Reading Audit Research Hub Whole Class Reading

Find reports and links to best-practice in relation to whole class reading below:

  • Using Whole Group Reading as an Introduction to Guided Reading
    This study, in a suburban elementary school, focused on intermediate teachers and the reading instruction used in their classroom. Data suggests a strength of guided reading is individualized instruction provided to meet the needs of all students. Whole group reading is used based on a focus skill used for an appropriate grade level text as the district requires in all elementary grades. The author suggests whole group reading be used as an introduction to a differentiated guided reading lesson.

    Hantes, Voula (2008). GUIDED READING VS. WHOLE GROUP READING: Using Whole Group Reading as an Introduction to Guided Reading. [online] Available at: https://reflectivepractitioner.pbworks.com/f/HantesCapstone.pdf [Accessed 24 Aug. 2017].

  • How Do Whole-Class Reading Lessons Work?
    A brief explanation of Whole Class Reading lessons, looking at a specific lesson plan example.

    Teach, J. (2014). How Do Whole-Class Reading Lessons Work?. [online] Mrs P Teach. Available at: http://www.mrspteach.com/2014/10/how-do-whole-class-reading-lessons-work.html [Accessed 24 Aug. 2017].

  • ‘Why whole-class reading beats a carousel – and seven ways to ensure it is successful’
    A primary teacher offers advice on how to make whole group reading a success for your class.

    Crosby, D. (2017). ‘Why whole-class reading beats a carousel – and seven ways to ensure it is successful’. [online] Tes. Available at: https://www.tes.com/news/school-news/breaking-views/why-whole-class-reading-beats-a-carousel-and-seven-ways-ensure-it [Accessed 24 Aug. 2017].

  • 16 Minutes of “Eyes-on-Text” Can Make a Difference: Whole-Class Choral Reading as an Adolescent Fluency Strategy
    This article investigates whole class choral reading (WCCR) within the context of a sixth-grade language arts setting for the purpose of improving oral reading fluency skills with narrative text. In this quasi-experimental study involving 112 students, WCCR was implemented on a daily basis with students utilizing the repeated reading of narrative text. Results suggest that students improved both phonological decoding and oral reading fluency skills with moderate effect sizes. Implications for teaching are discussed.

    Paige, D. (2011). 16 Minutes of “Eyes-on-Text” Can Make a Difference: Whole-Class Choral Reading as an Adolescent Fluency Strategy. [online] Scholarworks.wmich.edu. Available at: http://scholarworks.wmich.edu/cgi/viewcontent.cgi?article=1020&context=reading_horizons [Accessed 24 Aug. 2017].

Back to Research Hub