Since the term guided reading is so universal in our schools, I propose that we redefine this small reading group practice to empower teachers to TEACH first then GUIDE our students to become proficient readers. However, now, guided reading has become a small group catch-all wherein any reading skill, including ‘word work’ or decoding lessons are also taught. Guided reading was originally designed to provide a comprehension focus. Authors of these texts present guided reading in ways that reflect their personal views of how reading should be taught, and unfortunately many of these views are not reflective of what we have learned about best practices in reading instruction, especially for our very young and struggling readers. To be clear, guided reading, a popular small group practice, is a prevalent practice throughout these texts, and it is perplexing that this universal custom lacks consistency. One troubling observation I made is the lack of guidance to help teachers and soon-to-be teachers understand how to structure small group reading instruction. I just completed a review of 147 reading texts used in our colleges of education to teach teachers how to teach reading (National Center for Teacher Quality (NCTQ)). It has been posted here with permission from the author. This post also appears on The Reading Teacher’s Top Ten Tools Blog.
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