Small-group Reading Instruction Research Articles

Exploring Small-Group Reading Instruction for Students at Risk for Reading Difficulties in Kindergarten Classrooms

The purpose of this systematic observation study was to improve our understanding of small-group reading instruction for kindergarten students at risk for reading difficulties (RDs). We aimed to observe and document activity types addressed as well as instructional practices and materials employed during small-group instruction, with a particular interest in text reading instruction. We conducted 31 observations of 11 kindergarten teachers’ typical small-group reading instruction for students at risk for RDs. We also conducted semi-structured interviews with a subsample of the teachers to learn more about their instructional practices. Results revealed that teachers’ small-group reading instruction often reflected research-based recommendations regarding instruction for students at risk for RDs, but also included practices associated with less evidence of effectiveness for such students. Findings suggest there is a need to provide teachers with professional learning opportunities that build knowledge of evidence-based practices for providing reading instruction to students at risk for RDs.

The Engaged Learners Program: Effects on Student Engagement During Small Group Reading Instruction.

In this study we tested the usability, feasibility, social validity, and effectiveness of Engaged Learners, a behavior support program designed to be integrated into small group reading interventions. Participants included eight Grade 3 to 5 students with co-occurring reading difficulties and inattention. A concurrent multiple-baseline design was utilized to test the effects of Engaged Learners on engagement outcomes. Visual analysis and effect sizes indicated an improvement in engagement for seven students. Interventionists and students viewed the Engaged Learners program to be effective and socially valid. Limitations included lower than expected levels of fidelity for one interventionist and high student absenteeism. More research is needed to identify the extent to which Engaged Learners can support reading outcomes. Educators seeking an effective behavior support program that requires minimal training and coaching may consider integrating Engaged Learners into their small group reading instruction.

Do Teacher Perceptions of Students’ Academic and Behavioral Skills Influence Time Spent in Small-Group Reading Instruction?

Do Teacher Perceptions of Students’ Academic and Behavioral Skills Influence Time Spent in Small-Group Reading Instruction?

Teaching Readers to Recognize Negative Thoughts and Use Positive Self-Talk

The contribution of self-regulation to academic achievement is supported by robust research evidence. Incorporating practices to enhance self-regulation during small-group reading instruction is associated with improved outcomes for upper-elementary students with learning disabilities in reading. Two evidence-based self-regulation practices are (a) recognizing negative thoughts and (b) using positive self-talk. However, there are challenges with effectively teaching these self-regulation strategies during reading instruction. In particular, special education or reading intervention teachers may find it difficult to incorporate this kind of self-regulation instruction during reading lessons in a way that does not overburden student working memory or take too much time from explicit, systematic instruction in reading skills. This article defines self-regulation, describes how to support students in recognizing negative thoughts and using positive self-talk, and provides guidance to enable teachers to implement self-regulation strategy instruction in a way that complements reading instruction.

Exploring the Relationship Between Teacher and Multilingual Student Discourse During Small Group Text-Based Discussions

Few studies investigate how teacher discourse moves relate to subsequent student discourse moves in real-time small-group reading instruction with multilingual learners (MLLs). Grounded in sociocultural theory and classroom discourse research, this study examines how fourth-grade MLLs engage in reasoning discourse during text-based discussions. We argue that by examining reasoning discourse holistically - beyond speaker turns - we can capture teacher-talk moves that facilitate or constrain student reasoning. This examination illuminates discourse practices such as “procedural instruction” and “reference to text,” with important consequences for MLLs. Our study has implications for scholarship analyzing classroom talk and literacy educators facilitating discussions where MLLs engage in sophisticated and complex reasoning discourse.

Fostering Independence While Teaching Students With or at Risk for Reading Disabilities

The Gradual Release of Responsibility (GRR) model for instructional delivery is well supported by research evidence and is often identified as a critical element of instruction for students with learning difficulties. However, there are challenges associated with effectively releasing responsibility to students. This may be especially true during instruction for primary-grade students with or at risk for learning disabilities. In general, educators want to provide a high level of support to young, struggling students in order to ensure that they feel successful and bolster their confidence. However, too much support means that students are not provided with opportunities for independent practice or independent mastery of content being taught. This article describes the GRR model of instruction and provides specific guidance and resources to support special education teachers in implementing the GRR model during small-group reading instruction in primary-grade classrooms, with a particular emphasis on facilitating group and independent practice.

