Guided Reading Basics: Organizing, Managing, and Implementing a Balanced Literacy Program in K-3. Lori Jamison Rog. Markham, ON: Pembroke, 2003. 160 pp., pbk., $18.95. ISBN 1-55138-160-5. Subject Headings: Reading (Elementary). Reading (Kindergarten). Professional. Review by Sylvia Pantaleo. *** /4

excerpt:

The goal of today's Guided Reading is to nurture strategic, independent readers: as part of that goal, we form small, flexible groups of students with similar instructional needs; we select materials that provide just the right balance of support and challenge; and we scaffold the students as they develop the habits of independent, lifelong learners.

In the table of contents, Rog's book is organized into three sections: organizing and managing the guided reading program, the guided reading lesson, and strategic instruction in the guided reading program. In the first section, Rog explains how guided reading is an aspect of a balanced literacy program and discusses the importance of establishing independent learning routines. She also discusses the many aspects associated with selecting materials for guided reading. In the last chapter of the first section, Rog addresses assessing and grouping students. Chapter 5, the first chapter in the second section, provides information about the principles of guided reading instruction. Although each of the subsequent four chapters focuses on a particular level of reader (i.e. emergent, early, developing and fluent), the chapters are structured similarly. Rog describes the guided reading lesson and teaching emphases, and she provides a sample lesson for each level of reader. In the final section of the book, Rog discusses phonics instruction, vocabulary and high frequency word study, comprehension strategies, retelling and responding to texts, and using nonfiction in guided reading lessons.

     The book includes graphic organizers, marginal "tips" and important points, boxes with classroom and personal examples, reproducible charts and lists, a reference list, and an index.

     The content of Chapters 1-9 is similar in scope (but not in depth) to material in the book Guided Reading: Good First Teaching for all Children by Fountas and Pinnell (1996). Although Rog provides some information about oral reading records, the chapter would have been strengthened by the inclusion of examples of students' reading records and by discussion of the analysis of the reading samples. Those individuals familiar with Marie Clay's work will question how Rog uses the term "cross checking." The content of the book's last five chapters is rather abbreviated, but no doubt book length restrictions affected the quantity of information presented in these chapters.

     Rog situates her ideas in theory and research, and the content of the book is very accessible to the targeted audience. She provides many practical pedagogical ideas that will assist beginning teachers or experienced teachers wanting to learn more about implementing guided reading in primary classrooms.

Recommended.

Sylvia Pantaleo is an Associate Professor in the Faculty of Education at the University of Victoria in Victoria, BC, where she teaches undergraduate and graduate courses in language arts.

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