Guided Reading for Struggling Readers
Location
Literacy Education (Session 4 Breakouts)
Proposal Track
Research Project
Session Format
Presentation
Abstract
Reading is fundamental for academic success. To achieve proficiency in reading, all students in primary grades need effective reading instruction. Those who struggle in reading for whatever reason need early intervention. Differentiated reading instruction has been demonstrated effective for improving student reading performance. Among myriad best practices for use with struggling readers, Guided Reading as differentiated instruction stands out for its explicit structure and strategies (Fountas, Pinnell, 2010). This presentation reports multiple independent action research studies conducted by classroom teachers using quasi-experimental, pretest-posttest same group design. The studies investigated the effect of Guided Reading on reading performance of struggling readers including regular below-grade-level and students with special needs in K-2 classrooms. Across school settings (urban, suburban, rural) and grades/reading levels (K-2, Special needs), Guided Reading was found to have consistent positive effect on vocabulary growth, reading fluency and comprehension of struggling readers. This presentation will also share research-based, explicit teaching strategies of Guided Reading as effective intervention for struggling readers in primary grades.
Keywords
Reading Instruction, Reading Performance, Action Research
Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 License.
Recommended Citation
Feng, Jay and Clark, Angela, "Guided Reading for Struggling Readers" (2020). Georgia Educational Research Association Conference. 53.
https://digitalcommons.georgiasouthern.edu/gera/2020/2020/53
Guided Reading for Struggling Readers
Literacy Education (Session 4 Breakouts)
Reading is fundamental for academic success. To achieve proficiency in reading, all students in primary grades need effective reading instruction. Those who struggle in reading for whatever reason need early intervention. Differentiated reading instruction has been demonstrated effective for improving student reading performance. Among myriad best practices for use with struggling readers, Guided Reading as differentiated instruction stands out for its explicit structure and strategies (Fountas, Pinnell, 2010). This presentation reports multiple independent action research studies conducted by classroom teachers using quasi-experimental, pretest-posttest same group design. The studies investigated the effect of Guided Reading on reading performance of struggling readers including regular below-grade-level and students with special needs in K-2 classrooms. Across school settings (urban, suburban, rural) and grades/reading levels (K-2, Special needs), Guided Reading was found to have consistent positive effect on vocabulary growth, reading fluency and comprehension of struggling readers. This presentation will also share research-based, explicit teaching strategies of Guided Reading as effective intervention for struggling readers in primary grades.
