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Keywords:

  • Assessment ;
  • Authentic;
  • Diagnostic;
  • Ongoing assessment;
  • Outcomes;
  • Self-assessment;
  • Comprehension ;
  • Comprehension monitoring;
  • Depth of (higher level, literal level, etc.);
  • Information processing ;
  • Summarizing;
  • Text features, text structure;
  • Content literacy ;
  • Text types, text features;
  • Decoding ;
  • High-frequency words;
  • Morphemic analysis ;
  • Polysyllabic analysis ;
  • Sight words, word recognition;
  • Structural analysis;
  • Fluency ;
  • Accuracy;
  • Automaticity;
  • Oral reading, read-alouds;
  • Speed, rate;
  • Literature ;
  • Literature-based instruction;
  • Motivation/engagement ;
  • Choice, preference;
  • Expectations;
  • Interest;
  • Oral language ;
  • Discussion;
  • Phonics, phonemic awareness, phonological awareness ;
  • Systematic;
  • Strategies, methods, and materials ;
  • Informational text ;
  • Instructional models;
  • Instructional strategies, teaching strategies;
  • Learning strategies;
  • Reading strategies;
  • Struggling learners ;
  • Achievement gap;
  • Instructional intervention;
  • Teacher education, professional development ;
  • In-service;
  • Preservice;
  • Theoretical perspectives ;
  • Constructivism;
  • Developmental;
  • To learners in which of the following categories does your work apply? ;
  • Early childhood ;
  • Childhood ;
  • Early adolescence ;
  • Adolescence

Abstract

The authors examine the growth and impact of guided reading, small group teaching for differentiated instruction in reading that was stimulated by their early publications. Many changes in literacy education have been observed as a result—almost as if educators had a “romance” with guided reading and leveled books. While changes have been positive, the “reality” is that there is much more work to be done to bring guided reading to its full potential for helping children become effective and joyful users of literacy. The authors call for a deeper understanding of the reading process and of the text characteristics of leveled books. They discuss misconceptions regarding fluency and describe the strategic use of assessment and the role of facilitative talk. Regarding guided reading instruction, we are at the end of the beginning and need to forge new understandings for the future.