This study investigated how 15 kindergarten teachers from one school district implemented small-group Guided Reading (GR). Analysis of video recordings indicates substantial differences in how GR was conducted, with none of the teachers fully implementing GR as conceptualized by Fountas and Pinnell (2012). Consistency across teachers was limited to reading a new book and using a picture walk as part of the book introduction. Differences were observed in how the books were read (choral, round robin, or independent reading) and in instructional activities before and after reading the new book, with word solving being the most prevalent focus of instruction. Findings suggest that while districts may promote a GR approach, teachers may be doing very different things. These findings are considered in light of current debates around early reading instruction and the importance of evidence-based decision making with regard to instructional improvements.
Barnes, E., Anderson, K. l., & Yurkewecz, T. (2023). Examining Guided Reading Practices in Kindergarten Classrooms. Reading Horizons: A Journal of Literacy and Language Arts, 62 (2). Retrieved from https://scholarworks.wmich.edu/reading_horizons/vol62/iss2/2