LEE 215 - Term Paper - Guided Reading

Small Group Reading Instruction

Small Group Reading Instruction: Guided Reading

Richard Santos

Fresno State University

Author Note

Richard Santos, Department of Education, Fresno State University.

Correspondence concerning this article should be addressed to Richard Santos,

Department of Education, Fresno State University, Fresno, CA 93726.

Contact: [email protected]

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Abstract

The research contained describes how small group reading instruction, or guided reading,

is used as a strategy by many teachers to provide an explicit and direct instruction; and at a

differentiated level for student achievement in reading ability and reading comprehension. The

author discusses researcher articles written by Fountas & Pinnell (1996), Fisher & Frey (2007),

Tyner (2004), Weiss (2013) on differentiated instruction as a method to develop reading fluency

and comprehension, especially for those at risk for academic failure. Guided reading is described

as an effective and preventative system when applied in a multilevel method, such as in an

appropriate response to intervention (Marchand-Martella, Martella, & Lambert, 2014; and the

National Center on Response to Intervention, 2010). In addition, this paper briefly discusses the

problem of classroom management by presenting two models, Kidstation Model (Guastello &

Lenz, 2005) and the Center Activity Rotation System (Lapp, Flood & Gross, 2000) for student

success at independent work while the teacher is instructing guided reading lessons.

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Small Group Reading Instruction: Guided Reading

Small group reading instruction, or guided reading, is a strategy used by many teachers to

provide an explicit and direct instruction at a differentiated level for student achievement in

reading ability and reading comprehension. As noted by Fountas and Pinnell (2012), teachers

have embraced guided reading, “as an instructional context for supporting each reader’s

development of effective strategies for processing novel texts at increasingly challenging levels

of difficulty.”

Differentiated instruction to develop reading fluency and comprehension is an effective

teaching strategy for all students, especially those at risk for academic failure. Guided reading is

an effective and preventative system, and when applied in a multilevel method, it as an

appropriate response to intervention (RTI).

This paper will focus on guided reading as an effective instructional strategy when used

as a tool for response to intervention, with an additional discussion on successful methods for

student accountability as teachers face the challenge of managing the guided reading and

independent work groups within the classroom. As stated by Guastello & Lenz (2005), it is

normal for teachers to ask, “what do I do with the rest of the class when I am conducting a

guided reading group?” Along with an RTI scope, this report will briefly discuss the problem of

classroom management by presenting two models based on student success at independent work

while the teacher is instructing guided reading lessons.

Literature Review

In citing Tyner (2004), guided reading is an instructional approach that involves a teacher

working with a small group of children who are similar in reading behaviors and the text level

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they are able to read with support. The ultimate goal of guided reading is to help students learn

how to use independent strategies successfully (Fountas & Pinnell, 1996).

According to Marchand-Martella, Martella, & Lambert (2014) and the National Center

on Response to Intervention (2010), RTI involves three tiers of instruction – beginning with core

reading instruction provided in general education (Tier 1), to a more-focused

strategic/supplemental intervention at Tier 2 (guided reading), to intensive intervention at Tier

3(special education). As reported by Vaughn and Roberts (2007), approximately 20% to 30% of

students may require Tier 2 instruction contingent on the effectiveness of Tier 1 instruction; this

supplemental intervention often involves additional opportunities to practice the skills taught in

Tier 1 in a more focused manner with a fewer number of students.

While a response to intervention (RTI) framework is frequently used to identify and

provide an increasing intensity of support to struggling readers (Weiss, 2013), students who

experience learning challenges in reading will eventually receive reading interventions in small

group settings. These small group instructional techniques can also provide an appropriate

“opportunity for students to develop other learning-related behaviors such as attending to tasks,

following instructions, persisting with challenging tasks, and working independently (Marchand-

Martella et al., 2014).”

Another area commonly used for small group instruction is when teacher modeling in the

read aloud strategy is transferred to to students’ independent reading. According to Fisher &

Frey (2007), and Fountas a& Pinnell (1996), in order to close the gap between teacher modeling

and student independent reading, the most obvious place to start is in the use of small-group

guided instruction. In addition, there is significant body of evidence suggesting that whole-class

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reading instruction is insufficient and that students needed to participate in small, needs-based

groups (Cunningham & Cunningham, 1985; Foorman & Torgesen, 2001; Tyner, 2004). This

combination of small-group and effective classroom instruction results in higher levels of

achievement for students who struggle with literacy and beyond, as stated by Mathes, Denton,

Fletcher, Anthony, Francis & Schatsneider (2005).

The only exception to this success in small-group instruction is the concern of grouping

and the possible harm to students’ self-esteem, which can lower their motivation to read. As

reported by Paratore and Indrisano (2003), "students placed in low-achieving (small) groups

often experience low self-esteem and negative attitudes toward reading and learning.” However,

Pressley, Allington, Wharton-McDonald, Block & Morrow (2001) indicate, that “exemplary 1st

grade teachers did not report using grouping by achievement, but instead, used a mixture of

large- and small-group instructional plans, as well as side-by-side reading and writing

techniques, essentially, the flexible use of grouping and variety in the kinds of reading done by

students.” As a result, Fisher & Frey (2007) recommend that students work in mixed-ability

groups when they were not with the teacher in guided instruction.

Yet as powerful as the small-group guided reading sessions can be, they must be

understood as one part of a comprehensive or balanced literacy program (Routman, 2000). The

Kidstation Model (Guastello & Lenz, 2005) and the Center Activity Rotation System (Lapp,

Flood & Gross, 2000) are two examples of flexible grouping. Guided reading, while using the

Kidstation Model or the Center Activity Rotation System, incorporates those principles of

balanced literacy and encourages and empowers teachers to work collaboratively in the decision-

making process (Guastello & Lenz, 2005).

