Gay Su Pinnell's research while affiliated with The Ohio State University and other places

... Students should be taught how to work interactively with both top-down and bottom-up processes and encourage students in developing automaticity, confi dence and interest in reading by initiating group work and discussions after the activity (Rumelhart, 1980;Grabe, 1991). Classroom instruction in reading comprehension led by teachers, group work or pair work of students seemed to be more fruitful and commonly known as guided reading (Ford, 2015;Fountas & Pinnell, 2017) and according to Fountas and Pinnell (2012), "The goal of guided reading is to help students build their reading powerto build a network of strategic actions for processing texts" (p. 272) Researchers like Swaff ar (1985) suggests that texts for teaching should be selected keeping in mind the schematic knowledge of teachers which they are going to transfer to the students. ...

... For beginning readers, read-alouds serve as the gateway to language learning because children's listening comprehension is greater than their reading comprehension. When engaged in a read-aloud, children begin to understand more complex ideas, vocabulary, language patterns, and ultimately, the structure of books when they become independent readers (Fountas & Pinnell, 2020). While especially important for developing readers, students of any age can benefit from hearing a fluent reading of excellent literature. ...

... Students need experiences that involve "high success reading" (Allington, 2002, p. 743); Regardless of their level of ability, reading texts that are not too challenging can improve children's reading abilities (Fountas & Pinnell, 2018). Obviously, as educators, we must emphasize to our prospective teachers the importance of providing daily opportunities for students to read and solve problems independently. ...

... Globally minded teachers grounded in these understandings are empowered to change the learning trajectories of young readers and writers, bringing them in a short time to acceptable levels of literacy independence for their age regardless of their global context (Burroughs-Lange, 2008;May et al., 2016;Pinnell et al., 1994;Schwartz, 2005). Reading Recovery began with a focus on children and needs to continue to maintain that focus through the connection of theory and practice in professional learning. ...

... While on the principle of ability, visual literacy is the basis of the development of oral language; student interaction with objects, pictures, body language; the basis of student interaction with diversity of objects, images, body language; and the involvement of students in learning by creating objects, images and gestures (Biemiller, 2003;Pardo, 2004). In grouping visual literacy is divided into visual thinking, visual learning, and visual communication (Pressley, 2001;Scharer et al., 2005). Furthermore, visual literacy has a component in the form of visual perception, visual language, visual learning, visual thinking, and visual communication (Snow et al., 2002;Williams, 2005). ...

... In a response to Rasinski (1995), Pinnell, DeFord, Lyons, and Bryk (1995) argued that he was focusing on the results of one study rather than the body of research on the program. They claimed that, given the complexity of large-scale field research, it was impossible to control all possible extraneous variables during the course of one study in many natural settings, and that the results from one or two studies cannot define the overall effectiveness of a program delivered in schools throughout the nation. ...

... Numerous reading prosody rating scales have been introduced since the 1980s (e.g., Allington, 1983; NAEP oral reading fluency scale by Daane et al., 2005; Six Dimensions Fluency Rubric by Pinnell & Fountas, 2010; the Multidimensional Fluency Scale by Zutell & Rasinski, 1991;prosodic map by Ravid & Mashraki, 2007), but two are most commonly used. One is the NAEP oral reading fluency scale (Daane et al., 2005) which uses a four-point scale to measure phrasing, deviations from text, syntax, and expression holistically together. ...

... Additionally, as guided reading is so teacher-dependent, it is important to note that recommendations can be hard to transfer from professional development into practice (e.g., Hanke, 2014) and that some parts of the guided-reading instruction are easier for teachers to manage than others (Hough et al., 2013). A series of systematic observations (Hough et al., 2013) indicated that selecting an appropriate text and engaging students around meaning were relatively easy components for teachers to implement. ...

... For this purpose, they announced the National Reading Law in 2016 (Radan, 2016). Many strategies help increase reading habits among children, such as emergent reading, shared reading, reading aloud, and guided reading by parents, teachers, and significant others (Fountas & Pinnell, 2012). ...

... Appearance of school plays a crucial role in attracting prospective students toward school. Pinnell (1985) argued that extra curricular activities typically boost self-esteem of students, create feelings of faithfulness toward the school and these are vital parts of their learning self -discipline. In the schooling industry, accession of goods schools for prospective students is not common practice. ...