The Barometer of Agency: Reconceptualising the ‘Guided Reading’ Teaching Approach Nicholas, Maria 2022, The Barometer of Agency: Reconceptualising the ‘Guided Reading’ Teaching Approach, Education Sciences, vol. 12, no. 6, pp. 1-11, doi: 10.3390/educsci12060374. Attached Files Name Description MIMEType Size Downloads Title The Barometer of Agency: Reconceptualising the ‘Guided Reading’ Teaching Approach Author(s) Nicholas, Maria orcid.org/0000-0001-5979-4288 Journal name Education Sciences Volume number 12 Issue number 6 Article ID 374 Start page 1 End page 11 Total pages 11 Publisher MDPI Place of publication Basel, Switzerland Publication date 2022 ISSN 2227-7102 Keyword(s) gradual release of responsibility guided reading reading education teaching Summary The guided reading teaching approach is a commonly utilised practice that teachers haveemployed for over 20 years, both in Australia and abroad. What the approach entails, however, can beopen to interpretation—an outcome that highlights the challenge of describing and conceptualisingthe approach in clear and unambiguous terms. This study addressed this issue of ambiguity byexploring whether guided reading, rather than being a singular teaching strategy in-and-of-itself,can more accurately be reconceptualised as comprising a range of teaching strategies that educatorsmove between from lesson beginning to lesson’s end. Following thematic analysis of the six mostcommonly prescribed texts used in Australian Initial Teacher Education literacy units, a new modelwas devised as presented in this paper; a model that teachers and researchers in Australia and abroadcan draw upon to better understand, apply and/or evaluate their own and other’s use of the guidedreading teaching approach in everyday practice. Language eng DOI 10.3390/educsci12060374 Indigenous content off Field of Research 1301 Education Systems 1302 Curriculum and Pedagogy 1303 Specialist Studies in Education HERDC Research category C1 Refereed article in a scholarly journal Free to Read? Yes Persistent URL http://hdl.handle.net/10536/DRO/DU:30170164 Document type: Journal Article Collections: Faculty of Arts and Education School of Education Open Access Collection Research for Educational Impact (REDI) Related Links Link Description Connect to Elements publication management system Go to link with your DU access privileges   Link to full-text (open access)     Unless expressly stated otherwise, the copyright for items in DRO is owned by the author, with all rights reserved. Every reasonable effort has been made to ensure that permission has been obtained for items included in DRO. If you believe that your rights have been infringed by this repository, please contact drosupport@deakin.edu.au. Versions Version Filter Type Fri, 27 May 2022, 21:56:56 EST Fri, 27 May 2022, 21:57:29 EST Mon, 30 May 2022, 17:14:31 EST Wed, 29 Jun 2022, 06:04:59 EST Fri, 08 Jul 2022, 11:21:05 EST Fri, 08 Jul 2022, 11:24:03 EST Filtered Full Citation counts:   Cited 0 times in TR Web of Science Cited 0 times in Scopus Search Google Scholar Access Statistics: 14 Abstract Views, 2 File Downloads  -  Detailed Statistics Created: Fri, 27 May 2022, 21:57:29 EST