Reading is not just a case of being able to decode words. Rather, it is a combination of skills. Students need to be able to decode and recognize words and also to be able to understand or comprehend those words. Guided reading can be used to develop both of these essential skills. With early readers, the focus is likely to be on teaching children to develop and use a range of reading strategies. Later, most students will have sufficient fluency to focus on the analysis and exploration of texts.
Guided reading needs to be differentiated according to ability. This is beneficial in several ways. Differentiation allows students to work in groups with other students of a similar ability. This means that a text can be chosen that is suitable for each group and the focus of the session can be planned according to the needs of each group. Working in a group with those of a similar ability can make students feel less anxious and worried about making mistakes, and allows a student to work at her own pace.
Guided reading allows a teacher to spend time with each reader in the class. It is beneficial to the whole class to have a focused time each day for reading. A teacher should work with one group each day, making sure that each group works with the teacher in the course of the week. Working with each group in this way allows a teacher to focus on the individuals in that group and to build a picture of each student's abilities and difficulties. While the teacher is working with the guided reading group, other students can read independently, read with adult helpers, take part in group or paired reading, or work with a reading buddy.
Guided reading sessions provide an opportunity for dialogic talk. Speaking and listening is central to learning. During guided reading a student has an opportunity to talk about his ideas and to listen, and learn from, the ideas of others. The teacher is there to guide these contributions, giving space for students to develop ideas and asking questions to extend thinking. Working in small groups, with a focused teaching point, allows a student to feel secure and comfortable in expressing his views. Dialogic talk, with students learning from one another, develops comprehension skills.