Redesigning for Equity and Achievement: Non-Leveled Guided Reading Instruction

Abstract

Elementary school students are often placed into groups with peers of similar reading ability for leveled guided reading instruction. Through this practice, students are differentially exposed to reading skills, strategies, and texts that are presumed to match their reading ability. This widespread practice is problematic given that (1) current notions of matching early readers to texts for reading instruction are based on traditional instructional practice rather than reading science, (2) poor and minority students are overrepresented in the lowest ranked groups, (3) students in higher ranked groups make greater academic gains than those in lower ranked groups, and (4) teacher perceptions of students’ abilities are often inaccurate. Conversely, as supported by research, when students are presented with texts of increased difficulty and given appropriate instructional support, they are able to make accelerated reading progress. The purpose of this design-based research study was to develop innovative classroom practices and theoretical insights regarding the use of non-leveled guided reading instruction in order to support the reading achievement of all students. Qualitative data, in the form of fieldnotes, semi-structured interviews, and documents were collected. Data analysis included structural and process coding which resulted in the explication of five design principles to assist in the application of this design in other contexts. Specific attention is given to the technical, normative, and political aspects inherent in the dissemination and sustainability of the proposed design.

Disclosure statement

In accordance with Taylor & Francis’ policy and my ethical obligation as a researcher, I am reporting that I have no potential competing interests to report.