1.+Introduction

**Introduction**
The purpose of this evaluation is to examine the implementation fidelity and outcomes of a Guided Reading (GR) program in grades one through three at L.B. Primary School. It is our hope that the results of the evaluation be used to enact program improvements, and for this reason, a participatory approach has been adopted. In this way, those who are responsible for program delivery and have the power to act on recommendations will be closely involved in the study (Cousins & Earl, 1995a). One of the main disadvantages associated with the participatory approach to evaluation is that it is very time consuming (Fitzpatrick, Sanders, & Worthen, 2010). However, we feel that this limitation is offset by the benefits that participatory evaluation offers by involving key program people. When those who are responsible for program delivery are closely involved with the program evaluation, it increases the likelihood that the results will be relevant and also that the results will be acted upon (Cousins & Earl, 1999). The teachers who deliver the GR program at L. B. Primary School are therefore our primary stakeholders and will be closely involved in all stages of the program evaluation. Although the program has been in place for a number of years, a formative evaluation has been selected for the following reasons. GR has been a part of a balanced literacy program at this school for the past 10 years. When first introduced, there was a great deal of system support and training that accompanied the program. The Board has since discontinued support and monitoring of the program. There is a concern on the part of program teachers and school administration that program fidelity has not been maintained and that perhaps the intended outcomes are not being met. The intent of this evaluation is therefore to determine the level of program fidelity and whether or not the intended outcomes are being met, that is, to answer the overarching question: Is Guided Reading Effective? The following subquestions will help to guide this inquiry: Is there fidelity of implementation for the GR program at L. B. Primary School according to the guidelines established by Fountas and Pinnell (1996) and are students who participate in the GR program demonstrating improvements in reading skills (fluency, comprehension, phonemic awareness, alphabetic principle, and vocabulary) over the course of the school year? We, as evaluators, are external to the GR program and internal to the organization (the School Board). The results of this evaluation will be used to help determine the value or quality of the GR program and also to provide feedback so that program personnel can make the program more effective, thus a formative evaluation is warranted.