This mixed methods study explored implementing guided reading in grades 3-5 in a suburban school district located in Southeastern Pennsylvania. The purpose of this study was to evaluate how teachers implement guided reading in their classrooms and how the use of guided reading affects student achievement in Text Structure and Vocabulary, Reading Comprehension, Reading Critically in the Content Areas, and Reading Analyzing and Interpreting Literature. These areas of reading achievement were tracked using the Measures of Academic Progress (MAP) computerized assessment. The Benchmark scores were also evaluated to determine if there was a significant change in scores from fall to spring. In addition the quantitative data generated from the MAP and Benchmark assessments, surveys were distributed to 15 classroom teachers and classroom observations were conducted. Guided reading was found to have a positive effect on student reading achievement on students in grades 3-5. Observations and survey results support that teachers need extensive professional development in the area of understanding the primary purpose of guided reading and how to effectively incorporate explicit comprehension strategy and skill instruction. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]