Guided Reading Strategies to Improve Students - Dr. Stirling ...

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RecommendationsThis action research project led the researchers to formulate the followingrecommendations:1) That the researchers continue to collaborate by sharing best practices forteaching Guided Reading strategies through Professional LearningCommunities (PLC’s);2) That provisions continue to be made for teacher release time to allow for theadministration of individual reading assessments;3) That the researchers share what they have learned from this project withother teachers who teach Grades Three, Four and Five in the Holy FamilyRCSSD, and at the Learning from Practice Exchange of Teacher Knowledgeand Research, sponsored by the McDowell Foundation;4) That other teachers in the Division be encouraged to use Guided Readingstrategies to help improve student reading outcomes, particularly thedevelopment of higher level thinking skills; and5) That additional Division-level funding be given to each school thatimplements Guided Reading strategies for the purchase of Guided Readingmaterials, including multiple copies of books for students to use.30 RESEARCH REPORT: Guided Reading Strategies to Improve Students’ Critical Thinking Skills in Grades Three, Four and Five
ReferencesAssessment ToolsAlberta Education. (1989). Diagnostic reading program. Edmonton, AB: AlbertaEducation, Student Evaluation Branch.Applegate, M. D., Quinn, K. B. & Applegate, A. J. (2004). The critical readinginventory: assessing students’ reading and thinking. Upper Saddle River,NJ: Pearson Education.Johns, J. L. (2001). Basic reading inventory: Pre-primer through grade twelve andearly literacy assessments (Eighth Edition). Dubuque, IA: Kendall Hunt.MacGinitie, W. H. & MacGinitie, R. K. (1989). Gates MacGinitie Reading tests (1989).Rolling Meadows, IL: Riverside Publishing.Kim, K-J. (n.d.). Comp. Reading comprehension instructional strategies – elementarylevel. ERIC Clearinghouse on Reading. English and Communication.BooksBlock, C. C., & Pressley, M. (Editors). (2002). Comprehension instruction: researchbasedbest practices. New York, NY: The Guildford Press.Daly, J., Chafouleas, S., & Skinner, C. H. (2005). “Reading comprehension,”Interventions for reading problems: designing and evaluating effectivestrategies. New York, NY: The Guildford Press.Dole, J. A. “Explicit and implicit instruction in comprehension.” In Taylor, B.M.,Graves, M.F., & Van Den Brock, P. (Eds.) (2000). Reading for meaning. NewYork, NY: Teachers College Press.Fogarty, R. (1994). The mindful school: How to teach for metacognitive reflection.Palatine, IL: IRI/ Skylight.Fountas, I. C. & Pinnell, G. S. (1996). Guided reading: good first teaching for allchildren. Portsmouth, NH: Heinemann.Fredericks, A. D. (2001). Guided reading in grades 3-6: 300+ guided readingstrategies, activities, and lesson plans for reading success. Austin, TX:Harcourt Achieve.Haack, P. (1999). Guided reading to help your students become better readers(Grades 3-6). Bellevue, WA: Bureau of Education & Research.Herrell, A. L., & Jordan, M. (2006). “Inferences,” 50 strategies for improvingvocabulary, comprehension, and fluency: an active learning approach.Upper Saddle River, NJ: Pearson.Jamison Rog, L (2003). Guided reading basics: Organizing, managing, andimplementing a balanced literacy program in K-3. Markham, ON: PembrokePublishers.RESEARCH REPORT: Guided Reading Strategies to Improve Students’ Critical Thinking Skills in Grades Three, Four and Five31
Page 7: IntroductionTHE RESEARCHERSFour tea
Page 10: Research QuestionHow can Guided Rea
Page 15 and 16: The researcher discovered that “[
Page 17 and 18: • a poem, on one side - what the
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Page 21 and 22: THE TEACHING APPROACH IN GRADE FOUR
Page 23 and 24: HOW WOULD STUDENTS REACT TO BEING G
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Page 27 and 28: Summary of DataSTUDENT INTERVIEWSWH
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Page 31 and 32: Grade Five students read one inform
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Page 35: LimitationsThe research was not wit
Page 39 and 40: Ketch, A. (2005). Conversation the
Page 41 and 42: Appendix 2: Release FormRelease For
Page 43 and 44: Appendix 4: Student Work SamplesA)
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