Document Type
Article
Department/Program
Education
Pub Date
12-2022
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.
DOI
https://doi.org/10.1002/trtr.2146
Journal Title
The Reading Teacher
Volume
76
Issue
3
First Page
348
Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial-No Derivative Works 4.0 International License.
Recommended Citation
Conradi Smith, Kristin; Amendum, Steven J.; and Williams, Tamara W., Maximizing Small-Group Reading Instruction (2022). The Reading Teacher, 76(3), 348-356.
https://doi.org/10.1002/trtr.2146
Publisher Statement
This is the pre-peer reviewed version of the following article: Conradi Smith, K., Amendum, S.J. and Williams, T.W. (2022), Maximizing Small-Group Reading Instruction. Read Teach, 76: 348-356, which has been published in final form at https://doi.org/10.1002/trtr.2146. This article may be used for non-commercial purposes in accordance with Wiley Terms and Conditions for Use of Self-Archived Versions.
