The purpose of this study was to investigate the use of instructional activities that take place before reading, during reading, and after reading in guided reading and shared reading routines in elementary school classrooms in Utah school districts. This project used extant data from classroom observations to answer questions about how the observed activities were used as part of guided and shared reading routines in second and third grades within the five school districts of the Brigham Young University-Public School Partnership. The results of this study showed that there were differences in how teachers implemented the before reading, during reading, and after reading activities for guided and shared reading. The average teacher devoted more time to instructional activities during the reading portion of guided or shared reading than to instructional activities used before reading or after reading as part of the guided reading or shared reading routines. Differences between frequencies for instructional activities done after reading in guided reading differed significantly between second and third grade classrooms in the study. This study determined that school districts in the study had significantly different frequencies for instructional activities implemented before, during, and after reading in guided reading. These significant results and the results of other comparisons were used to provide insights about the possible implications of this study.



College and Department

David O. McKay School of Education; Instructional Psychology and Technology



Date Submitted


Document Type

Selected Project




scaffold, scaffolding, instructional scaffolding, reading instruction, instructional routine, instructional activity, reading, guided reading, shared reading, Balanced Literacy, BYU-Public School Partnership