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Since they were not struggling with the text they were able to develop vocabulary, reading comprehension skills and oral language skills. [14] Gabl, Kaiser, Long and Roemer found similar results when providing reading intervention in the form of guided reading groups to grade two and grade four students.
Guided Reading is usually a daily activity in English and Welsh primary school classrooms and it involves every child in a class over the course of a week. In the United States, Guided Reading can take place at both the primary and intermediate levels. Each Guided Reading group meets with the teacher several times throughout a given week.
Guided reading is a small group activity where more of the responsibility belongs to the student. Students read from a leveled text. They use the skills directly taught during mini-lessons, interactive read aloud and shared reading to increase their comprehension and fluency. The teacher is there to provide prompting and ask questions.
In keeping with a guided reading model of instruction, lessons were provided for small groups at the struggling reader, on-grade level, and advanced reader levels. Writing and independent reading are part of the CORI program, as is a culminating activity for a unit of study. [10] [11]
Moore, M. and Wade, B. (1998) 'Reading and comprehension: A longitudinal study of ex-Reading Recovery students'. Educational Studies, 24 (2), 195–203. Askew, B. J. and Frasier, D. F. (1994) 'Sustained effects of Reading Recovery intervention on the cognitive behaviors of second-grade children and the perceptions of their teachers'.
While young children display a wide distribution of reading skills, each level is tentatively associated with a school grade. Some schools adopt target reading levels for their pupils. This is the grade-level equivalence chart recommended by Fountas & Pinnell. [4] [5]
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