This research tests the feasibility of implementing Guided Reading in English as a second language learning methodology at an early stage of schooling in Spain. Reading records from year 2012 of students I taught during my time as a visiting teacher working for different schools belonging to the Rockford school district in Illinois from 2005 to 2008, were analyzed along with reading records obtained through the American School of Valencia also in 2012, creating a comparison. At the same time, a questionnaire was sent to administrators from both schools to express their opinions on the aforementioned feasibility, and also on the possible legal constraints faced while implementing Guided Reading in Spain and the benefits of enriching Guided Reading through Information and Communications Technology to make it more efficient. After studying the reading progress of the students under Guided Reading teaching both in USA and in Spain, results corroborate the hypothesis of Guided Reading being a valid English as a second language learning methodology to be implemented in Spain, as the reading benchmarks set were not only met but surpassed, according to the obtained data.