Previous research indicated that first grade students reading below grade level continued to receive reading instruction outside their zone of proximal development (ZPD). A preponderance of research indicated students scoring below grade level in reading by the end of third grade were at significant risk of dropping out of school. The purpose of this study was to determine the effects of guided reading instruction on the growth of first grade students reading below grade level in a suburban school district. Guided reading was a pervasive practice in the researcher's state. Data gathered from district reading benchmark assessments and growth instruments were used to track and measure student reading levels and student reading progress over time. The results of this quantitative study identified the guided reading instructional practices needed to foster student reading growth. This study will add to the body of research on the effectiveness of literacy instructional practices designed to close the achievement gap of struggling readers. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]