A critical analysis of guided reading in grades K-3.
Written in 2003; 1,996 words; 10 sources; APA; $ 63.95
Paper Summary:
This paper addresses the benefits of guided reading in grades K-3. It also compares guided reading direct instruction methods. It explains that there are necessary basics involved in encouraging a successful guided reading lesson and then examines these basics.
From the Paper:
"I visited my elementary school a few weeks ago. Winfield Street Elementary School in Corning, N.Y., was where I was educated from kindergarten until fifth grade. Remembering back, each classroom always had a very traditional setup. The desks were always in rows and the teacher's desk in the front. Students were considered "empty containers" that were filled with facts and rules through lecture and discussion. The students had little choice in the direction of their learning. As I walked through the hallways of my elementary school and peeked into different classroom doorways, I saw the same setup. Sadly, some teachers believed that direct teacher instruction was still better than any other type of instruction. I do not know how or why teachers can feet that students gained from this type of instruction. Recently, in many schools, a new reading technique is being used. This new technique is guided reading and it requires teachers to have a more focused approach on reading instruction. "
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