指導性閱讀,英文為Guided Reading,最早出現在Marie Clay有關閱讀教學策略的研究中。Marie Clay(1979)發展了一個對於有閱讀障礙的初學者的識字教學策略,她強調老師在教學過程中的重要指導作用,提出老師和學生有交互關係的閱讀教學策略。二十世紀後期,Irene Fountas和Guy Su Pinnell以Clay的研究為基礎,將Clay一對一的教學,發展成為了有上課模式、閱讀材料和技術支援等支援手段的系統性指導性閱讀。他們還著重強調了按照學生水平進行閱讀材料選擇的差異化教學以及小組合作學習的方式。

研究者在加拿大從事中文教學工作期間,面對海外華語中文課堂的學生,曾嘗試過多種教學策略,其中也對指導性閱讀做了理論研究和調查學習。本研究先闡述了研究的背景和動機,接著探討了指導性閱讀的理論基礎,再結合理論進行了相關的教學實踐,其中嘗試將加拿大原住民的故事作為教學材料,最後將實踐結果總結歸納,從多角度論證指導性閱讀在海外華語課堂應用的可行性。比如,指導性閱讀可以學生的學習積極性,適應不同學生水平的差異化教學等。同時研究者也針對研究過程中的限制提出建議,比如,提高教師的指導性閱讀的理論水平,豐富閱讀主題內容等。

Guided Reading, first appeared in Marie Clay's research on reading teaching strategies. Marie Clay (1979) developed a literacy teaching strategy for beginners with dyslexia. She emphasized the importance of teacher’s guidance and interaction between teachers and students in the reading class. In the late twentieth century, based on Clay's research, Irene Fountas and Guy Su Pinnell developed the reading class from Clay's one-on-one instruction into a systematic model with class timetable, reading materials, and technical support. They also emphasized a differentiated teaching approach by selecting different reading materials based on student level and a collaborative group learning approach.

When the researcher was engaged in Chinese teaching in Canada, he tried a variety of teaching strategies in the Chinese heritage class, among which he also did theoretical research and investigation study on Guided Reading. In this thesis, the researcher first
elaborates the background of the study and discusses the theoretical basis of Guided Reading, then records the process of applying the theory to the teaching practice, especially using Canadian Indigenous stories as reading material. After the researcher summarized the result of practice, from multiple perspectives, he demonstrated and proved the feasibility of Guided Reading in oversea heritage Chinese class, and to discuss advantages and disadvantages.