Comparison of Feedback Strategies During Guided Reading Instruction With Children With Language Impairment

2016 ◽  
Vol 43 (Fall) ◽  
pp. 268-284 ◽  
Author(s):  
Theresa A. Kouri
Keyword(s):  
Reading Instruction ◽  
Language Impairment ◽  
Guided Reading ◽  
Feedback Strategies

scholarly journals Bringing Bilingualism to the Center of Guided Reading Instruction

2020 ◽  
Vol 74 (2) ◽  
pp. 137-146
Author(s):  
Laura Ascenzi‐Moreno ◽  
Rebecca Quiñones
Keyword(s):  
Reading Instruction ◽  
Guided Reading

Targeted Management Tips to Enhance the Effectiveness of Tier 2, Guided Reading Instruction

2014 ◽  
Vol 50 (3) ◽  
pp. 169-172
Author(s):  
Nancy E. Marchand-Martella ◽  
Ronald C. Martella ◽  
M. Charles Lambert
Keyword(s):  
Reading Instruction ◽  
Guided Reading ◽  
Tier 2

How Pre-service Teachers Use Knowledge of the Learner to Make in the Moment and Planned Teaching Decisions

2019 ◽  
Vol 3 ◽  
Author(s):  
Allison Davis ◽  
Class of 2018
Keyword(s):  
Reading Instruction ◽  
Undergraduate Students ◽  
Research Team ◽  
Meaning Making ◽  
Guided Reading ◽  
Unknown Words ◽  
The Moment ◽  
Teaching Decisions

Our research team examined pre-service teachers’ (undergraduate students studying education) case study projects to determine what types of decisions teachers make during guided reading instruction. We coded each teacher decision as either a “planning” or “in-the-moment” decision. Our research team then looked at what each teacher decision was related to: did the decision help a child with comprehension, solving for unknown words, etc. The findings revealed that pre-service teachers are able to make complex decisions that often lead to a focus on meaning-making and comprehension.

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