ABSTRACT
This chapter explores teachers reactions to the changes they made to their instructional program in reading, including the successes and challenges they experienced. Teachers adopted the Fielding and Pearson framework for comprehension strategy instruction, which involved the following five steps: explain, demonstrate, guided practice, independent practice, and reflection. Teachers had identified a dearth of texts suited to childrens instructional and independent reading levels. The typical reading workshop would be three groups with an adult at each group, a SNA (special needs assistant) and two teachers. Teachers sampled childrens reading of text to determine a good fit with the group and also used childrens interests to determine book selection for the guided reading. A daily systematic word-work session was a key factor in enabling children develop automaticity and fluency in reading workshops and was also critical for the successful implementation of writing workshops. Bedtime story was introduced and parents modeled fluent reading for children as they shared a story together.
