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Guided reading is a process used by many teachers all around the United States to help students progress in their reading levels. During guided reading, readers actively engage in various texts in many ways. Children acquire information as they learn how to take words apart flexibly and efficiently During guided reading students have opportunities to read, write, speak, and listen. The Romance and Reality of Guided Reading is an article created to ensure there is continuous professional learning for educators to foster the development of literate students. Irene C. Fountas and Gay Su Pinnell are the founders of the guided reading practice and authors of The Romance and Reality of Guided Reading. Fountas and Pinnell identified the 12 key components that makes students proficient readers and teachers’ professional expertise in literacy.

Methods used to conduct guided reading

In this article the methods identified in conducting a guided reading lessons are: Selections of text: teacher selects a just right text to support new learning groups. Introduction of text: The teacher scaffolds the text. Reading the text: students read the entire text softly and silently, the teacher may interact briefly to teach, promote, or reinforce strategic actions. Discussions of the text: the teacher invites students to discuss the text, guiding the discussion and lifting students’ comprehension. Teaching points, the teacher makes explicit teaching points, grounded in the text and directed toward expanding the students’ systems of strategic actions. Word work: the teacher provides explicit teaching to help students become flexible and efficient in solving words. This structure of a guided reading lesson is vital in fostering the development of students growing as readers essentially identified as the “ladder to progress.”

Benchmark assessments and results

Fountas and Pinnell identified Benchmark assessments as the tool used to determine the level of readers to yield reliable data to guide instruction and running record to determine the independent and instructional level of students. According to The Romance and Reality of Guided Reading the elements of proficient reading are decoding, comprehension, and fluency. Comprehension can be assessed in different ways and is the central factor in determine the student’s ability to read at a level. Although fluency has gained importance in yielding proficient readers students need to be able to do all three skills simultaneously to be considered  proficient readers. The Romance and Reality of Guided Reading identified the goal of guided reading is to help students build their reading power. Fountas and Pinnell identified 12 systems of strategic activities all of which can operate simultaneously in a reader’s head. The first six thinking within a text are: solving words, monitoring, correcting, searching for/using information, and summarizing information in a way the reader can remember it, adjusting reading for different purposes, and genres and sustaining fluency. The next four systems are called thinking beyond the text: infringing, synthesizing, making connections, and predicting. The last two thinking about the text are: analyzing and critiquing the text. Small group guided reading

The following study was conducted by to determine if small group guided reading (SGGR) improved literacy skills in elementary readers and if clinic experience provided additional benefits to the preservice educators. The method used to conduct this study were two instruments: The Fountas & Pinnell Benchmark Assessment System (FP-BAS), and Istation’s ISIP-ERA Early Reading Assessment (ISIP-ERA-ERA), which was provided by school district literacy specialists. Results from instrument 1: (FP-BAS) is conducted through the process of Fontas and Pinnell Benchmark assessment and the ISIS- ERA Istation- Early Reading Intervention. The results of the students showed preservice teachers used more hands-on, real world experiences, and gained considerably more than those who were not able to apply the theory in practice. To summarize the article concluded that Guided Reading is an effective approach when applied strategically and methodically. Guided reading tasks provide opportunities for teachers to help students develop their independent reading levels. Many of these tasks implemented through small group guided reading will be scaffolded to provided instruction to the broad diverse group of learners. Comprehension with guided reading

According to Irene C. Fountas and Gay Su Pinnell comprehension is a central factor in determine a students ability to read at a level. A study that correlates students Improved comprehension with guided reading was conducted by based on the following question: Is Guided Reading Strategy an effective method used for improving students reading comprehension SMP 16 Banda Aceh. The method used to conduct research for this study was 30 eighth grade students who would determine if guided reading can improve students reading comprehension. The methods used to conduct the study were the t-form test. Pretest and Posttest with a multiple-choice formula. Key points of this study described the five aspects that should be implemented during guided reading to foster the development of reading comprehension: identifying the main idea, identifying details, finding reference, making inference, and understanding vocabulary. Results indicated that guided reading can improve students reading comprehension and there are five aspects that should be implemented during guided reading to foster the development of reading comprehension. The five aspects identified in the article are: identifying the main idea, identifying details, finding reference, making inference, and understanding vocabulary. Guided reading approach that they use in teaching

Maria Nicholas a, Nikolai Veresov b, John Cripps Clark  conduced a study on a group of primary grade teachers through the format of an online questionnaire. Results were analyzed by 3 sets of data from an online questionnaire. (1) the predetermined description that 28 participants agreed accurately described the guided reading approach that they use in their teaching; (2) the alternate description provided by Participant 1; and (3) the alternate description provided by Participant 2. This study highlights an important factor when conducting small group  guided reading; guided reading alone will not determine progress in a child’s reading level, or be a form of social development for a child, but providing clear expectations for social situations available during guided reading. This assumption aligns to Vygotskys theory Working within a child's zone of proximal development teachers can reconceptualize the practice of guided reading by identifying the purpose of Vygotsky’s socio-cultural theory ZPD. Zone of Proximal Development, appears and only exists within concrete social situations of development.

Increased frequency and planning: A more effective approach to guided reading in Grade 2

Moreover, Fountas and Pinnell identified how using good assessment to guide teaching all year is a form of effective teaching and makes guided reading lessons powerful strongly aligns to the ideology behind this study ‘Increased frequency and planning by Chase Young. The purpose of this study was to find out if guided reading can lead to increase students reading ability. The method used to conduct the study was the quasi method ( pretest/posttest) design (Young, 2018.) Quantitative data was collected at the beginning and at the end of the school year (Young, 2018.) Participants in the study were 79 subjects, nonprobability sample were 6 different second grade classrooms in a title I school in the south United States(Young, 2018.) Results of posttest indicated guided reading lead to increase in students ability in all groups. A more effective approach to guided reading which works because it has roots in Social Constructivism. Social Constructivism can be identified as the Theoretical foundation of the social constructivist theory which is formed on the idea that students learn by interacting with their teachers and their peers. Vygotsky described the learning process with four major tenets: Zone of Proximal Development, semiotic mediation, concept development, and internalization. By choosing an instructional level text the teacher keeps the students in the ZPD. This is the process where the students are able to successfully read and comprehend a challenging text with their teacher. Results of posttest indicated guided reading leads to increase in students ability in all groups.