Classroom teacher and literacy coach Kim Still began her teaching career in the early 2000s, at the height of the guided reading era.
At the end of most days, she would sit at her guided-reading table and analyze the day’s records. She was never surprised, but always frustrated, that students were more likely to use meaning and structure, rather than visual information, to read unknown words.
She often wondered: Was guided reading really the best model?
Fill out the form to read Still's article about the trials and rewards of transitioning from guided reading to a structured literacy approach.
