Guided Reading as an Evidence-Based Strategy for Early Reading Challenges
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This study presents a comprehensive analysis of guided reading as an evidence-based strategy for addressing early reading challenges. Utilizing an integrative review of literature and a meta-analysis, the study examined the effectiveness of guided reading interventions in improving early reading skills among struggling young readers. The meta-analysis revealed significant positive effects of guided reading across three essential themes: Improved Reading Accuracy, Enhanced Reading Fluency, and Increased Reading Comprehension. Guided reading interventions were associated with notable gains in reading accuracy, as tailored text selection and scaffolded support contributed to precision in word decoding. The development of reading fluency, marked by accuracy, speed, and expression, was also significantly advanced through guided reading. Furthermore, guided reading fostered substantial enhancements in reading comprehension, empowering students to extract meaning, make inferences, and engage deeply with text. These findings underscore the pivotal role of guided reading as an evidence-based approach to address early reading challenges. Guided reading emerges as a potent tool for educators and policymakers seeking to support struggling young readers in their quest for early literacy proficiency. The study emphasizes the importance of evidence-based practices in early literacy education and suggests avenues for further research to refine guided reading strategies for diverse populations of young learners.
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