Because the term direct instruction has been and is used broadly, it has come to define all types of explicit teaching. Thus, a traditional basal approach - where children are grouped for instruction by their abilities (high, average, and low) and where the teaching is often predetermined or scripted - is unwittingly compared to guided reading. The major objective of this article is to demonstrate that the fundamental difference between the two approaches lies in pitching instruction to the child's literacy level and the need for dynamic grouping of children for instruction.
Antonacci, P. A. (2000). Reading in the Zone of Proximal Development: Mediating Literacy Development in Beginner Readers through Guided Reading. Reading Horizons: A Journal of Literacy and Language Arts, 41 (1). Retrieved from https://scholarworks.wmich.edu/reading_horizons/vol41/iss1/2