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In the Kidstations’ Model (Guastello & Lenz, 2005), the term kidstation is used rather

than center for a practical reason. Traditionally, centers are created in the classroom in areas

separate from where students gather and have a specific function (Isbell & Exelby, 2001).

Students may be engaged in a number of exercises, such as computer tasks, writing-skills

building, or at a listening center.

But, according to Guastello & Lenz, (2005), because teachers are often challenged with

the need for space in their classroom, portable kidstations (Figure 1) are placed where students

gather in their groups.To implement kidstations effectively teachers must do preliminary

planning at the beginning of the school year. A span of five to seven weeks is recommended for

teachers to demonstrate to the children how to complete various activities. Using content from

shared reading and content area subject matter, teachers model several reading and writing

activities for the students. Subsequently, students engage in similar activities (Guastello & Lenz,

2005).

While the Center Activity Rotation System, as described by Lapp, Flood & Gross (2000),

see below, Figure 2, “looks at first graders enthusiastically writing their autobiographies;

discusses its three phases and how children rotate through seven centers in the classroom, which

allows for a variety of grouping patterns that invite children to work on skills as well as

integrated curricular activities.” I find this system to be an attempt to encompass the entire

process of guided reading as a comprehensive unit, with all the phases and their components,

making for a complete and thorough instructional strategy.

Furthermore, Guastello & Lenz (2005) report that the success of guided reading as an

effective instructional practice is contingent upon the implementation of a classroom structure

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conducive to working with the guided reading group while other students are independently and

actively engaged in meaningful literacy experiences.

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Figure 2. Center Activity Rotation System (Lapp, Flood & Gross, 2000)

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Discussion and Analysis

In reviewing the discussion by current researchers involving Guided Reading models and

their extensive use in today’s classrooms, I have discovered that for myself, I seem to have some

strengths and some weaknesses in my teaching and instructional application of guided reading

strategies in my classroom.

Furthermore, after closer analysis of the research surrounding guided reading and small-

group, and even large-group instruction methods, I have come to understand the importance of

keeping the teaching aspects of small-group learning in perspective. Guided reading, which is

just one part of a a balanced and complete literacy curriculum, must be implemented with other

effective whole-class instruction and teacher modeling that encompasses the entire class, all

students, not just those in need of direct and explicit instruction of small-group task taking. The

role of guided reading must be under girded along with the entire core of classroom

requirements.

Other important considerations include the determination of each student’s reading level,

the leveling of books in the classroom library, the grouping of students (no more than 4 in a

group) by ability, interest, or skill development. These, plus others, such as the rotation of the

guided reading groups; the use of task management boards; establishing clear expectations for

work; behaviors and following directions; as well as the organization (set-up) of the Centers or

Kidstations for independent groups.

In my experience with first and third grade students, it seems that I failed to go that extra-

mile when planning, implementing, and monitoring the overall guided reading process in my

classroom. More attention should have been given in the planning stages with grade-level

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colleagues and staff. This means open dialogue concerning the implementation of centers or

stations for independent work by students. In addition, possibly having a strong and collaborative

classroom share-design-plan to send any problem student (as a temporary “pull-out”).

Conclusion

The teacher must demonstrate to the entire class how the guided reading and independent

centers/stations will work, what is expected, and how to problem solve and to follow

instructions. This teacher demonstration must emphasize the role of students, the role of the

teacher, and the importance of the role of guided reading process for all classroom students.

Example Model for Kidstations used by Guastello & Lenz (2005), “was a 90-minute

literacy block. The entire class was part of a read-aloud for 10 minutes and a shared reading for

25 minutes. After approximately 35 minutes, the four groups emerged. One group was engaged

in the guided reading session while the other three groups began or continued their activities at

their respective kid stations. For the next 30 to 35 minutes, the students at the kidstations

engaged in their activity without their general education teacher who was conducting the guided

reading groups.”

A model such as this can be an effective instructional tool, as long as a teacher is

committed to it, and is open to modifications, changes and any other evolutions that may be

necessary as time and students’ progress. The key is to continuously evaluate the guided reading

model, continuously evaluate the overall process, and to continuously assess the progress of the

reading ability and reading comprehension of all students.

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References

Fisher, D., & Frey, N. (2007). Implementing a schoolwide literacy

framework: Improving achievement in an urban elementary school.

The Reading Teacher, 61(1), 32-43.

Fountas, I., & Pinnell, G. (2012). Guided reading: The romance and the

reality. The Reading Teacher, 66(4), 268-284.

Guastello, E., & Lenz, C. (2005). Student accountability: Guided reading

Kidstations. The Reading Teacher, 59(2), 144-156.

Lapp, D., Flood, J., & Goss, K. (2000). Desks don't move: Students do: In

effective classroom environments. The Reading Teacher, 54(1), 31-36.

Lyons, W., & Thompson, S. (2012). Guided reading in inclusive middle years

classrooms. Intervention in School and Clinic, 47(3), 158-166.

Marchand-Martella, N., Martella, R., & Lambert, M. (2015). Targeted

management tips to enhance the effectiveness of tier 2, guided reading

instruction. Intervention in School and Clinic, 50(3), 169-172.

Spörer, N., Brunstein, J., & Kieschke, U. (2009). Improving students' reading

comprehension skills: Effects of strategy instruction and reciprocal

teaching. Learning and Instruction, 19(3), 272-286.

Tyner, B. (2004). Small-group Reading Instruction: A Differentiated

Teaching Model for Beginning and Struggling Readers. Newark

DE: International Reading Association.

Weiss, S. (2013). Learning-related behaviors: Small group reading

instruction in the general education classroom. Intervention in School

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and Clinic, 48(5), 294-302.

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LEE 215 - Term Paper - Guided Reading

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