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Adolescent Literacy
Instruction

Reading Strategies

Strategy: GRP (Guided Reading Procedure)
Manzo, A. V. (1975). Guided reading procedure. Journal of Reading 18(4), 287-291.

Tierney, R. (1995). Reading strategies and practices. Boston: Allyn & Bacon.

Overview:

The GRP, otherwise known as the Guided Reading Procedure, may be used with both narrative and expository texts. This strategy is designed to assist students in recalling what has been read, to help them generate their own questions while reading, to instill the importance of self-correction, and to improve organizational skills. GRP is most appropriate in middle school through college-level classrooms.

Procedure:

  1. The teacher presents a reading-readiness task before the students start to read the assigned text. This can take the form of a Graphic Organizer, ReQuest procedure, Text Preview, or a Brainstorming session. During this time, the teacher makes it clear to the class why they are reading the passage and impresses upon them how important it is that they remember as many of the details as possible.
  2. The teacher assigns a portion of the text to be read silently and remains available to help anyone who is having difficulty. When most of the class has finished, the teacher asks them to share what details they remember. Each response is recorded on the chalkboard or an overhead transparency.
  3. When all of the remembered information has been recorded, the teacher and students return to the selection in order to find additional information as well as correct any details that were incorrectly recalled. This new information is added to the list on the board (or transparency), and the misinformation is corrected.
  4. The teacher then directs the class in organizing the material into outline form, highlighting the main ideas and supporting details. It is also appropriate to organize by outlining the details in sequential order.
  5. Questions are directed to the students to help them synthesize the new material with information they already have learned. In the beginning, these questions should be specific: How does this information support what we learned last week about ________? Later on, they can be more general: Give an example of how this information supports what we learned last week.
  6. A short quiz is given to determine how much of the information was learned.

Created with assistance by Tamara Jetton.

 



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