ERIC Number: EJ1425720
Record Type: Journal
Publication Date: 2024
Pages: 24
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1938-8071
EISSN: N/A
A 20 Year Guided Reading Research Synthesis: Examining Student Data
Denise N. Morgan; Meghan Valerio; Kristen I. Evans
Literacy Research and Instruction, v63 n3 p193-216 2024
Guided reading is a teaching practice many teachers utilize to provide differentiated reading instruction to small groups of learners. During guided reading, students read instructional leveled texts with teacher support. This research synthesis examines student-centered outcomes resulting from guided reading instruction over 20 years spanning from 2000 to 2020. The research question posed was: What peer-reviewed research on guided reading has been conducted with K-12 students from 2000 to 2020? The authors utilized four inclusion criteria points and a conceptual definition of guided reading as filters to identify 11 studies from a pool of 295 potential articles. An overview of the selected studies highlights their varied design and focus. Through an iterative analytic approach, the authors identified three conceptual areas of focus across the studies: (a) guided reading as an instructional practice versus another instructional practice; (b) student 190 performance in guided reading; and (c) student engagement, motivation, attitudes, and perceptions.
Descriptors: Reading Instruction, Small Group Instruction, Individualized Instruction, Student Centered Learning, Elementary Secondary Education, Literature Reviews, Teaching Methods
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Information Analyses
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A