Conradi Smith, KristinAmendum, Steven J.Williams, Tamara W.2025-06-122025-06-122022-12-01https://doi.org/10.1002/trtr.2146https://scholarworks.wm.edu/handle/internal/3203In 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.http://creativecommons.org/licenses/by-nc-nd/4.0/article