Maximizing Small Group Reading Instruction

Kristin Conradi Smith, William & Mary
Steven J. Amendum, University of Delaware
Tamara W. Williams


In this article, the authors revisit the common practice of small-group reading instruction. They challenge the idea of grouping readers based on text levels and instead review supplemental intervention group research that suggests targeted skill practice as a more optimal use of time in small groups. They then present the ABCs—a focus on assessment, basics & books, and clarity in communication—as the central principles that should guide how we instruct reading in small groups.