The Barometer of Agency: Reconceptualising the ‘Guided Reading’ Teaching Approach

The guided reading teaching approach is a commonly utilised practice that teachers have employed for over 20 years, both in Australia and abroad. What the entails, however, can be open to interpretation—an outcome highlights challenge of describing conceptualising clear unambiguous terms. This study addressed this issue ambiguity by exploring whether reading, rather than being singular strategy in-and-of-itself, more accurately reconceptualised as comprising range strategies educators move between from lesson beginning lesson’s end. Following thematic analysis six most prescribed texts used Australian Initial Teacher Education literacy units, new model was devised presented paper; researchers abroad draw upon better understand, apply and/or evaluate their own other’s use everyday practice.