Is Guided Reading Part of Science of Reading?

Is Guided Reading Part Of Science Of Reading? This question is crucial for educators aiming to align their instruction with evidence-based practices. CONDUCT.EDU.VN offers clear guidelines and resources to help teachers navigate the complexities of reading instruction. Understanding the relationship between guided reading and the science of reading can improve literacy outcomes and advance understanding of instructional strategies.

1. Understanding the Science of Reading

The science of reading is a vast body of research, spanning decades, that delves into how children learn to read. It’s not a single program or method but rather a collection of evidence-based practices that support effective reading instruction. It synthesizes findings from various fields such as psychology, neuroscience, and linguistics to provide a comprehensive understanding of the reading process.

1.1. Core Components of the Science of Reading

Several key components form the foundation of the science of reading. These components, when integrated effectively, create a robust framework for literacy development.

Phonemic Awareness: This involves the ability to hear and manipulate the individual sounds (phonemes) in spoken words. Activities might include blending, segmenting, and deleting phonemes.
Phonics: This is the understanding of the relationship between letters and sounds and how they combine to form words. Systematic and explicit phonics instruction is crucial.
Fluency: Fluency is the ability to read accurately, quickly, and with expression. It bridges the gap between decoding and comprehension.
Vocabulary: A broad vocabulary is essential for understanding what is read. Vocabulary instruction should be explicit and integrated into reading experiences.
Comprehension: Comprehension is the ultimate goal of reading – understanding the meaning of the text. Strategies include summarizing, questioning, and making connections.

1.2. Key Principles of the Science of Reading

The science of reading operates on several key principles that guide effective reading instruction. Understanding these principles can help educators make informed decisions about their teaching practices.

Principle	Description
Explicit Instruction	Skills and concepts are taught directly and clearly, leaving no room for guesswork.
Systematic Instruction	Instruction follows a logical sequence, building from simple to complex skills.
Cumulative Instruction	New skills are built upon previously learned skills, reinforcing learning over time.
Diagnostic Teaching	Instruction is tailored to meet the individual needs of students based on ongoing assessment.
Multi-Sensory Instruction	Instruction incorporates multiple senses (visual, auditory, kinesthetic) to enhance learning and retention.

1.3. The Simple View of Reading

A fundamental concept within the science of reading is the Simple View of Reading, which posits that reading comprehension is the product of decoding skills and language comprehension.

Decoding: The ability to accurately and efficiently decode written words.
Language Comprehension: The ability to understand spoken language, including vocabulary, grammar, and background knowledge.

The Simple View of Reading highlights the importance of both decoding and language comprehension in achieving reading proficiency. If either component is weak, reading comprehension will suffer.

2. Exploring Guided Reading

Guided reading is an instructional approach where a teacher works with a small group of students who are at a similar reading level. The teacher provides support as students read a text, focusing on strategies to improve their reading skills. This approach has been a staple in many classrooms, particularly those following a balanced literacy model.

2.1. Core Components of Guided Reading

Guided reading sessions typically follow a structured format, designed to maximize student engagement and learning.

Text Selection: The teacher selects a text that is appropriately challenging for the group, often referred to as an instructional-level text.
Introduction: The teacher introduces the text, pre-teaching key vocabulary and activating prior knowledge.
Independent Reading: Students read the text independently, while the teacher observes and provides support as needed.
Discussion: After reading, the teacher leads a discussion to check for understanding and reinforce comprehension strategies.
Word Work: The teacher may include a brief word work activity to focus on phonics or vocabulary skills.

2.2. Common Practices in Guided Reading

Several common practices are associated with guided reading, some of which align with the science of reading and others which do not.

Practice	Description	Alignment with Science of Reading
Levelled Texts	Using texts that are matched to a student’s reading level, often based on systems like Fountas & Pinnell.	Mixed
Cueing Systems	Encouraging students to use multiple cues (meaning, structure, visual) to decode words.	Low
Strategy Instruction	Teaching students specific strategies to improve comprehension, such as making predictions or summarizing.	High
Small Group Instruction	Providing targeted instruction to small groups of students with similar needs.	High

2.3. Concerns and Criticisms

Critics argue that relying heavily on leveled texts can limit students’ exposure to rich vocabulary and complex sentence structures. Additionally, the use of cueing systems, where students are encouraged to guess at words based on context or pictures, has been shown to be ineffective and can hinder the development of strong decoding skills. As Louisa Moats, a renowned reading researcher, has stated, “Teaching children to guess words from context is like teaching them to drive by looking in the rearview mirror.”

