Maximizing Small‐Group Reading Instruction

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.

Students as Partners: Using an Equity‐Oriented Critical Assessment Practices (CAPS) Approach in Reading to Empower Students and Inform Instruction

“…(1) Use CAPS in Small-Group Instruction. We have found that embedding CAPS into small-group instruction (see Conradi Smith et al, 2022) works well because teachers are already using assessments to consider individual needs. The designated space for doing different activities with different students also offers opportunities for student choice.…”

Differentiated Reading Groups: Bridging Literacy Instruction and Culturally Sustaining Pedagogy

“…Differentiated reading groups have the following characteristics: Groups formed using literacy assessment data : Although Fountas and Pinnell's (2012) model formed groups based on reading level, a growing consensus among scholars emphasizes group formation based upon specific instructional needs such as those related to decoding, fluency, and/or comprehension (Conradi Smith et al., 2022; Walpole & McKenna, 2017). All agree that groups change based on students' changing needs identified using literacy assessment data (Conradi Smith et al., 2022; Fountas & Pinnell, 2012; Walpole & McKenna, 2017).…”

“…Differentiated reading groups have the following characteristics: Groups formed using literacy assessment data : Although Fountas and Pinnell's (2012) model formed groups based on reading level, a growing consensus among scholars emphasizes group formation based upon specific instructional needs such as those related to decoding, fluency, and/or comprehension (Conradi Smith et al., 2022; Walpole & McKenna, 2017). All agree that groups change based on students' changing needs identified using literacy assessment data (Conradi Smith et al., 2022; Fountas & Pinnell, 2012; Walpole & McKenna, 2017). Targeted strategy instruction : Scholars have found that targeted strategy instruction (teaching a specific strategy or two), rather than teaching a range of strategies, is most effective (Hall & Burns, 2018; Walpole & McKenna, 2017).…”

“… Targeted strategy instruction : Scholars have found that targeted strategy instruction (teaching a specific strategy or two), rather than teaching a range of strategies, is most effective (Hall & Burns, 2018; Walpole & McKenna, 2017). Further, scholars advocate that students practice strategies in the context of reading full texts during small‐group instruction because the end goal is reading and practicing reading, not just doing the strategy itself (Conradi Smith et al., 2022). Small group size : Research has found smaller groups, between three to five students, to be more effective than larger groups as they allow teachers to more effectively scaffold and individualize instruction and children's involvement (Hall & Burns,2018).…”

“…How can he create small‐group reading experiences that intentionally build both code‐ and meaning‐based learning opportunities while also attending to students' cultural, linguistic, and/or home experiences?Educators, like Mr. Smith, want to maximize small groups to support literacy learning and meaningful connections with students' cultural knowledge and experiences. Using literacy assessment data to provide targeted instruction based upon students' specific needs, rather than grouping students by a certain text level (e.g., Conradi Smith et al., 2022; Hall & Burns, 2018), and ensuring that instruction connects to students' identities are important qualities for small‐group literacy instructional success. To emphasize the fact that these reading groups focus on students' individual needs and assets, we refer to them as “differentiated reading groups.”…”