Research has shown that exposing children to rich literacy practices gives children a strong start that will influence lifelong success in learning, wellbeing and participation in civic life. Yet there is a lack of theoretical rigor in the vociferous debate about how best to teach reading. In this paper we address this issue as we explore how teachers can reconceptualize the practice of guided reading by drawing on the principles of development of Vygotsky's cultural-historical theory. We discuss how literacy and reading are described in Australian policy documents, and how the practice of guided reading is described in literature. We use Vygotsky's theoretical concepts, in particular the Zone of Proximal Development, to suggest how teachers can reimagine guided reading, and use this metacognitive framework when evaluating teacher practice. Data drawn from a questionnaire, completed by 30 Australian teachers, was analyzed using reflexive thematic analysis to advance this discussion. In so doing, we highlight the need for teachers to move beyond a conceptualization of guided reading as ‘a social situation’ in-and-of-itself, cautioning that not every social situation will necessarily lead to child development. Rather, we underscore the necessity that teachers understand guided reading to function as ‘a social situation of development’.

研究表明，让儿童接受丰富的识字实践可以使他们有一个良好的开端，这将影响终身学习，福祉和参与公民生活的成功。然而，在关于如何最好地教阅读的激烈辩论中，缺乏理论上的严格性。在本文中，我们探讨了这个问题，因为我们探索教师如何通过借鉴维果茨基文化历史理论的发展原理来重新构思引导式阅读的实践。我们讨论澳大利亚政策文件中如何描述读写和阅读，以及文献中如何描述引导阅读的做法。我们使用Vygotsky的理论概念，尤其是近端发展区，来建议教师如何重新构想引导式阅读，并在评估教师实践时使用这种元认知框架。使用自反主题分析法分析了由30名澳大利亚教师填写的问卷调查表中得到的数据，以推进讨论。在这样做的过程中，我们强调教师需要超越指导性阅读的概念化本身和“一种社会状况”，并告诫并非每种社会状况都必然会导致儿童成长。相反，我们强调了教师必须理解引导式阅读作为“发展的社会状况”的必要性。告诫并非每种社会情况都必然会导致儿童成长。相反，我们强调了教师必须理解引导式阅读作为“发展的社会状况”的必要性。告诫并非每种社会情况都必然会导致儿童成长。相反，我们强调了教师必须理解引导式阅读作为“发展的社会状况”的必要性。