3. Examining the Intersection: Is Guided Reading Part of Science of Reading?

The question of whether guided reading aligns with the science of reading is complex. Some aspects of guided reading can be aligned with evidence-based practices, while others may contradict the principles of effective reading instruction.

3.1. Areas of Alignment

Some components of guided reading can be aligned with the science of reading when implemented thoughtfully.

Small Group Instruction: The small group setting allows for targeted instruction and individualized support, which can be beneficial for students who need extra help.
Strategy Instruction: Teaching comprehension strategies, such as summarizing and questioning, aligns with the goal of developing active and engaged readers.
Vocabulary Instruction: Explicit vocabulary instruction can be integrated into guided reading lessons to enhance students’ understanding of the text.

3.2. Areas of Conflict

However, other aspects of guided reading may conflict with the science of reading.

Reliance on Levelled Texts: As mentioned earlier, leveled texts can limit students’ exposure to complex language and content.
Use of Cueing Systems: Encouraging students to guess at words rather than decode them can hinder the development of strong phonics skills.
Insufficient Focus on Phonics: Some guided reading programs do not provide enough explicit and systematic phonics instruction.

3.3. Practical Solutions

To reconcile guided reading with the science of reading, educators can make several adjustments to their practice.

Integrate Systematic Phonics: Ensure that guided reading lessons include explicit and systematic phonics instruction.
Use Decodable Texts: Choose texts that allow students to apply their phonics skills and practice decoding words.
Focus on Decoding: Encourage students to sound out words rather than guess based on context or pictures.
Supplement with Rich Texts: Use guided reading as one component of a balanced literacy program that also includes read-alouds and independent reading with a variety of texts.

4. Adapting Guided Reading to Align with the Science of Reading

To make guided reading more aligned with the science of reading, several key adjustments can be implemented. These changes focus on incorporating explicit phonics instruction, using decodable texts, and emphasizing decoding skills.

4.1. Integrating Systematic Phonics Instruction

Explicit and systematic phonics instruction is a cornerstone of the science of reading. Integrating this into guided reading involves dedicating a portion of each session to phonics activities.

Phonics Warm-Up: Begin each session with a brief phonics warm-up activity, such as reviewing letter sounds, blending sounds to form words, or segmenting words into individual sounds.
Word Work Activities: Include word work activities that focus on specific phonics patterns or rules. For example, if the text contains words with the “ai” digraph, spend time practicing words with this pattern.
Application in Reading: Encourage students to apply their phonics knowledge when reading the text. Prompt them to sound out unfamiliar words rather than relying on context clues.

4.2. Using Decodable Texts

Decodable texts are specifically designed to align with the phonics skills that students have been taught. These texts contain a high percentage of words that students can decode using their phonics knowledge.

Selection Criteria: When selecting texts for guided reading, prioritize decodable texts that match the phonics patterns that students are currently learning.
Gradual Progression: Gradually introduce more complex texts as students’ phonics skills develop.
Supplementary Texts: Supplement decodable texts with richer, more complex texts for read-alouds and other activities.

4.3. Emphasizing Decoding Skills

Emphasizing decoding skills involves teaching students to systematically sound out words rather than relying on guessing strategies.

Prompting Techniques: Use prompting techniques that encourage decoding. For example, instead of asking “What word would make sense here?”, ask “What sounds do you hear in this word?”
Error Correction: When students make errors, provide immediate and explicit correction. Guide them to sound out the word and identify any phonics patterns they may have missed.
Positive Reinforcement: Provide positive reinforcement for students’ efforts to decode words. Praise them for using their phonics skills and persevering through challenging words.

4.4. Balancing Fluency and Comprehension

While decoding is crucial, fluency and comprehension should not be neglected. These components can be integrated into guided reading through targeted activities.

Repeated Reading: Incorporate repeated reading activities to improve fluency. Have students read the same text multiple times, focusing on accuracy and speed.
Comprehension Strategies: Teach and model comprehension strategies, such as summarizing, questioning, and making connections.
Text Discussion: Engage students in discussions about the text to check for understanding and encourage critical thinking.

By adapting guided reading to align with the science of reading, educators can create a more effective and evidence-based approach to literacy instruction.

5. Practical Examples of Science-Aligned Guided Reading

To further illustrate how guided reading can be aligned with the science of reading, let’s examine some practical examples. These examples demonstrate how to integrate systematic phonics, use decodable texts, and emphasize decoding skills in guided reading sessions.

