Using Guided Reading to Provide Direct Instruction
in Phonics and Comprehension

Stanley L. Swartz and Rebecca E. Shook

Guided Reading Defined

Guided reading is a term reserved for the teaching method where a teacher works with an individual student or convenes small groups of students to listen to them read and provide specific support that helps them use strategies to decode and comprehend text. Students in these groups are similar in need and read text that is new to them. Students read out loud, from the same text, at the same time, but at their own individual pace. They do not read chorally. Teacher support should include an introduction to the text, providing prompts for problem solving during the reading, and the use of discussion and specific teaching points after the reading to enhance decoding skills and comprehension.

Guided reading is an effective teaching method to help individual students develop reading behaviors and strategies to become proficient readers. The goal of guided reading is to assist students in becoming independent readers by supporting their use of sources of information to problem solve at both the skill level and for comprehension of text. It is an effective way to specifically and directly support the literacy learning of beginning readers, struggling readers, readers who are more advanced, and special needs and English language learners. Guided reading can be used by reading specialists, English language development teachers, special education teachers, and as an in-class intervention by classroom teachers. Guided reading is particularly suited for use in an inclusion model. Special teachers can have guided reading groups for struggling readers and students with disabilities in the classroom rather than pulling students out to separate rooms for assistance. The classroom organization using small guided reading groups and students at literacy centers lends itself to a collaborative model. Regardless of student age, grade level, disability, or reading level, guided reading can be used to support reading achievement by providing teacher support to help students learn how to use their own knowledge and strategies to solve problems they are having with text.

Using a Balanced Framework of Teaching Methods

An effective approach to reading and writing acquisition will include opportunities for students to be actively engaged in a literate environment, one in which reading and writing go on all day, every day in and across all subject matter. This approach provides for the needs of all students including an intervention for those students who demonstrate a need for a more intensive instruction. Guided reading serves as this intervention strategy. Guided reading is one of various teaching methods available to teachers to support students as they become independent readers. It is important to consider various levels of teacher support, and where guided reading fits along this continuum.

These major types of reading instruction, reading aloud, shared reading, guided reading, and independent reading, can be thought of as plotted along a continuum of teacher support and student independence. Reading aloud and shared reading provide high support from the teacher with low levels of student independence expected. Guided reading provides moderate support from the teacher with an increase in student work. In independent reading, students read with understanding using a variety of sources of information to problem solve with low teacher support and guidance.

Guided reading is a direct instruction teaching method to provide specific support to students as they advance in their reading acquisition and develop into proficient readers. When students read out loud it provides the teacher a window into their reading behaviors. Understanding what students try to do to solve problems while reading text gives the teacher an opportunity to provide specific feedback through the use of strategic prompts. Students are prompted to use what they know or to use a specific behavior they are trying to develop. It is a frequent teacher error to provide too much help or the wrong type of help rather than too little. Teachers should prompt students to use their own knowledge rather than the teacher providing the information they need. Telling a student the correct word at a point of difficulty does not develop independent problem solving, rather guiding a student to learn to problem solve through the use of appropriate prompts and with careful observation and follow-up is the most effective way of developing proficient, independent readers. The most effective use of guided reading is when the teacher uses data about students in the group to choose books and provide support that is consistent with the needs of students. The informed teacher is an effective teacher.

Professional Development

Professional development is considered to be the primary method by which to ensure that each child has a highly qualified teacher and can apply a strategic teaching method like guided reading. Three important standards for professional development have been identified and are incorporated into the teacher training that is provided by the Foundation for Comprehensive Early Literacy Learning.

Instead of annual, district-wide in-service days, professional development should be organized as a series of focused workshops that reflect the needs and interests of teachers. These workshops are collaboratively planned by teachers and leadership personnel and generally use group inquiry models. These activities are intensive and have the long-term support of district administration. Faculty study groups have also been identified as an important support to increasing teacher effectiveness. These groups are, by design, used to support curricular and instructional innovations, integrate the school’s instructional programs, target schoolwide instructional need, and monitor the impact of changes on children. Peer coaching is another important element of professional development. This support has been found critical in developing specific teaching strategies, finding ways to meet school goals, and the integration of various strategies.

Because guided reading assumes both high teacher knowledge and skill level, professional development in its use is important. Teachers who have received intensive training, including peer coaching, have been found to be most successful in using guided reading, and other teaching methods, to provide strategic support for both struggling and advanced readers.

Some Research

To measure the impact of professional development on the use of guided reading, and other teaching methods, numerous studies have been conducted to measure student achievement. Consistent with most of the research literature, our findings demonstrate the importance of supporting teachers become more proficient in applying research-based methods of instruction.

Tables 1 and 2 show two years of achievement gain for low performing schools in Utah using guided reading as an intervention. Decreases in those children scoring in the lowest quartile are notable.

Table 3 and 4 show achievement gains on the Stanford Achievement Test for schools emphasizing professional development compared to those using more scripted programs. Achievement gains for both primary and intermediate grades are higher for those schools using guided reading as well as providing the necessary support to their teachers to ensure effectiveness.

References
Swartz, S., Shook, R., Klein, A., et al. (2003). Guided reading and literacy centers. Carlsbad, CA: Dominie Press.

Swartz, S., Shook, R., & Klein, A. (2004). Annual report of the Foundation for Comprehensive Early Literacy Learning. Oceanside, CA: University Associates Press.

Swartz, S. (2004). Research report of the Foundation for Comprehensive Early Literacy Learning. Oceanside, CA: University Associates Press.

Stanley L. Swartz, Ph.D.
Professor of Education
California State University
and Director, Foundation for
Comprehensive Early Literacy Learning
sswartz@eee.org
www.stanswartz.com

Rebecca E. Shook
Trainer and Coordinator
Foundation for Comprehensive Early Literacy Learning
BeckyShook@adelphia.net
www.cell-exll.com