HUMBEHV 2AP3 - Guided reading

Guided Reading Overview

Community of Practice

The Fountas & Pinnell Literacy™ (FPL) program provides various online resources, including access to leveled books and intervention materials designed to support teachers in enhancing literacy achievement among students. This involves platforms like ODMS (Online Data Management System), FPL Digital, and community engagement where users can log in, join the community, and access resources like Intervention offerings and Resource Libraries. FPL emphasizes elevating teacher expertise and improving reading outcomes for struggling readers, utilizing engaging leveled books and systematic lessons.

The Importance of Guided Reading

Guided Reading as a pedagogical strategy encourages teachers to identify individual student strengths and fosters deeper comprehension of texts. According to research published in The Reading Teacher by Fountas & Pinnell in 2012, effective guided reading practices involve:

• Pre-reading activities that stimulate children’s thoughts about texts.

• Active engagement with the content during reading.

• Post-reading discussions that promote comprehension through conversation.

The Reality of Student Reading Abilities

Many children learn to decode words accurately but struggle with comprehension, often resulting in superficial understanding limited to mere retelling of texts. This highlights the need for instructional strategies that go beyond basic decoding skills.

Processing Systems for Reading

Fountas & Pinnell outline a network of processing systems essential for effective reading:

1. Thinking Within the Text:

   • Search for and Use Information: Utilize various information sources including meaning, language structure, and visual cues.

   • Monitor and Correct: Check accuracy and understanding and self-correct errors.

   • Summarize: Retain important information.

   • Maintain Fluency: Read with appropriate pacing and phrasing.

   • Use Strategies: Implement diverse strategies for comprehension.

2. Thinking About the Text:

   • Critique: Engage in critical thinking about the text.

   • Analyze: Consider aspects of writer’s craft and text structure.

   • Infer: Predict what might happen next based on knowledge.

   • Connect: Relate the text to personal experiences or broader contexts.

The reader is encouraged to integrate their background knowledge, emotions, and expectations with the writer’s meaning.

Fountas & Pinnell Text Level Gradient

The Fountas & Pinnell Text Level Gradient™ categorizes texts by grade levels to assist educators in matching texts with students’ reading abilities. This gradient is categorized as:

• Levels A-Z: Ranging from Kindergarten (Level A) through Grade Six (Level Z), with additional levels for Grades Seven & Eight and High School/Adult (Z+).
  The authors emphasize that effective assessment is critical for effective teaching and understanding students' capabilities in processing challenging texts.

References and Contributions

Fountas & Pinnell have authored multiple key texts in literacy education. Some significant publications include:

• Fountas, I.C., & Pinnell, G.S. (1996) Guided Reading: Good First Teaching for All Children.

• Fountas, I.C., & Pinnell, G.S. (2012) F&P Text Level Gradient™.
  This body of work emphasizes comprehensive approaches to teaching and assessing literacy across grade levels.

Research on Literacy Intervention

An empirical study assessing the Leveled Literacy Intervention (LLI) described a two-phase implementation across five elementary schools. The study randomly assigned students to treatment (LLI in the first semester) versus a control grouping (phasing LLI later after evaluation). Results indicated that kindergarteners receiving LLI performed significantly better, with an average increase of 1.56 benchmark levels compared to only 0.78 levels for controls. This data prompts deeper inquiry into definitions of "effective" literacy instruction, the necessity of evaluation for all students, and comparison between different instructional methods.

Bio of Fountas & Pinnell

Irene C. Fountas

• Current Position: Marie M. Clay Endowed Chair for Early Literacy at Lesley University.

• Contributions: Fountas has been involved in teaching, consultancy, and research across various educational contexts.

Gay Su Pinnell

• Current Position: Professor Emerita at Ohio State University; a member of the Reading Hall of Fame.

• Contributions: Pinnell has extensive experience in literacy instruction, research, and curriculum development.

Both have received numerous accolades for their contributions in the field of literacy education, bolstering the credibility of their program.

Critiques and Concerns

Criticism of the Fountas & Pinnell methodology has emerged. A notable concern is the content analysis of Level U books within the LLI program. Research by Thomas & Dyches (2019) indicated that:

• 70% of fiction and 20% of nonfiction books portrayed people of color in a negative light (e.g., inferior or helpless).

• In contrast, 30% of fiction and 100% of nonfiction books depicted white characters as heroes and innovators.
  This raises ethical considerations regarding representation in educational materials.

Conclusion

Critical evaluation of literacy programs and resources is vital for educators. Teachers are encouraged to analyze data and assess its validity to ensure effective literacy instruction is facilitated for every child in every classroom.