5.1. Example 1: Beginning Readers (Early Phonics)

Objective: To practice decoding CVC (consonant-vowel-consonant) words and build phonemic awareness.
Materials: Decodable text focusing on CVC words (e.g., “The cat sat on the mat”), letter tiles.
Procedure:
1. Phonics Warm-Up: Use letter tiles to practice blending and segmenting CVC words (e.g., “cat,” “dog,” “sun”).
2. Text Introduction: Introduce the decodable text, pre-teaching any unfamiliar CVC words.
3. Independent Reading: Students read the text independently, focusing on decoding each word.
4. Word Work: Review CVC words from the text, focusing on phoneme segmentation and blending.
5. Comprehension Check: Ask simple comprehension questions about the text (e.g., “Who sat on the mat?”).

5.2. Example 2: Intermediate Readers (Digraphs and Blends)

Objective: To practice decoding words with digraphs (e.g., “sh,” “ch,” “th”) and blends (e.g., “st,” “bl,” “fr”).
Materials: Decodable text focusing on digraphs and blends (e.g., “The ship had a flag”), word cards with digraphs and blends.
Procedure:
1. Phonics Warm-Up: Review digraphs and blends using word cards, focusing on pronunciation and spelling.
2. Text Introduction: Introduce the decodable text, pre-teaching any unfamiliar words with digraphs and blends.
3. Independent Reading: Students read the text independently, focusing on decoding words with digraphs and blends.
4. Word Work: Identify and practice words with digraphs and blends from the text, focusing on phoneme manipulation.
5. Comprehension Check: Discuss the text, focusing on comprehension strategies such as summarizing and questioning.

5.3. Example 3: Advanced Readers (Multi-Syllabic Words)

Objective: To practice decoding multi-syllabic words and improve reading fluency.
Materials: Decodable text with multi-syllabic words (e.g., “The adventure was incredible”), syllable cards.
Procedure:
1. Phonics Warm-Up: Review syllable types and rules for decoding multi-syllabic words.
2. Text Introduction: Introduce the decodable text, pre-teaching any unfamiliar multi-syllabic words.
3. Independent Reading: Students read the text independently, focusing on decoding multi-syllabic words and reading with fluency.
4. Word Work: Practice breaking down multi-syllabic words into syllables using syllable cards.
5. Comprehension Check: Engage in a deeper discussion about the text, focusing on comprehension strategies such as making inferences and analyzing the author’s purpose.

These practical examples demonstrate how guided reading can be adapted to align with the science of reading by integrating systematic phonics, using decodable texts, and emphasizing decoding skills. By implementing these strategies, educators can create a more effective and evidence-based approach to literacy instruction.

6. Alternative Strategies to Guided Reading

While adapting guided reading is possible, some educators may prefer to explore alternative strategies that more directly align with the science of reading. Several evidence-based approaches can be used to support literacy development.

6.1. Explicit Phonics Instruction

Explicit phonics instruction involves directly teaching letter-sound correspondences and how to blend sounds to form words. This approach is systematic and sequential, building from simple to complex phonics patterns.

Scope and Sequence: Follow a research-based phonics scope and sequence that progresses logically.
Direct Instruction: Provide explicit instruction in letter-sound correspondences, blending, and segmenting.
Practice Activities: Incorporate practice activities such as word sorts, phonics games, and decodable reading.

6.2. Decodable Readers

Decodable readers are books specifically designed to help students practice their phonics skills. These books contain a high percentage of words that students can decode using their phonics knowledge.

Selection Criteria: Choose decodable readers that align with the phonics skills that students are currently learning.
Independent Practice: Use decodable readers for independent practice, allowing students to apply their phonics skills in context.
Fluency Building: Encourage repeated reading of decodable texts to build fluency.

6.3. Structured Literacy

Structured Literacy is an approach to reading instruction that is explicit, systematic, cumulative, and diagnostic. It integrates all key components of the science of reading, including phonemic awareness, phonics, fluency, vocabulary, and comprehension.

Comprehensive Approach: Implement a comprehensive Structured Literacy program that addresses all key components of reading.
Individualized Instruction: Provide individualized instruction based on students’ needs and ongoing assessment.
Multi-Sensory Techniques: Incorporate multi-sensory techniques to enhance learning and retention.

6.4. Read-Alouds

Read-alouds involve the teacher reading aloud to students, modeling fluent reading and engaging students in rich language and vocabulary.

