The Effects of Guided Reading on Independent Reading and Reading Fluency in Primary Grades

Abstract

Multiple changes have been implemented in reading instructions in schools and educators and researchers constantly look for teaching strategies that would optimize their students’ reading. According to the International Literacy Association (2020), the greatest challenges in literacy include supporting English learners, supporting students reading below grade level, and teaching students how to read (ILA, 2020). The following study examines the effect of guided reading, a popular instructional reading approach that encompasses several teaching strategies used together to enhance learning in the classroom, on the two dependent variables: independent reading and reading fluency. This research follows a retrospective cohort study design over the course of three consecutive years on the same cohort from grades one to three and the research question “How does guided reading promote reading fluency and independent reading in primary grades?” guides this study. Data has been already collected for purposes other than research. The data instruments are running records and anecdotal records; the quantitative and qualitative data are analyzed to check for a causational correlation between guided reading and independent reading, and guided reading and reading fluency. Findings reveal that guided reading positively affects reading fluency and independent reading. Guided reading promotes guided reading for different reasons including scaffolding, modeling of reading strategies, and consistency in the execution of the program. Ethical considerations were taken in consideration throughout this research to protect the anonymity and confidentiality of the sample involved.