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What is Guided Reading

Chapter 7
Elevating Intentional Education Practice in Graduate Programs
Guided reading is a small-group instructional context where the teacher supports each student based on their development of systems of strategic actions for processing new texts at increasingly challenging levels of difficulty (Fountas & Pinnell, 2021 AU61: The in-text citation "Fountas & Pinnell, 2021" is not in the reference list. Please correct the citation, add the reference to the list, or delete the citation. ).
Published in Chapter:
Action-Based Research: High Impact Action Research Across Academic Settings
Tracy Mulvaney (Monmouth University, USA), Nicole D'Angelo (Monmouth University, USA), Pericles Scaranni (Monmouth University, USA), and Meghan Schneck (Monmouth University, USA)
Copyright: © 2023 |Pages: 19
DOI: 10.4018/978-1-6684-4600-3.ch007
Abstract
Action-based research is an approach used to design studies that seek to both inform and influence practice. The goal of this type of research in the academic arena centers on guiding school improvement to take informed actions. This chapter specifically focuses on action-based research, the process, and the effects the approach has in both P-12 and higher education through the use of two case studies. These case studies show that action-based research can be applied to various settings and age ranges. Theoretical frameworks are provided to endorse ways in which action-based research is an effective hands-on approach aimed towards getting results to improve practices.
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Chapter 31
Supporting the Virtual Reading Instruction of Emergent Bilinguals: Practical Support and Resources for Parents and Teachers
An instructional strategy where students read leveled texts with support from a teacher to build decoding, fluency, vocabulary, and comprehension skills.
Published in Chapter: Supporting the Virtual Reading Instruction of Emergent Bilinguals: Practical Support and Resources for Parents and Teachers; From: Handbook of Research on Adapting Remote Learning Practices for Early Childhood and Elementary School Classrooms
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Chapter 6
A Conceptual Framework for Understanding How Early Career Literacy Teachers Curate a Lesson Plan in a Digital Age
A component of a balanced reading approach, in which the classroom teacher works with a small group of students with similar reading processes. In the small group setting, the teacher selects and introduces new books and supports children in reading the whole text to themselves, making teaching points during and after the reading. When appropriate, the teacher engages the small group of students in an extension to further their understanding of letter or word work ( Fountas & Pinnell, 1996 ).
Published in Chapter: A Conceptual Framework for Understanding How Early Career Literacy Teachers Curate a Lesson Plan in a Digital Age; From: Handbook of Research on Advancing Teaching and Teacher Education in the Context of a Virtual Age
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Chapter 10
A University-Based Reading Clinic and the Pivot to Online Instruction: Promises, Pitfalls, and Lessons Learned
Part of a balanced approach to reading instruction where the students read a text at their instruction reading level and the teacher supports decoding, fluency, and comprehension through the use of immediate prompting and teaching points.
Published in Chapter: A University-Based Reading Clinic and the Pivot to Online Instruction: Promises, Pitfalls, and Lessons Learned; From: Handbook of Research on Reconceptualizing Preservice Teacher Preparation in Literacy Education
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Chapter 3
Preparing Teachers to Integrate Digital Tools That Support Students' Online Research and Comprehension Skills
A supportive instructional context in which a teacher monitors and directs a group of students to engage in strategic actions when they approach a text.
Published in Chapter: Preparing Teachers to Integrate Digital Tools That Support Students' Online Research and Comprehension Skills; From: Handbook of Research on Literacy and Digital Technology Integration in Teacher Education
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