Text Selection: Choose high-quality texts that are engaging and challenging.
Interactive Reading: Engage students in interactive reading by asking questions, making predictions, and discussing the text.
Vocabulary Instruction: Use read-alouds as an opportunity to introduce and reinforce new vocabulary.

6.5. Language-Based Activities

Focusing on language-based activities can help students develop strong language comprehension skills, which are essential for reading comprehension.

Vocabulary Building: Engage in activities that build vocabulary, such as word games, semantic mapping, and context clue practice.
Oral Language Practice: Provide opportunities for students to practice oral language, such as discussions, debates, and presentations.
Grammar Instruction: Incorporate explicit grammar instruction to improve students’ understanding of sentence structure and language conventions.

These alternative strategies provide educators with evidence-based options for supporting literacy development. While adapting guided reading is possible, these approaches may offer a more direct and effective way to align instruction with the science of reading.

7. Debunking Common Misconceptions

Many misconceptions surround the science of reading and its implications for classroom practice. Addressing these misconceptions is crucial for educators to fully embrace evidence-based reading instruction.

7.1. Misconception 1: The Science of Reading is Just About Phonics

One common misconception is that the science of reading is solely focused on phonics instruction. While phonics is a critical component, the science of reading encompasses much more, including phonemic awareness, fluency, vocabulary, and comprehension.

Clarification: The science of reading is a comprehensive approach that integrates all key components of literacy.
Emphasis: It is important to address all aspects of reading instruction, not just phonics.

7.2. Misconception 2: Balanced Literacy and the Science of Reading are the Same

Some educators believe that balanced literacy and the science of reading are interchangeable. However, there are significant differences between these two approaches.

Clarification: Balanced literacy often relies on cueing systems and leveled texts, which are not supported by the science of reading.
Emphasis: The science of reading emphasizes explicit and systematic instruction in phonics and other key components of literacy.

7.3. Misconception 3: The Science of Reading is a Rigid Program

Another misconception is that the science of reading is a rigid program that must be followed exactly. In reality, the science of reading provides a framework for effective instruction, but educators have flexibility in how they implement it.

Clarification: The science of reading is a set of evidence-based practices that can be adapted to meet the needs of individual students and classrooms.
Emphasis: Educators should use their professional judgment to implement the science of reading in a way that is effective and engaging.

7.4. Misconception 4: The Science of Reading Neglects Comprehension

Some critics argue that the science of reading focuses too much on decoding and neglects comprehension. However, the science of reading recognizes that comprehension is the ultimate goal of reading and provides strategies for developing strong comprehension skills.

Clarification: The science of reading emphasizes the importance of both decoding and language comprehension in achieving reading proficiency.
Emphasis: Educators should integrate comprehension strategies into their reading instruction, such as summarizing, questioning, and making connections.

7.5. Misconception 5: The Science of Reading is Only for Struggling Readers

Another misconception is that the science of reading is only necessary for struggling readers. However, the science of reading is beneficial for all students, including those who are already proficient readers.

Clarification: The science of reading provides a strong foundation for literacy development that can benefit all students.
Emphasis: Educators should use evidence-based practices to support the reading development of all students, regardless of their current reading level.

By debunking these common misconceptions, educators can gain a clearer understanding of the science of reading and its implications for classroom practice. This can lead to more effective and evidence-based reading instruction that benefits all students.

8. Implementing Science of Reading: A Step-by-Step Guide

Implementing the science of reading in the classroom requires a thoughtful and systematic approach. This step-by-step guide provides educators with a roadmap for transitioning to evidence-based reading instruction.

8.1. Step 1: Understand the Science of Reading

The first step is to develop a deep understanding of the science of reading. This involves learning about the key components of literacy and the research that supports them.

Professional Development: Attend professional development workshops and conferences on the science of reading.
Research Articles: Read research articles and books on evidence-based reading instruction.
Online Resources: Explore online resources and websites that provide information and support for implementing the science of reading.

8.2. Step 2: Assess Current Practices

The second step is to assess your current reading instruction practices. This involves reflecting on your teaching methods and identifying areas that may need to be adjusted.

Self-Reflection: Reflect on your current practices and identify areas that align with the science of reading and areas that do not.
Classroom Observation: Observe your own teaching and gather data on student engagement and learning outcomes.
Student Assessment: Assess students’ reading skills to identify areas of strength and weakness.

8.3. Step 3: Set Goals and Develop a Plan

The third step is to set goals for improving your reading instruction and develop a plan for achieving those goals.

