This sounds like the old tracking ability model. If you google that,
lots of articles come up. Guided reading may or may not be
specifically addressed. But GR groupings are meant to be flexible so
how would that work if they are tracked?
And my gut feeling is this is bad for kids who have no other
experiences for working with students at different "levels". For
example, low readers will have few peer role models in class. My
personal experience to your research.
On Sep 12, 2011, at 5:17 AM, Shannon McDonald wrote:
I'm looking for research regarding guided reading.
At my school the students are grouped by reading level and then
switch classes for guided reading (i.e.: I might have all the kids
who are at level J-L, most of them are not in my homeroom).
I'm wondering if there is any research supporting this model.
Alternately, I'm looking for research that supports keeping the
students with their regular classroom teacher during the guided
reading block (we use Reader's Workshop model along with shared
reading).
Thanks
Shannon McDonald
"There are many ways to enlarge your child's world. Love of books is
the best of all." -Jacqueline Kennedy Onassis
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