“This book will help new teachers and those new to guided reading 'get their feet wet' with this type of instruction. The authors provide teacher-friendly guidelines for assisting all students—beginning readers to able decoders—using methods that are easily integrated into the classroom. Teachers will welcome the useful instructional tools in this book.”

—Sandra K. Athans, MA, fourth-grade teacher, Chittenango Central School District, New York


“This book makes conducting daily reading groups manageable in today's hectic classrooms. It helps teachers prioritize the most important aspect of this type of instruction: giving each child individualized attention and feedback. Every aspect of responsive guided reading is covered, including step-by-step directions and cues. As a reading specialist, I got a wealth of information to share with struggling teachers who need to simplify their reading groups in order to be successful. The book is also an excellent choice for a faculty book study for teachers making the transition to differentiated instruction in RTI.”

—Anita Beasley, EdS, reading specialist, Butts County Public Schools, Georgia


“Berne and Degener address the critical question facing preservice and beginning teachers: 'How do I teach reading?' The book provides a complete understanding of responsive guided reading, including step-by-step explanations for implementation, strategies for coordinating instructional decision making with assessment, and ways to integrate the approach into a sustainable classroom context. The suggested readings at the end of each chapter enhance the book's value as a learning tool for both new and experienced teachers seeking to refine their literacy repertoires.”

—Kathy Headley, EdD, Professor and Associate Dean for Research and Graduate Studies, College of Health, Education, and Human Development, Clemson University


“Berne and Degener stand on the shoulders of literacy leaders such as Fountas and Pinnell, Allington, and Clay, but have further refined guided reading. This book will be especially helpful for teachers trying to get classrooms and students organized for guided reading while providing meaningful differentiated literacy activities for the remainder of the class. It will benefit not only new teachers organizing their classrooms for the first time, but also experienced teachers who want to ramp up their current centers and guided reading practices.”

—Terri Lowery, MA, first-grade teacher and primary literacy coordinator, Union Elementary School, Warsaw, Ohio