You are here

Preventing Misguided Reading
Share

Preventing Misguided Reading
New Strategies for Guided Reading Teachers

A Joint Publication With the International Reading Association



June 2010 | Corwin

"A fresh and mindful look at guided reading that is sure to help many teachers more fully understand guided reading by rethinking, reconsidering, and renewing their efforts to use it to help all children become proficient readers."
—From the Foreword by Michael Ford and Michael Opitz

"This is a very empowering book, helping open teachers' eyes to the research-supported fact that they are indeed the most important factor in student learning. I LOVE that it focuses on the teacher as a professional!"
—Amy Broemmel, Associate Professor
University of Tennessee, Knoxville

"There is a lot of confusion about how much should be included in a guided reading lesson and where it fits in with other elements of literacy instruction. Many teachers are working hard to refine their practice and will appreciate this easy-to-access resource."
—Lois A. Lanning, Assistant Superintendent of Schools
Pomperaug Regional School District, CT
Author, Four Powerful Strategies for Struggling Readers, Grades 3-8

Confused about guided reading? There's help on the way!

Feeling exhausted after guided reading? Are you working tirelessly while your students aren't even breaking a sweat? Do you ever wonder if other teachers feel the same way you do about guided reading—that it's just not working the way you think it should?

With 50 years of collective experience, authors Jan Miller Burkins and Melody Croft can help you prevent guided reading from going astray in your classroom by providing clarifications, adaptations, and supports that have helped them work through their own tricky spots. The book is divided into six chapters, each one clarifying a misunderstanding about guided reading instruction in the following areas:

  • The teacher's role and the gradual release of responsibility 
  • Instructional reading levels 
  • Text gradients 
  • Balanced instruction
  • Integrated processing
  • Assessment

With 27 strategies covered in this resource, you're sure to find the help and clarification you need as you guide groups of readers.


 
About the Author
 
Foreword
 
Preface
 
Introduction
 
1. Reframing the Gradual Release of Responsibility
Strategy #1: Connect Literacy Instruction Across Instructional Contexts  
Strategy #2: Describe Guided Reading as a Session Rather Than a Lesson  
Strategy #3: Establish Routines That Require Children to Assume Control  
Strategy #4: Teach Children in Guided Reading Groups Only When It Meets Individual Needs  
 
2. Revisiting Instructional Reading Level
Strategy #5: Teach Children From Books in Which They Can Practice a Balanced Reading Process  
Strategy #6: Increase Your Sensitivity to Reader Distress  
Strategy #7: Select Guided Reading Texts Based on Student Reading Processes  
Strategy #8: Clarify Confusions When Problem-Solving Efforts Prove Unproductive  
 
3. Reconsidering Text Gradients
Strategy #9: View Students’ Reading Levels as a Range or Cluster  
Strategy #10: Employ Flexible Grouping  
Strategy #11: Engage Independent Students in Tasks With Scope  
Strategy #12: Use Controlled Vocabulary Texts Judiciously  
Strategy #13: Linger at Level E  
Strategy #14: Reject a Vocabulary of Convenience  
 
4. Realigning With Balanced Instruction
Strategy #15: Engage All Students, Regardless of Instructional Reading Level, in Thinking Deeply About the Text  
Strategy #16: Teach Children to Look Closely at Print, but Not at the Expense of Story  
Strategy #17: Encourage Students to Talk About Their Thinking, but Not Too Much  
 
5. Recommitting to Integrated Processing
Strategy #18: Teach Children to Notice the Ways a Text Supports Itself  
Strategy #19: Prompt Less and, When You Do, Prompt Toward Integration  
Strategy #20: Consider the Efficacy of Each Student’s Self-Correcting Behaviors  
Strategy #21: Help Students Break Inefficient Reading Habits  
Strategy #22: Provide Massive Practice  
 
6. Redesigning Literacy Assessment
Strategy #23: Move Beyond the All-or-None Systems  
Strategy #24: Analyze Comprehension Holistically  
Strategy #25: Use Fluency to Help Determine Instructional Reading Level  
Strategy #26: Consider the Ways Children Integrate Cues  
Strategy #27: Look at Shifts in Students’ Reading Processes Across Texts  
 
Epilogue
 
Appendix
 
References
 
Index

“Rather than being a prescriptive how-to, this book encourages teachers to thoughtfully examine their guided reading instruction. Burkins and Croft strike the perfect balance between the theoretical and the practical, providing teachers with useful strategies that support students’ growth as readers while challenging teachers to examine their beliefs about guided reading.”

Allison Niedzwiecki, Kindergarten Teacher
Chase Street Elementary School, Athens, GA

“Burkins and Croft offer a refreshingly honest and insightful accounting of working through their 'tricky parts,’ while providing practical ideas that teachers everywhere can carry into their own guided reading instruction.”

Tina Favors, Second-Grade Teacher
Chase Street Elementary School, Athens, GA

"A practical, accessible, and concise resource for teachers and literacy coaches. The concrete, thoroughly explained examples are presented with clear and specific directives for implementation. It’s refreshing to see the book’s emphasis on including comprehension instruction in early literacy programs. Preventing Misguided Reading fills a valuable need by providing K-2 teachers with a strong, yet concise overview of useful instructional strategies for small-group literacy instruction."

Maryann Mraz, Author of The Literacy Coach’s Companion, PreK–3

"This is a very empowering book, helping open teachers’ eyes to the research-supported fact that they are indeed the most important factor in student learning. I LOVE that it focuses on the teacher as a professional!"

Amy Broemmel, Associate Professor
University of Tennessee, Knoxville

"There are a lot of confusions about how much should be included in a guided reading lesson and where it fits in with other elements of literacy instruction. Many teachers are working hard to refine their practice, and will appreciate this easy-to-access resource."

Lois A. Lanning, Assistant Superintendent of Schools, Pomperaug Regional School District, CT
Author of Four Powerful Strategies for Struggling Readers, Grades 3-8

"Jan Miller Burkins helps reestablish balance amidst the current focus on reading levels. Her emphasis on teaching for independence, and the need for more independence in guided reading, really struck a chord with me. I will tell my fellow literacy coordinators that they need to read this book!"

Charlie Otting, Literacy Coordinator
East Elementary School, Mount Vernon, Ohio
Key features

In a style and format accessible to teachers, this text synthesizes ideas supported by research on guided reading and small group literacy instruction with clear guidance for improving classroom practice.  The book:

  • Identifies and discusses 6 commonly held misconceptions about guided reading from the perspective of practitioners who are also versed in the research
  • Provides 23 suggestions for reading instruction to assist K–2 teachers in anticipating the potential pitfalls of guided reading that are often fostered by misconceptions
  • Each of the 6 central chapters begins with a vignette, includes an extended classroom illustration of the suggested techniques, and concludes with Questions for Reflection

Preview this book

For instructors

Select a Purchasing Option

ISBN: 9781412992794
$24.95