Specific Goals: Set specific, measurable, achievable, relevant, and time-bound (SMART) goals for improving your reading instruction.
Action Plan: Develop an action plan that outlines the steps you will take to achieve your goals.
Timeline: Establish a timeline for implementing your plan and monitoring your progress.

8.4. Step 4: Implement Evidence-Based Practices

The fourth step is to begin implementing evidence-based practices in your classroom. This involves incorporating systematic phonics instruction, using decodable texts, and emphasizing decoding skills.

Phonics Instruction: Implement a systematic phonics program that progresses logically from simple to complex phonics patterns.
Decodable Texts: Use decodable texts for independent practice, allowing students to apply their phonics skills in context.
Decoding Skills: Emphasize decoding skills by encouraging students to sound out words rather than relying on guessing strategies.

8.5. Step 5: Monitor Progress and Adjust Instruction

The fifth step is to monitor students’ progress and adjust your instruction as needed. This involves regularly assessing students’ reading skills and using the data to inform your teaching.

Ongoing Assessment: Regularly assess students’ reading skills using formative and summative assessments.
Data Analysis: Analyze assessment data to identify areas where students are making progress and areas where they need additional support.
Differentiated Instruction: Differentiate instruction to meet the individual needs of students based on their assessment data.

8.6. Step 6: Seek Support and Collaboration

The sixth step is to seek support and collaborate with other educators. This involves working with colleagues, mentors, and coaches to improve your reading instruction.

Collaboration: Collaborate with colleagues to share ideas, resources, and best practices.
Mentoring: Seek guidance from experienced mentors who can provide support and feedback.
Professional Learning Communities: Participate in professional learning communities to engage in ongoing learning and collaboration.

By following these steps, educators can successfully implement the science of reading in their classrooms and improve reading outcomes for all students.

9. Resources for Implementing the Science of Reading

Numerous resources are available to support educators in implementing the science of reading. These resources include professional organizations, research articles, books, websites, and instructional materials.

9.1. Professional Organizations

Several professional organizations are dedicated to promoting the science of reading and providing resources for educators.

International Dyslexia Association (IDA): The IDA provides information, resources, and professional development on dyslexia and evidence-based reading instruction.
- Website: dyslexiaida.org
Reading League: The Reading League offers professional development, resources, and advocacy for the science of reading.
- Website: thereadingleague.org
National Center on Improving Literacy (NCIL): NCIL provides resources and technical assistance to support evidence-based literacy practices.
- Website: improvingliteracy.org

9.2. Research Articles

Numerous research articles support the science of reading and provide evidence-based guidance for reading instruction.

“Teaching Children to Read: An Evidence-Based Assessment of the Scientific Research Literature on Reading and Its Implications for Reading Instruction”: National Reading Panel (2000)
“The Simple View of Reading”: Gough & Tunmer (1986)
“Putting Reading First: The Research Building Blocks for Teaching Children to Read”: National Institute for Literacy (2001)

9.3. Books

Several books provide comprehensive information on the science of reading and practical guidance for implementing evidence-based reading instruction.

“Reading in the Brain: The New Science of How We Read”: Stanislas Dehaene
“Overcoming Dyslexia: A New and Complete Science-Based Program for Reading Problems at Any Level”: Sally Shaywitz & Jonathan Shaywitz
“Speech to Print: Language Essentials for Teachers”: Louisa Moats

9.4. Websites

Numerous websites provide information, resources, and support for implementing the science of reading.

Reading Rockets: Reading Rockets provides information and resources on reading instruction, including articles, videos, and activities.
- Website: readingrockets.org
Understood.org: Understood.org provides information and resources on learning and attention issues, including dyslexia.
- Website: understood.org
Florida Center for Reading Research (FCRR): FCRR provides research-based resources and professional development on reading instruction.
- Website: fcrr.org

9.5. Instructional Materials

Several instructional materials align with the science of reading and provide explicit and systematic instruction in phonics and other key components of literacy.

Fundations: Fundations is a multi-sensory phonics program for grades K-3.
Orton-Gillingham: Orton-Gillingham is a structured literacy approach that provides explicit and systematic instruction in phonics.
SPIRE: SPIRE is a reading intervention program for students who are struggling with reading.

These resources can help educators deepen their understanding of the science of reading and implement evidence-based practices in their classrooms.

10. Fostering a Culture of Literacy

Creating a culture of literacy in the classroom and school is essential for supporting students’ reading development. This involves creating a print-rich environment, promoting reading for pleasure, and engaging families in literacy activities.

