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Guided Reading: The Romance and the Reality.

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Title: Guided Reading: The Romance and the Reality.
Authors: Fountas, Irene C., Pinnell, Gay Su
Source: Reading Teacher. Dec2012, Vol. 66 Issue 4, p268-284. 17p. 3 Diagrams, 8 Charts.
Subjects: Guided reading, Individualized instruction, Group work in education, Literacy education, Reading interests of children, Reading teachers, Reading comprehension
Abstract: The authors examine the growth and impact of guided reading, small group teaching for differentiated instruction in reading that was stimulated by their early publications. Many changes in literacy education have been observed as a result-almost as if educators had a 'romance' with guided reading and leveled books. While changes have been positive, the 'reality' is that there is much more work to be done to bring guided reading to its full potential for helping children become effective and joyful users of literacy. The authors call for a deeper understanding of the reading process and of the text characteristics of leveled books. They discuss misconceptions regarding fluency and describe the strategic use of assessment and the role of facilitative talk. Regarding guided reading instruction, we are at the end of the beginning and need to forge new understandings for the future. [ABSTRACT FROM AUTHOR]
Copyright of Reading Teacher is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Psychology and Behavioral Sciences Collection
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  Data: Guided Reading: The Romance and the Reality.
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  Data: <searchLink fieldCode="JN" term="%22Reading+Teacher%22">Reading Teacher</searchLink>. Dec2012, Vol. 66 Issue 4, p268-284. 17p. 3 Diagrams, 8 Charts.
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  Data: The authors examine the growth and impact of guided reading, small group teaching for differentiated instruction in reading that was stimulated by their early publications. Many changes in literacy education have been observed as a result-almost as if educators had a 'romance' with guided reading and leveled books. While changes have been positive, the 'reality' is that there is much more work to be done to bring guided reading to its full potential for helping children become effective and joyful users of literacy. The authors call for a deeper understanding of the reading process and of the text characteristics of leveled books. They discuss misconceptions regarding fluency and describe the strategic use of assessment and the role of facilitative talk. Regarding guided reading instruction, we are at the end of the beginning and need to forge new understandings for the future. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Reading Teacher is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Value: 10.1002/TRTR.01123
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        Text: English
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        Type: general
      – SubjectFull: Individualized instruction
        Type: general
      – SubjectFull: Group work in education
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      – SubjectFull: Literacy education
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      – SubjectFull: Reading interests of children
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      – SubjectFull: Reading teachers
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      – SubjectFull: Reading comprehension
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              Text: Dec2012
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