Guided reading: Being mindful of the reading processing of new entrants in Aotearoa New Zealand primary schools

Abstract

Children’s early development of processing systems for reading may be at risk if they are plunged prematurely into guided reading at entry to school. • Understanding and skill is required to introduce a story to new-entrant children in a manner that will lead to children’s independent reading of the new text. • Guided reading lessons should be structured to facilitate opportunities to teach for processing in reading. • Children’s early development of processing systems for reading may be at risk if they become confused by the teacher’s language of instruction in beginning guided reading.