10.1. Creating a Print-Rich Environment

A print-rich environment is one that is filled with books, posters, charts, and other materials that promote reading and writing.

Classroom Library: Create a classroom library with a variety of books that appeal to students’ interests and reading levels.
Word Walls: Create word walls that display high-frequency words, vocabulary words, and phonics patterns.
Anchor Charts: Create anchor charts that summarize key concepts and strategies.

10.2. Promoting Reading for Pleasure

Promoting reading for pleasure is essential for fostering a love of reading and encouraging students to read independently.

Independent Reading Time: Provide dedicated time for students to read independently.
Book Recommendations: Provide book recommendations and share your own love of reading with students.
Reading Challenges: Organize reading challenges and contests to motivate students to read more.

10.3. Engaging Families in Literacy Activities

Engaging families in literacy activities is essential for supporting students’ reading development at home.

Family Literacy Nights: Organize family literacy nights to provide parents with information and resources on supporting their children’s reading development.
Home Reading Programs: Implement home reading programs that encourage parents to read with their children.
Communication: Communicate regularly with parents about their children’s reading progress and provide suggestions for supporting their reading development at home.

10.4. Celebrating Reading

Celebrating reading is a great way to create a positive and supportive environment for literacy development.

Read-Alouds: Organize read-alouds by teachers, administrators, and community members.
Book Clubs: Start book clubs for students, teachers, and parents.
Author Visits: Invite authors to visit the school and talk about their books and writing process.

10.5. Modeling a Love of Reading

One of the most effective ways to foster a culture of literacy is to model a love of reading yourself.

Share Your Reading: Share what you are reading with students and talk about why you enjoy it.
Read Aloud: Read aloud to students regularly, even in upper grades.
Visit the Library: Take students to the library and encourage them to explore the books and resources available there.

By fostering a culture of literacy, educators can create a positive and supportive environment that encourages students to develop a love of reading and become lifelong learners.

Understanding the science of reading and adapting instructional practices accordingly is crucial for improving literacy outcomes. While guided reading can be a valuable instructional approach when aligned with evidence-based practices, it is essential to address areas of conflict and ensure that all key components of literacy are explicitly and systematically taught. By embracing the science of reading and fostering a culture of literacy, educators can empower students to become skilled and confident readers. Visit CONDUCT.EDU.VN to learn more about evidence-based reading practices and access resources to support your implementation efforts. For further inquiries, contact us at 100 Ethics Plaza, Guideline City, CA 90210, United States, Whatsapp: +1 (707) 555-1234, or visit our website at conduct.edu.vn.

FAQ: Guided Reading and the Science of Reading

1. What is the science of reading?

The science of reading is a body of research that explains how children learn to read, based on decades of scientific study. It emphasizes explicit instruction in phonemic awareness, phonics, fluency, vocabulary, and comprehension.

2. What is guided reading?

Guided reading is an instructional approach where a teacher works with a small group of students at a similar reading level, providing support as they read a text.

3. Is guided reading part of the science of reading?

Some aspects of guided reading align with the science of reading, such as small group instruction and strategy instruction. However, other aspects, like reliance on leveled texts and cueing systems, may conflict with evidence-based practices.

4. What are cueing systems, and why are they problematic?

Cueing systems encourage students to guess at words based on context, pictures, or sentence structure, rather than decoding them. Research shows that this can hinder the development of strong phonics skills.

5. How can I adapt guided reading to align with the science of reading?

Integrate systematic phonics instruction, use decodable texts, emphasize decoding skills, and supplement with rich texts to align guided reading with the science of reading.

6. What are decodable texts?

Decodable texts are specifically designed to align with the phonics skills that students have been taught, containing a high percentage of words that students can decode using their phonics knowledge.

7. What are some alternative strategies to guided reading?

Alternative strategies include explicit phonics instruction, decodable readers, structured literacy, read-alouds, and language-based activities.

8. What is Structured Literacy?

Structured Literacy is an approach to reading instruction that is explicit, systematic, cumulative, and diagnostic. It integrates all key components of the science of reading.

9. How can I create a culture of literacy in my classroom?

Create a print-rich environment, promote reading for pleasure, engage families in literacy activities, and model a love of reading yourself.

10. Where can I find resources for implementing the science of reading?

Resources are available from professional organizations like the International Dyslexia Association (IDA) and The Reading League, research articles, books, websites like Reading Rockets and Understood.org, and instructional materials like Fundations and Orton-Gillingham.