For BGSU course EDWF 4100

2. EXPLANATION
GUIDED READING IN THE CLASSROOM CAN
BE IMPLEMENTED IN MANY DIFFERENT WAYS.
MOST METHODS SHARE THESE COMMON
ELEMENTS:
•STUDENTS ARE SEPARATED INTO SMALL
GROUPS.
•STUDENTS ARE GROUPED ACCORDING TO
READING PROFICIENCY.

3. EXPLANATION
•READINGS ARE MATCHED TO STUDENTS’ READING ABILITY.
•STUDENTS ARE ASKED TO READ ALOUD, WITHIN THEIR SMALL GROUP.
•STUDENTS ARE ENCOURAGED TO DISCUSS THEIR READING WITHIN THEIR SMALL GROUP.
See Guided Reading at work 

4. INSTRUCTOR PREPARATION
• STUDENTS ARE ASSESSED ACCORDING TO READING LEVEL.
• INSTRUCTOR GROUPS STUDENTS ACCORDING TO READING LEVEL. THESE GROUPS
SHOULD BE FLEXIBLE AND WILL CHANGE OVER TIME, AS STUDENTS’ READING
IMPROVES.
• READINGS ARE SELECTED ACCORDING TO EACH GROUP’S READING LEVEL. THE TEXT
SHOULD BE CHALLENGING YET NOT SO DIFFICULT TO LOSE THE STUDENTS’ INTEREST.

5. INTRODUCE THE METHOD
1. RE-READING – OBSERVE HOW STUDENTS BEHAVE WHEN ASKED
TO READ FAMILIAR TEXTS.
2. INTRODUCTION – BEFORE STUDENTS ARE ASKED TO READ, LEAD
THEM IN A DISCUSSION ABOUT THEIR IMPRESSIONS OF THE
TEXT. ENCOURAGE THEM TO LOOK FOR PATTERNS OR
COMMONALITIES AMONGST PREVIOUS TEXTS.

6. PERFORM THE METHOD
3. READING – EACH STUDENT READS SILENTLY. THE INSTRUCTOR MOVES FROM STUDENT TO STUDENT
INDIVIDUALLY, EITHER OBSERVING SILENT READING OR ASKING THE STUDENT TO READ QUIETLY
ALOUD.

7. FOLLOW UP ON THE METHOD
4. DISCUSSION – ALLOW THE STUDENTS TO EXPRESS THEIR THOUGHTS ABOUT WHAT THEY READ.
ENCOURAGE THEM TO COMMENT ABOUT FORMATTING AND/OR IMAGES AND NOT JUST THE TEXT.
5. TEACHABLE MOMENTS – INSTRUCTOR PROVIDES A FEW SUGGESTIONS OR OBSERVATIONS BASED ON
WHAT WAS OBSERVED DURING THE SESSION.

8. PROS AND CONS
PROS OF THE GUIDED READING METHOD
• STUDENTS ARE GIVEN THE OPPORTUNITY TO READ WITH OTHER STUDENTS AT A SIMILAR PROFICIENCY LEVEL.
• INSTRUCTOR IS PROVIDED WITH VALUABLE INFORMATION ABOUT STUDENT READING ABILITY.
• THE IMPORTANCE OF SILENT READING IS REINFORCED.
• THE PACE OF THE CLASSROOM IS SLOWED.
Cons of the Guided Reading method
• Students are sometimes reluctant to read aloud,
making it more difficult for the instructor to
assess their skill.
• In larger classrooms, poor behavior can occur
while the instructor is focused elsewhere.
• Can be somewhat time-consuming.

9. FURTHER READING
• USING GUIDED READING TO DEVELOP STUDENT READING INDEPENDENCE,
HTTP://WWW.READWRITETHINK.ORG/PROFESSIONAL-DEVELOPMENT/STRATEGY-GUIDES/USING-
GUIDED-READING-DEVELOP-30816.HTML
• STRUGGLING HIGH SCHOOL READERS: A SOLUTION THAT WORKS,
HTTPS://WWW.YOUTUBE.COM/WATCH?V=Q2NEAGTEEWO