NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ810514
Record Type: Journal
Publication Date: 2008
Pages: 23
Abstractor: As Provided
Reference Count: 31
ISBN: N/A
ISSN: ISSN-1938-8071
A National Survey of Guided Reading Practices: What We Can Learn from Primary Teachers
Ford, Michael P.; Opitz, Michael F.
Literacy Research and Instruction, v47 n4 p309-331 2008
This study presents the results of a national survey of 1500 K-2 teachers describing understandings and practices related to guided reading. Results focused on five questions: What is the purpose of guided reading groups? What grouping techniques should be used? What texts should be used? How is instruction planned with and away from the teacher? And how are learners assessed during guided reading? Responses indicated confusion about the purposes of guided reading, variability in grouping techniques, static membership in groups, over reliance on narrative texts, inconsistent use of instructional level texts, extensive use of centers and independent seat work to engage learners away from the teacher, and frequent use of informal assessments. Implications for providing professional development to teachers implementing guided reading are discussed. (Contains 7 tables.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Adult Education; Elementary Education
Audience: Teachers
Language: English
Sponsor: N/A
Authoring Institution: N/A