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Shanahan on Literacy
Literacy expert Timothy Shanahan shares best practices for teaching reading and writing. Dr. Shanahan is an internationally recognized professor of urban education and reading researcher who has extensive experience with children in inner-city schools and children with special needs. All posts are reprinted with permission from Shanahan on Literacy.
Should We Stop Using Guided Reading Because of Common Core?
I am now a literacy specialist in a middle school and am hoping you can give me your opinion on the process of the guided reading method of reading instruction. I completely agree with you that the F&P levels are ludicrously low and it would be difficult to transition students to the end goal of CCSS using these levels.
However, I’m curious what you think about the usefulness of listening to individuals read in a small group, using running records to track a struggling reader’s progress with CCSS grade-level text used in the classroom, and explicitly teaching strategies and vocabulary in a small group. Is there research that supports this idea? I am desperately trying to figure out how I can most effectively serve a large number of students grades 6-8, many of whom came from elementary schools that use F&P methods.
Your letter points out an important fact about “guided reading.” It is a complex approach and cannot be summarized as simply teaching students with “instructional level texts” — though it is certainly that.
Guided reading is a collection of approaches or techniques that have been assembled by Irene Fountas and Gay Su Pinnell. Even the term “guided reading” was not original to them — it was a term used to characterize a basal reader’s lesson plan in the 1950s (one of its competitors marketed the alternative “directed reading activity”).
F&P’s version of guided reading, the one that has been so influential during the past two decades, gained popularity, at least in part, due to reading policies and programs of the late 1980s. California only allowed state money to be spent on core reading programs that were made up of previously published literature, and publishing companies were banned from altering these selections in any way to make them more readable.
What that meant was, for a brief period of time, core reading programs got harder to read — particularly in the early grades. As was documented at the time, teachers did not know how to teach beginning readers with materials that they couldn’t read. Often the teachers read the textbooks to the kids. It was part of the big blowup that became known as the “reading wars.”
In that context, here comes F&P championing the long held belief that students need to be taught with relatively easy texts that would grow progressively more complex (during the 19th Century, one popular basal program was named the “Gradual Readers”).
Teachers grabbed for this as the best available alternative. A good choice given that the commercial reading programs were overshooting beginning readers' abilities and lacked any guidance for teaching kids how to read the harder books.
Now that guided reading is so widely used we can see that its immediate benefits — beginning readers make a surer start — are at least balanced by holding back older students from sufficient reading progress (can’t learn to read texts that no one will allow you to read).
The current pushback against guided reading is focused specifically on its idea of matching kids to texts in ways aimed at preventing them from confronting sufficient challenge. I’ve written before about the dearth of evidence supporting this idea — and there are many empirical examples of harder placements leading to greater amounts of learning (at least beyond beginning reading levels).
But your letter wisely points out that guided reading has other features, too. For example, many teachers have told me that they thought guided reading referred to small-group instruction. That certainly has been one of its hallmarks. Research has long supported the relative effectiveness of small-group teaching when compared with whole-class instruction (though this is complicated by the non-teaching time usually required by multiple small groups).
In small groups, teachers are able to interact more with each child, kids have more opportunities to respond, and are more likely to be noticed if they are struggling with something.
Thus, just because teaching kids at their supposed “instructional level” is nonsensical, devoting some instructional time to small group work — both under immediate and more distant teacher control — makes a lot of sense.
Also, guided reading includes, well, guided reading. As I pointed out, originally the term guided reading referred to teachers guiding students through the reading of basal reader selections. The teacher would preteach new vocabulary from the selection, discuss relevant background information, set a reading purpose, and then have students reading portions of the selection orally and/or silently, followed by teacher questioning. The idea was to guide or direct students to read texts in a coherent and effective manner, with the idea that students would learn from the shared doing and would eventually apply these habits to their independent reading.
Of course, there have been controversies over what kinds of questions to ask or how much background review is appropriate or whether kids should read the entire selection before going through this kind of guided sequence. But, basically, the idea of teachers and students reading texts together in various ways makes a lot of sense, and at least some particular approaches for guiding or directing student comprehension have strong research support.
Finally, the F&P version of guided reading draws from Marie Clay’s “reading recovery,” a program aimed at beginning readers who are making a bad start. I don’t have much problem with the running records idea of observation with beginning readers, but I think that scheme of looking at how kids do with the "cueing systems" is not particularly apt for more advanced readers. By middle school, decoding schemes should be well integrated with meaning making, except for the most severely disabled readers.
Small group instruction should afford teachers opportunities to observe student problems with reading and interpretation, and this insight should be used to shape instruction.
So, while I would not limit students’ reading to instructional level texts — teach kids to read texts that match your state’s standards requirements — that would in no way prevent me from (1) working with small reading groups; (2) guiding students reading comprehension in a coherent manner; or, (3) observing students’ reading in ways appropriate to their grade level. Only part of guided reading is under challenge by Common Core, and it's only that aspect of it that needs to change to meet your standards.