User:Marisa Battaglini/sandbox

Guided Reading vs Round robin reading - Clarifying the dichotomy
Guided reading and round-robin reading are often mistaken for one another. However they are very different in the effectiveness of their approach to teaching and learning of reading. There is extensive empirical research about the effectiveness of a guided reading approach consistently, as a part of the gradual release of responsibility in the teaching and learning of reading. In comparison, evidence details the ineffectiveness of round robin reading.

Contents

 * Introduction
 * What the research says about round-robin reading
 * What the research says about guided reading
 * Summary comparison of guided reading vs round-robin reading
 * Influences found in guided reading
 * Gradual release of responsibility
 * Prompting use of cueing systems
 * Guided reading process
 * See also
 * External links
 * References

Introduction
There appears to be a misguided belief by some educators that they are facilitating effective reading with groups of students when in fact they are practicing ‘round robin reading’. Round robin reading is where each student reads a part of the text while the other students are supposed to be ‘listening’ or ‘reading silently’ along with the student whose turn it is to read a passage of text to the teacher waiting until it is their turn again, more often counting the pages looking for their next page, flipping through the pages or ‘providing the word’ instead of letting the reader problem-solve independently. Guided reading is recognized as a high yield strategy and occurs when all students are engaged in reading silently or by ‘whisper’ reading the whole text while the teacher listens to one student at a time read part of the text, pausing, prompting and praising in response to the individual student’s independent attempts at problem-solving. The ‘audience’ is the teacher not the other students.

What the research says about round-robin reading

 * The practice of one student at a time reading a portion of text aloud while other students listen and wait their turn. It has been an enduring strategy even though it is pedagogically obsolete (Kelly: Reading Horizons, 1995).
 * Round robin reading, where each student takes a turn at reading aloud, is never appropriate. Prevents each student from processing the text and constructing meaning independently, distracts and bores other students, and obscures meaning (Ministry of Education, New Zealand, 2018).
 * Round-robin reading does not support fluency or comprehension (Johnson & Lapp, 2012).
 * Despite a great deal of research demonstrating how negative the round robin reading strategy can be, teachers are still using it in their classrooms. Students are only required to read a very brief portion of the text and therefore have little opportunity for fluency or comprehension. Other students tend to jump in when the reader comes to a difficult or unknown word, the reader never has the chance to figure it out independently. Since students are not reading the text in whole, they tend to lose fluency and comprehension. Readers focus their attention on brief passages which does not contribute to engagement or improved comprehension. (University of Texas Arlington, 2019)
 * Each student is responsible for reading only a very brief portion of the text—as little as a few sentences and, at a maximum, a few paragraphs. Minimal opportunity to improve either their fluency or their word recognition. Further compounded given the fact that other students often jump in when the reader encounters a difficult or unknown word; as a result, the reader never has the chance to figure it out independently. Breaking up a text into smaller passages actually works against developing fluency; instead of building up students’ reading stamina, it actually limits it…these interruptions discourage comprehension of the material. Readers end up focusing their attention on brief passages and whether or not students know when their turn is coming up, they often read ahead so that they can sound more proficient when their turn comes up—or volunteer ‘just to get their turn over with’—and then shut down for the rest of the lesson. Clearly, none of these actions contributes to either engagement or improved comprehension. (Kuhn, 2014)
 * Slows down reading rates. Lowers the quantity of reading students do. Research estimates that students actually read between two to six minutes in a typical round robin reading session. Ineffectual at improving reading comprehension. When reading aloud, pronunciation is emphasized over meaning and is often read slowly and disfluently which interferes with meaning making. Detrimental to fluency because children are often asked to read texts that are too difficult and this leads to choppy models of what reading sounds like. (Orlando, 2012)
 * Stigmatizes poor readers: Imagine the terror that English-language learners and struggling readers face when made to read in front of an entire class. Weakens comprehension: Listening to a peer orally read too slowly, too fast, or too haltingly weakens learners' comprehension - a problem exacerbated by turn-taking interruptions. Sabotages fluency: Struggling readers model poor fluency skills. When instructors or other students correct errors, fluency is further compromised. (Finley, 2014)

What the research says about guided reading

 * Guided reading is an intensive small-group approach in which students with similar instructional needs are grouped together for explicit instruction: results in students who are more efficient, confident and capable readers; educators can meet the diverse needs of their readers as this allows for differentiated reading lessons; improves fluency, accuracy, and comprehension. (Heston, 2010)
 * Has a central role in leading students towards independence in reading. The focused group setting enables the teacher to provide strategic instruction in decoding, making meaning, and thinking critically. (Ministry of Education, New Zealand, 2016)
 * Provides educators with an effective way to differentiate reading instruction, allowing them to meet the needs of their students. The success of students and their ability to begin using the strategies they learn on their own is a goal of educators who implement guided reading. (Heston, 2010)
 * Informed by Vygotsky’s (1978) Zone of Proximal Development and Bruner’s (1986) notion of scaffolding. Based on the belief that the optimal learning for a reader occurs when they are assisted by an educator, or expert ‘other’, to read and understand a text with clear but limited guidance. Allows students to practice and consolidate effective reading strategies independently. (Department of Education, Victoria, 2019)
 * Has a central role in leading students towards independence in reading. Focused small-group setting enables the teacher to give strategic instruction in making meaning from and thinking critically about increasingly complex texts and to teach or reinforce decoding strategies when necessary. The teacher can work with each student at an appropriate level to meet their specific learning needs, as identified by assessment evidence. (Ministry of Education, New Zealand, 2018)
 * The ultimate goal of guided reading is to help children learn how to use independent reading strategies successfully. (Fountas & Pinnell, 2012)

Hattie's influences found in guided reading:
(“Hattie effect size list—256 Influences Related To Achievement,” n.d.)
 * Strategy to integrate with prior knowledge 0.93
 * Repeated reading 0.75
 * Reciprocal teaching 0.74

Cueing system and prompting for independent use of effective reading strategies

 * When teaching about the cueing system or reading strategies, use the metalanguage even with learners in the early years rather than gimmicks e.g. 'Lips the fish' or 'Freddy fullstop'.
 * Effective readers independently use all sources of information together when problem-solving i.e. semantics, syntax and visual information

Guided reading as part of a balanced reading program
Guided reading forms part of a balanced, daily reading program:
 * Modelled reading
 * Shared text
 * Guided reading / Reciprocal teaching
 * Independent reading

Gradual release of responsibility and gradient of support
Fisher, D. & Frey, N. (2013).
 * As teacher support decreases, student independence increases

Guided reading process

 * 1) Select the lesson focus and text based on analysis of students’ reading instructional text and needs. How do we know what students need to learn or learn how to do next?
 * 2) Each child has a copy of the text.
 * 3) Introduce the text e.g. prior knowledge, prediction; and the lesson focus e.g. fluency, expression and attention to punctuation, problem-solving/reading strategies.
 * 4) Students each read the whole text independently, most often through silent reading although students may sub-vocalise or whisper read. The teacher monitors each student as they read, looking for any sign of confusion, difficulty or independent problem-solving, and records data for feedback. Instead of taking anecdotal notes while pausing, prompting and praising, the teacher may take a running record. The analysis of anecdotal notes or the running record informs specific teaching and learning for the next lesson.
 * 5) Review the lesson focus with the group re: how it was achieved
 * 6) Discuss and summarise the reading strategies and problem-solving used / omitted with the group of students.