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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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Fairy-tale Retellings between Art and Pedagogy

Joosen

2005

Child Lit Educ

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Cited by 23 publications

References 18 publications

The Social Construction of Intertextuality and Literary Understanding: The Impact of Interactive Read‐Alouds on the Writing of Third Graders During Writing Workshop

The Social Construction of Intertextuality and Literary Understanding: The Impact of Interactive Read‐Alouds on the Writing of Third Graders During Writing Workshop

Maximizing Small‐Group Reading Instruction

Fairy-tale Retellings between Art and Pedagogy

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