A Historical Perspective of Literacy Practices:

What can We Learn from the Past that will Inform our Current Classroom Practices?

While reading the text, An Essential History of Current Reading Practices (Fresch, 2008), the members of our inquiry learned the historical underpinnings of today’s reading instruction. From those readings, each of us selected and researched a literacy topic that was of personal interest to our professional development. From that research, we developed extensive bibliographies and shared our information with each other.

Intrigued by the history of guided reading, with its roots in the small group instruction and basal readers used more than 60 years ago, the members of our inquiry, all teaching in the primary grades, decided to investigate the components of this instruction. Ultimately, we addressed those components that we considered the “backbone of guided reading,” including fluency, reading comprehension, book introductions, writing, book selection and motivation.

An Overview of Guided Reading

Beneath each of the following topics listed below are key points that emerged from our readings of the text and individual readings. The statements are not meant to be comprehensive. Students' individual papers are linked at the botom of this page.

Fluency

Key Information:

• Was once an oral recitation – mimicking the phrasing and emphasis of the teacher. Comprehension was not an issue.
• Comprehension and fluency go hand-in-hand.
• In order to comprehend, one must be able to read fluently.
• Increase in strategies to teach fluency – repeated readings, Reader’s Theatre.
• We are now assessing fluency differently now than in the past; running records.

Researchers: Allington, Rasinski, National Reading Panel

Reading Comprehension

Key Information:

• Moved from literal level/explicit questions to inferential questions.
• Visual imagery, metacognition a key component – think alouds fall into this category.
• Strategies include prediction, think alouds, summarizing, retellings
• Vygotsky’s zone of proximal development/scaffolding & Gardner’s multiple intelligences.
• Comprehension has also moved into the content areas – literacy skills enable students to make predictions, graphic organizers, structures – beginning readers can use these strategies.

Researchers: Pressley (Michael) and Pearson

Book Introductions

Key Information:

• Have become more supportive of young readers. Shift from just telling about author/title to picture/book walk and discussing what is happening.
• Linkages to inferential questions (comprehension).
• Schema theory is valued – build background knowledge, rationale for reading the text.
• Teaching vocabulary and text features, punctuation, etc. (mini lessons) are now integrated into the introduction.
• Discussion of the illustrations also important.

Researchers: Fountas and Pinnel, Marie Clay

Writing

Key Information:

• Moved from copying text to creating own stories. Scaffolding is required.
• Reading like a writer, writing like a reader.
• Multiple approaches in writing instruction; it may be structured within a writers’ workshop; may include responses to stories, free writing, informational writing, writing to prompts.
• Writing is developmental and the process is recursive, and is a process, not an end into itself.
• Standards, societal messages, and technology impact how writing is taught.

Researchers: Katie Wood Ray, Lucy Calkins

Book Selection

Key Information:

• In the past, there has been little to no nonfiction available to young readers in primary classrooms – especially within reading series.
• More focused on using trade books as compared basals and anthologies.
• Bringing different genres into classroom; books for specific purposes.
• Teach children how to select appropriate texts; “just right” books.
• Use leveled texts. Diverse learners better served; English language learners and others.

Researchers: Fountas and Pinnel.

Motivation

Key Information:

• In the past, children expected to read – motivation not a key component of the process.
• Activities to improve motivation: cross-age tutoring, book talks, literature circles, book clubs, independent reading, read alouds, conversations within nurturing environments.
• Teacher modeling essential; show their love of reading.
• Students should establish own reading goals and teachers should offer consistent feedback.
• Student choice can improve motivation – especially within content areas.

Researchers: Vygotsky, Gutherie, Marzano