Document Type
Article
Department/Program
Education
Publication Date
9-22-2022
Journal
The Reading Teacher
Volume
76
Issue
3
First Page
348
Last Page
356
Abstract
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.
Recommended Citation
Conradi Smith, K., Amendum, S.J. and Williams, T.W. (2022), Maximizing small-group reading instruction. The Reading Teacher, 76(3), 348-356. https://doi.org/10.1002/trtr.2146
Included in
Curriculum and Instruction Commons, Elementary Education and Teaching Commons, Language and Literacy Education Commons
