As students become older the pictures start to disappear and the pages are filled with words, sentences, and lengthy paragraphs. The loss of pictures can become frustrating for readers. At young ages, students use pictures to create the story and understand what is going on. As they continue to grow and transition to higher leveled books educators see the frustration of comprehending text students previously read. The joy of reading comes from understanding the text and creating meaning within the text. So how can we teach our readers to break down what they read to find the deeper meaning of the text? 

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This literature review focuses on the study of using explicit instruction of targeted reading strategies during guided reading groups to increase student achievement and self-regulation use in reading comprehension. This review will take a look at how putting our students into guided reading groups will increase the use of comprehension strategies and ultimately lead to self-regulation during reading. The layout of this paper will start with looking at the importance of guided reading and comprehension and then narrow the focus to strategies to use with reading comprehension, the importance of using guided reading groups and comprehension together, and how explicit instruction of the strategies leads to self-regulation among the students.

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