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Guided Reading: The Romance and the Reality
Author(s) -
Fountas Irene C.,
Pinnell Gay Su
Publication year - 2012
Publication title -
the reading teacher
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.642
H-Index - 50
eISSN - 1936-2714
pISSN - 0034-0561
DOI - 10.1002/trtr.01123
Subject(s) - reading (process) , fluency , psychology , romance , literacy , pedagogy , mathematics education , linguistics , psychoanalysis , philosophy
Abstract The authors examine the growth and impact of guided reading, small group teaching for differentiated instruction in reading that was stimulated by their early publications. Many changes in literacy education have been observed as a result—almost as if educators had a “romance” with guided reading and leveled books. While changes have been positive, the “reality” is that there is much more work to be done to bring guided reading to its full potential for helping children become effective and joyful users of literacy. The authors call for a deeper understanding of the reading process and of the text characteristics of leveled books. They discuss misconceptions regarding fluency and describe the strategic use of assessment and the role of facilitative talk. Regarding guided reading instruction, we are at the end of the beginning and need to forge new understandings for the future.