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Maximizing Small-Group Reading Instruction

Conradi Smith, Kristin
; 
Amendum, Steven J.
; 
Williams, Tamara W.
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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2022-12-01
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https://scholarworks.wm.edu/cgi/viewcontent.cgi?article=1182&context=educationpubs&unstamped=1
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Education
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https://doi.org/10.1002/trtr.2146
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https://scholarworks.wm.edu/handle/internal/3203
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