difference between the students who used e-reader digital text format and those that used paper/text format in regard to reading motivation, attitude toward reading or reading comprehension. However, the qualitative data gave several insights into why e-readers did not make a difference.
Journal Article
Reconsidering Silent Sustained Reading: An Exploratory Study of Scaffolded Silent Reading
The purpose of this study was to design, implement, and evaluate the efficacy of scaffolded silent reading (ScSR) compared with the evidence-based practice of guided repeated oral reading (GROR) with feedback on 3rd-grade students' fluency and comprehension growth. Using a mixed-model dominant-less dominant design, the authors collected both quantitative and qualitative data. Quantitative results indicated no significant differences between these 2 forms of reading fluency practice on 3rd-grade students' fluency and comprehension development with the exception of 1 significant difference favoring ScSR on expression of a single passage. Qualitative results indicated that either ScSR or GROR approaches used exclusively tended toward tedium and reduced overall student enjoyment and motivation. The authors discuss how the ScSR approach represents a viable alternative or companion to GROR for promoting 3rd-grade students' reading fluency and comprehension growth.
Journal Article