https://doi.org/10.1002/trtr.2146

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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.

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