Guided Reading, Again?

ED 626 Classroom Research

Eva Sanchez
Theoretical Framework
My classroom research is rooted in the theories of Marie Clay, Lev Vygotsky,
Gay Sue Pinnell, and Irene Fountas.
Marie Clay: Teaching students to read is not a 'one size fits all' situation.
Students bring with them a unique understanding and teachers should
recognize this and let it guide their teaching.
Lev Vygotsky: Children can perform tasks they otherwise would be
unable to do if they are provided sufficient support and scaffolding,
also called the Zone of Proximal Development.
Fountas & Pinnell: “Guided reading provides a context for responsive
teaching - teaching that is grounded in the teacher’s detailed
knowledge of and respect for each student, supporting the readers’
active construction of a processing system” (Fountas & Pinnell, 2017, p.
10).

Research Design
Participants: Three 2nd grade Data Collected:
students who all read at the same Pre- and Post-intervention
reading level. interview
Intervention Duration: 30 minutes Daily observed reading strategy
per day, 5 days a week, for 3 behaviors as students read
weeks.
Daily comprehension questions
to gauge general and strategy
Intervention: A guided reading
specific reading comprehension
program that taught specific
comprehension strategies Daily exit tickets to determine
(schema, questioning, and students' feelings about reading.
summarizing), in addition to Weekly running records to assess
Heggerty® guided phonemic reading accuracy and fluency.
awareness.

Results Analysis
Interviews Most students' perceptions of themselves as
Pre-Intervention Post-Intervention
readers either remained the same or
2 of 3 students liked 2 of 3 students said
improved.
to read 'a little bit' they liked reading
Lance saw himself as a good reader
2 students saw 1 student said avg, 1
Opal saw herself as an average reader
themselves as good, and 1 'getting
Ruth's mindset grew from a 'medium' to a
average readers better reader'
'getting better' reader.
Accuracy Reading accuracy improved for all three
students.
Lance actively started using reading
strategies to decode words
Ruth began to use sight word recognition
and the word wall in our room as tools.
Opal improved the least but she still
showed noticeable improvement.
Comprehension Reading Comprehension also improved for all
All students' comprehension scores remained students
the same or improved from week to week. Lance utilized questioning to help with
Lance was Proficient 64% of the time, and comprehension
Approaching Proficiency 36% of the time Opal used schema to connect reading to
Opal was Proficient 60% of the time, her personal experiences
Approaching Proficiency 33% of the time, Mature Ruth used summarizing to help with
and Limited Proficiency 7% of the time. reading comprehension
Ruth was Proficient 77% of the time and
Approaching Proficiency 33%

Conclusions
The guided reading intervention was more successful at addressing
student reading accuracy and comprehension than student perception of
themselves as readers
Group discussion and small group size contributed to students' growth as
readers
Time spent with students affected student growth

Next Steps
I will continue to use this intervention in ALL my reading groups
I will also incorporate phonemic awareness to all groups
It will be interesting to determine whether student perception of
themselves as readers improve the longer the intervention is implemented