The Process of Guided Reading
Guided reading is an approach in which the teacher works with a small group
of pupils who use similar reading processes and are able to read similar
levels of text with support (Fountas and Pinnell, 1996). The teacher (i)
introduces a text to the group; (ii) works briefly with individuals as they
simultaneously read their own copy at their own individual pace; and (iii) may
select one or two points for the whole group to consolidate or extend their
reading experience. The ultimate goal of guided reading is to help children
learn how to use independent reading strategies successfully. It has several
advantages over hearing children read on an entirely individual basis. It
substantially increases the time which children actually spend reading. It
creates a helpful social context for reading and responding to texts. It
allows the teacher to make considered decisions in drawing the children's
attention to significant points of interest.
The choice of text for guided reading needs to be especially finely tuned. The
text needs to be one which children can read with the strategies which they
already have but one which provides for a small amount of new learning. As a
rule of thumb, the children need to be able to read about 90% accurately after
the teacher's introduction and with the teacher's support (Fountas and
Pinnell, 1996, p. 6). The purpose of guided reading is to enable children to
use and develop strategies 'on the run'. It takes advantage of social support
and makes more efficient use of the teacher's time.
The teacher gives detailed consideration to the children's reading
capabilities, so that the introduction to the book can be focused on the
appropriate aspects of language, structure or content. However, not too much
of the story should be revealed or the text will not offer sufficient
challenge. On the other hand, too many initial questions may overwhelm
children. The final discussion should be similarly balanced.
