Abstract
Supplemental small group reading instruction is frequently provided in the general education setting to struggling students at elementary schools that use response to intervention frameworks. Although building reading proficiency is the main focus of the intervention, students’ learning-related behaviors should also be addressed to improve their engagement and participation. These learning-related behaviors include staying on-task, following directions, persisting when an activity becomes difficult, and working independently. This article describes five evidence-based strategies that can be used with students who participate in small groups for reading instruction and also struggle with learning-related behaviors. The five strategies include (a) teaching small group rules explicitly, (b) providing multiple opportunities to respond through choral responding and response cards, (c) using high-probability requests, (d) training students to self-monitor attention, and (e) praising appropriate behaviors. Specific examples for implementation and suggestions for evaluating the effectiveness of the interventions are provided.
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