ANALISIS PENGGUNAAN MEDIA BIG BOOK DALAM PEMBELAJARAN LITERASI MEMBACA TERBIMBING SISWA KELAS IV SDN TEGALGONDO KECAMATAN KARANGPLOSO KABUPATEN MALANG

The lack of reading fluency is the cause of using big book media for guided reading literacy learning. Teachers must be creative in using and delivering learning material so that students will not get bored. This thesis discusses the use of big book media in guided reading literacy learning. SDN Tegalgondo, Karangploso sub-district, Malang Regency is an elementary school that has implemented guided reading literacy-based learning during lessons. The purpose of this research is to find out how to find out students' activities in using big book media in guided reading literacy learning and to find out teacher activities in using big book media in guided reading literacy learning. This research uses a qualitative research approach at SDN Tegalgondo, Karangploso District, Malang Regency. Data collection techniques were through observation, interviews and documentation, with research subjects being class teachers and IV class with the total students are 16 children. The results of this research show that: (1) The use of big book media in guided reading literacy learning. (2) student activities in guided reading literacy learning using big book media (3) teacher activities in guided reading literacy learning using big book media

An evaluation of guided reading in three primary schools in the Western Cape

CITATION: Kruizinga, A. & Nathanson, R. R. 2010. An evaluation of guided reading in three primary schools in the Western Cape. Per Linguam : a Journal of Language Learning, 26(2): 67-76, doi: http://dx.doi.org/10.5785/26-2-22.The original publication is available at http://perlinguam.journals.ac.zaGiven that the South African government intends to improve its literacy rates by implementing Guided Reading in the primary schools, teachers are challenged to give good quality Guided Reading instruction. The study which this article draws on evaluates how teachers understand and implement Guided Reading in Grade 1 and 2 at three public schools in the Western Cape. Data were drawn from observations of teachers using Fountas & Pinnell’s Guided Reading instruction and a Guided Reading Self-Assessment Inventory. Analyses of the above-mentioned quantitative and qualitative research data indicate that South African teachers have a superficial understanding of Guided Reading. The study suggests that South African teachers struggle to implement Guided Reading in the classroom, because they do not create Guided Reading groups based on ongoing assessment and the teachers do not have access to levelled Guided Reading books. Furthermore, the new policy requirements for Guided Reading appear to fail to offer teachers a sufficient explanation of Guided Reading. I argue that, without addressing these basic requirements, it is unlikely that Guided Reading will be implemented with any success in the South African classrooms.http://perlinguam.journals.ac.za/pub/article/view/22Publisher's versio

Measuring the Effects of Guided Reading on NeSA-R Student Cohort Scale Scores

The purpose of this quantitative study was to examine the effects of new district Guided Reading protocols on elementary students’ reading proficiency as measured by the Nebraska State Accountability-Reading (NeSA-R) student cohort scores from 2013 to 2014. The implementation of the new Guided Reading protocols in the research district provided clear guidance on the instruction of Guided Reading. The protocols were based on the research and recommendations of Irene Fountas and Gay Su Pinnell, “Fountas & Pinnell.” Prior to the implementation of the new Guided Reading protocols, Guided Reading was a suggested, but not a required, instructional practice in the research district. The new protocols established the essential components of Guided Reading for the research district: small-group instruction, appropriate instructional level text, flexible grouping, and progress monitoring. The essential Guided Reading components were coupled with professional development supporting the role of the teacher in Guided Reading. This study analyzed mean scale scores of three cohorts of students and one All Cohort group in all of the research district’s fifteen elementary schools. The study found statistically significant effects upon student performance on the NeSA-R after the implementation of new district Guided Reading protocols of three of the four test groups. Whereas this study denotes statistically significant effects upon student reading performance on the NeSA-R after the implementation of the new district Guided Reading protocols, the study suggests a need for additional research

How can Guided Reading Help Elementary Students Read at Grade Level by Middle School?

Elementary students who struggle with reading are a common concern among elementary school teachers. This capstone project documents how teachers can use a guided reading curriculum as a way to help their students grow in their reading success. The literature review focused on two main topics; guided reading, and the importance of comprehension in reading. This project and literature review help to answer the question, How can guided reading help elementary students read at grade level by middle school? According to the literature, guided reading has a positive impact on helping elementary students learn to read (Richardson, 2016). This capstone is a combination of resources to aid teachers who are using guided reading for the first time in their classrooms, or who need a little help in organizing their guided reading materials as well as a literacy communication document. This project is important to the capstone question because when teachers have guided reading materials ready and organized, they will be able to focus on their teaching and ensure their lessons are differentiated for their students’ needs. This research should be shared so teachers can utilize the materials for guided reading in their own classrooms

Guided Reading Framework Needs for ELL Students at the Emergent, Early and Transitional Levels

The purpose of this project was to analyze guided reading frameworks used by teachers in grades kindergarten through fourth grade, and to determine if they meet the needs for ELLs. First, key components important to the success of ELLs during guided reading instruction were identified. Then, guided reading frameworks currently in place for students reading at the emergent, early, and transitional reading levels. were analyzed. Last, the framework components were compared with the key components for ELLs in guided reading instruction. If the frameworks did not meet the needs of ELLs then new frameworks would need to be developed. The guided reading frameworks at the emergent, early, and transitional reading levels contained all of the key components necessary for ELLs. It was recommended not to change the current frameworks. Instead, recommendations were made on best practices within the components to help foster ELL success during guided reading

Guided Reading For Beginning English Learners In The First Grade Classroom

The purpose of this study is to examine how guided reading can support beginning English learners (ELs) in the first grade classroom. Three first grade English learners were observed in twelve guided reading sessions and their observation survey results were analyzed. This is a mixed methods study conducted in a mainstream classroom. Data collected for this study consisted of observation survey results from the fall, winter, and spring, three video recorded guided reading lessons which were assessed using a rubric, and an electronic teacher observation journal. The primary finding of this study is that when guided reading is modified to meet the unique needs of beginning ELs it can support their language and literacy development. Also, guided reading encourages students’ oral language development as well as increased confidence and independence in the mainstream classroo

Guided reading: The effects of using guided reading in the classroom

This project set out to find the best methods for use in a Guided Reading classroom as well as the results that would be produced from a year long use of guided reading in a first grade classroom. Guided Reading produces reading results in early and emergent readers as it provides structure and assessment practices for the teacher to instruct and guide students through the process of learning to read