Publication Cover
Reading & Writing Quarterly
Overcoming Learning Difficulties
Volume 39, 2023 - Issue 1
1,301
Views
1
CrossRef citations to date
0
Altmetric
Original Articles

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

References

  • Anderson, T., & Shattuck, J. (2012). Design-based research: A decade of progress in education research? Educational Researcher, 41(1), 16–25. https://doi.org/10.3102/0013189X11428813
  • Bakker, A. (2018). Design research in education: A practical guide for early career researchers. Routledge.
  • Benjamin, R. G., & Schwanenflugel, P. J. (2010). Text complexity and oral reading prosody in young readers. Reading Research Quarterly, 45(4), 388–404. https://doi.org/10.1598/RRQ.45.4.2
  • Betts, E. A. (1946). Foundations of reading instruction, with an emphasis on differentiated guidance. American Book Co.
  • Bogdan, R. C., & Biklen, s K. (2007). Qualitative research for education: An introduction to theories and methods (5th ed.). Pearson Education, Inc.
  • Brown, K. J. (2009). Placing and pacing beginning readers in texts: The match between texts and children's knowledge of words. In E. H. Hiebert, & M. Sailors (Eds.), Finding the right text: What works for beginning and struggling readers (pp. 177–202). Guilford Press.
  • Chorzempa, B. F., & Graham, S. (2006). Primary-grade teachers' use of within-class ability grouping in reading. Journal of Educational Psychology, 98(3), 529–541. https://doi.org/10.1037/0022-0663.98.3.529
  • Cobb, P., Confrey, J., diSessa, A., Lehrer, R., & Schauble, L. (2003). Design experiments in educational research. Educational Researcher, 32(1), 9–13. https://doi.org/10.3102/0013189X032001009
  • Condron, D. J. (2008). An early start: Skill grouping and unequal reading gains in the elementary years. The Sociological Quarterly, 49(2), 363–394. https://doi.org/10.1111/j.1533-8525.2008.00119.x
  • Cunningham, P. M., Hall, D. P., & Defee, M. (1991). Non-ability-grouped, multilevel instruction: A year in a first-grade classroom. The Reading Teacher, 44(8), 566–571. http://www.jstor.org.libproxy.unl.edu/stable/20200736
  • Cunningham, P. M., Hall, D. P., & Defee, M. (1998). Nonability-grouped, multilevel instruction: Eight years later. The Reading Teacher, 51(8), 652–664. http://www.jstor.org.libproxy.unl.edu/stable/20201983
  • Creswell, J. W., & Poth, C. N. (2018). Qualitative inquiry and research design: Choosing among five approaches (4th ed.). SAGE.
  • Dede, C. (2004). If design-based research is the answer, what is the question? A commentary on Collins, Joseph, and Bielaczyc; diSessa and Cobb; and Fishman, Marx, Blumenthal, Krajcik, and Soloway in the JLS special issue on design-based research. Journal of the Learning Sciences, 13(1), 105–114. https://doi.org/10.1207/s15327809jls1301_5
  • Design-Based Research Collective. (2003). Design-based research: An emerging paradigm for educational inquiry. Educational Researcher, 32(1), 5–8. https://doi.org/10.3102/0013189X032001005
  • Dreeben, R., & Barr, R. (1988). Classroom composition and the design of instruction. Sociology of Education, 61(3), 129–142. https://doi.org/10.2307/2112622
  • Duke, N. K. (2020). When young readers get stuck. Educational Leadership, 78(3), 26–33.
  • Eder, D. (1981). Ability grouping as a self-fulfilling prophecy: A micro-analysis of teacher-student interaction. Sociology of Education, 54(3), 151–162. https://doi.org/10.2307/2112327
  • Ehri, L. C. (1995). Phases of development in learning to read words by sight. Journal of Research in Reading, 18(2), 116–125. https://doi.org/10.1111/j.1467-9817.1995.tb00077.x
  • Ehri, L. C. (1999). Phases of development in learning to read words. In J. Oakhill & R. Beard (Eds.), Reading development and the teaching of reading: A psychological perspective (pp. 79–108). Blackwell Science.
  • Emerson, R. M., Fretz, R. I., & Shaw, L. L. (2011). Writing ethnographic field notes (2nd ed.). University of Chicago Press.
  • Fountas, I. C., & Pinnell, G. S. (1996). Guided reading: Good first teaching for all children. Heinemann.
  • Fountas, I. C., & Pinnell, G. S. (2017). Guided reading: Responsive teaching across the grades (2nd ed.). Heinemann.
  • Gatlin-Nash, B., Hwang, J. K., Tani, N. E., Zargar, E., Wood, T. S., Yang, D., Powell, K. B., & Connor, C. M. (2021). Using assessment to improve the accuracy of teachers' perceptions of students' academic competence. The Elementary School Journal, 121(4), 609–634. https://doi.org/10.1086/714083
  • Geertz, C. (1973). The interpretation of cultures. Basic Books.
  • Hoover, W. A., & Gough, P. B. (1990). The simple view of reading. Reading and Writing, 2(2), 127–160. https://doi.org/10.1007/BF00401799
  • Johnston, F. R. (2000). Word learning in predictable text. Journal of Educational Psychology, 92(2), 248–255. https://doi.org/10.1037/0022-0663.92.2.248
  • Kuhn, M. R. (2005). A comparative study of small group fluency instruction. Reading Psychology, 26(2), 127–146. https://doi.org/10.1080/02702710590930492
