ql-align-justify"> One method of reading I have come across is guided reading, something I've seen used in schools and experienced in a comparable manner when teachers divide us into reading-level-based groups. With this method, students read the material with guidance from the teacher rather than reading it all by themselves. The instructor assists us by posing queries, simplifying difficult terminology, and providing us with guidance when we become stuck or confused. I find guided reading to be more intimate and less overwhelming than reading aloud in front of the whole class.

When I engaged with corresponding activities, I noticed that the atmosphere felt positive and encouraging, therefore I was more likely to try answering questions. In addition to critiquing answers, the teacher demonstrates techniques for improving comprehension of a material, such as searching for hints, brainstorming about potential outcomes, or summarizing the material in my own words.

Educators need insights into students' constructions of the meaning of studying and learning, and of the sense students make of their formal education and literacies. These insights have not been available in the predominant empirical approach to understanding the circumstances of students' success or failure in school. (Beverstock, 1993)

However I also consider it has certain limitations. Grouping learners sometimes feels rigid and it can cause others to consider themselves classified according to their literacy level. Furthermore, I am convinced that when done properly, guided reading definitely boosts self-esteem and transforms reading from a chore to a collaborative process of comprehending a material.

Reference:

Beverstock, C. (n.d.). Literacy and learning: Personally Reflective Learning of postsecondary students ProQuest. https://www.proquest.com/openview/d25db677ef86c76d892487c573e5b6ce/1?pq-origsite=gscholar&cbl=18750&diss=y

Guided Reading: A Personal Look at Supportive Literacy Learning