  • Kuhn, M. R., Schwanenflugel, P. J., Morris, R. D., Morrow, L. M., Woo, D. G., Meisinger, E. B., Sevcik, R. A., Bradley, B. A., & Stahl, S. A. (2006). Teaching children to become fluent and automatic readers. Journal of Literacy Research, 38(4), 357–387. https://doi.org/10.1207/s15548430jlr3804_1
  • Lincoln, Y. S., & Guba, E. G. (1985). Naturalistic Inquiry. SAGE.
  • Lincoln, Y. S., Lynham, S. A., & Guba, E. G. (2018). Paradigmatic controversies, contradictions, and emerging confluences revisited. In N. Denzin & Y. Lincoln (Eds.), The Sage handbook of qualitative research (5th ed.). SAGE.
  • Lleras, C., & Rangel, C. (2009). Ability grouping practices in elementary school and African American/Hispanic achievement. American Journal of Education, 115(2), 279–304. https://doi.org/10.1086/595667
  • Loveless, T. (2013). How well are American students learning? The 2013 Brown Center Report on American Education, 3(2), 1–40. https://www-brookings-edu.libproxy.unl.edu/wp-content/uploads/2016/06/2013-brown-center-report-web-3.pdf
  • Moats, L. (2007). Whole language high jinks: How to tell when “scientifically-based reading instruction” isn’t. Thomas B. Fordham Institute.
  • McKenney, S., & Reeves, T. C. (2012). Conducting educational design research. Routledge.
  • Merriam, S., & Tisdell, E. J. (2016). Qualitative research: A guide to design and implementation (4th ed.). Wiley & Sons, Inc.
  • MONDO Bookshop. (2008). MONDO Publishing, Inc.
  • Morgan, A., Wilcox, B. R., & Eldredge, J. L. (2000). Effect of difficulty levels on second-grade delayed readers using dyad reading. The Journal of Educational Research, 94(2), 113–119. https://doi.org/10.1080/00220670009598749
  • National Center for Education Statistics. (2017). The nation's report card: Reading 2017. Institute of Education Sciences, U.S. Department of Education.
  • National Reading Panel. (2000). Report of the subgroups: National reading panel. National Institute of Child Health and Development.
  • Oakes, J. (1992). Can tracking research inform practice? Technical, normative, and political considerations. Educational Researcher, 21(4), 12–21. https://doi.org/10.3102/0013189X021004012
  • Oakes, J. (2005). Keeping track: How schools structure inequality (2nd ed.). Yale University Press. (Original work published in 1985)
  • Pallas, A. M., Entwisle, D. R., Alexander, K. L., & Stluka, M. F. (1994). Ability-group effects: Instructional, social, or institutional? Sociology of Education, 67(1), 27–46. https://doi.org/10.2307/2112748
  • Ready, D. D., & Wright, D. L. (2011). Accuracy and inaccuracy in teachers’ perceptions of young children’s cognitive abilities: The role of child background and classroom context. American Educational Research Journal, 48(2), 335–360. https://doi.org/10.3102/0002831210374874
  • Reimann, P. (2011). Design-based research. In L. Markauskaite, P. Freebody, & J. Irwin (Eds.), Methodological choice and design: Scholarship, policy and practice in social and educational research (pp. 37–50). Springer Science & Business Media.
  • Reis, S. M., McCoach, D. B., Little, C. A., Muller, L. M., & Kaniskan, R. B. (2011). The effects of differentiated instruction and enrichment pedagogy on reading achievement in five elementary schools. American Educational Research Journal, 48(2), 462–501. https://doi.org/10.3102/0002831210382891
  • Richardson, J. (2016). The next step forward in guided reading: An assess-decide-guide framework for supporting every reader. Scholastic, Inc.
  • Rigby PM & PM Plus. (2000). Rigby.
  • Saldaña, J. (2016). The coding manual for qualitative researchers (3rd ed.). SAGE.
  • Scarborough, H. S. (2001). Connecting early language and literacy to later reading (dis)abilities: Evidence, theory, and practice. In S. Neuman & D. Dickinson (Eds.), Handbook for research in early literacy (pp. 97–110). Guilford Press.
  • Schwanenflugel, P. J., Kuhn, M. R., Morris, R. D., Morrow, L. M., Meisinger, E. B., Woo, D. G., Quirk, M., & Sevcik, R. (2009). Insights into fluency instruction: Short- and long-term effects of two reading programs. Literacy Research and Instruction, 48(4), 318–336. https://doi.org/10.1080/19388070802422415
  • Shanahan, T. (2011, August 21). Rejecting instructional level theory [blog post]. https://shanahanonliteracy.com/blog/rejecting-instructional-level-theory
  • Shanahan, T. (2017, February 7). The instructional level concept revisited: Teaching with complex text [blog post]. https://shanahanonliteracy.com/blog/the-instructional-level-concept-revisited-teaching-with-complex-text
  • Spradley, J. (2016). The ethnographic interview. Waveland Press, Inc. (Original work published in 1979)
  • Stahl, S. A., & Heubach, K. M. (2005). Fluency-oriented reading instruction. Journal of Literacy Research, 37(1), 25–60. https://doi.org/10.1207/s15548430jlr3701_2
  • Tach, L. M., & Farkas, G. (2006). Learning-related behaviors, cognitive skills, and ability grouping when schooling begins. Social Science Research, 35(4), 1048–1079. https://doi.org/10.1016/j.ssresearch.2005.08.001

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.