Whole Class or Small Group Fluency Instruction: A Tutorial of Four Effective Approaches

Four scientifically validated approaches to fluency instruction (Fluency-Oriented Reading Instruction, Wide Fluency-Oriented Reading Instruction, Fluency-Oriented Oral Reading, and Wide Fluency-Oriented Oral Reading) are reviewed. Two for the whole class and two for small groups. Key components of fluency, automaticity, and prosody are defined, and their contribution to reading comprehension is discussed. Automaticity contributes through its freeing up of attention to attend to meaning, and prosody contributes through its addressing of pacing and expression that, in turn, reflect textual meaning. Four principles for effective fluency instruction are also presented: Modeling, extensive opportunities for practice, the use of scaffolding, and the incorporation of prosodic elements. The four instructional approaches presented in this article are based on two different strategies for integrating extensive opportunities to read: Repeated versus wide reading. All four approaches use challenging texts, or texts at the upper end of the learners’ zone of proximal development, thus providing learners with access to a broader range of vocabulary and concepts than would be the case if they read only instructional level texts. All four also provided highly effective procedures for either whole-class or small-group reading instruction. The goal of this summary is to provide readers with effective approaches for classroom instruction.

“Wait! I don’t get it! Can we translate?”: Explicit collaborative translation to support emergent bilinguals’ reading comprehension in the intermediate grades

ABSTRACT Throughout our targeted approach of explicit collaborative translation during small-group reading instruction in a bilingual education classroom, fourth grade emergent bilinguals employed the strategy to comprehend narrative text in a range of ways, similar to middle school students in reading instruction research. As students acknowledged the usefulness of their translation skills in constructing meaning with text, they also demonstrated increased initiative to engage in reading across classroom literacy events. Findings from this exploratory inquiry, including initial evidence of students’ developing bilingual identities of competence, suggest further research is warranted on explicit collaborative translation as part of a growing corpus of evidence-based translingual practices in bilingual classrooms.

A small group intervention for older primary school-aged low-progress readers: Further evidence for efficacy

The aim of the present study was to determine the efficacy of a small-group reading instruction program that was delivered over two school terms to Australian students in Years 3 through 6. A large cohort (n = 239) of primary school children was assessed on their literacy skills before and after receiving ‘MacqLit’, a phonics-based program designed for older struggling readers. Parametric and nonparametric difference tests were used to compare results at pre- and postintervention time points. Statistically significant improvements with large effect sizes were observed on all raw score measures of word reading, nonword reading, passage reading and spelling. Statistically significant improvements were also observed on standard score measures of nonword reading and passage reading, suggesting the gains were greater than what might be expected to have resulted from typical classroom instruction. The results indicate that older middle primary school-aged students may benefit from phonics-based, small-group reading instruction.

Small Group Skills Based Instruction and Reading Fluency: A Fourth Grade Classroom Study

Reading fluency instruction takes place in schools across the nation. Fluency assesses how many correct words a student can read per minute, while also using speed, accuracy, and expression. Many schools across the nation report low reading fluency scores. Students who struggle with reading fluency can lead to essential problems as a child grows causing behavior and social issues, along with unemployment. Students may lack confidence or improvement when they are reading stories out of their level because of poor instruction. Reading fluency issues increase from inconsistent practice, inappropriate reading passages for their levels, and lack of differentiated instruction. Educators may lack proper training in fluency causing them to teach ineffectively or neglect fluency altogether. The purpose of this study is to determine the effect of small group reading instruction and reading fluency scores compared to whole group instruction. Twenty-three fourth grade students from an urban school district will be part of a research group to test whether small group instruction using learning styles benefits their fluency scores. The independent variables are small group and whole group instruction, while the dependent variable is the FAST reading fluency score. The hypothesis is that small group instruction focused on learning styles will improve fourth grade reading fluency more than whole group instruction. The results showed both whole group and small group instruction improved reading fluency scores, but small group instruction had more improvement. The hypothesis proved to be true that small group instruction using learning styles would improve reading fluency scores more than whole group instruction.

Brief Prompting to Improve Classroom Behavior: A First-Pass Intervention Option

Two studies were conducted to examine the effects of a brief prompting intervention (verbal and visual reminder of classroom rules) to improve classroom behavior for an elementary student during small-group reading instruction in a special education classroom (Study 1) and for three high school students with mild disabilities in an inclusive general education classroom (Study 2). Using within-participant reversal designs, the teachers provided brief reminders of behavioral expectations just before class. Teachers were instructed to respond to the students’ appropriate and inappropriate behaviors in a typical manner to ensure no programmed changes in the contingencies for student behavior. Results indicated improvements in classroom behavior for all four students, and teachers and students indicated positive perceptions about the intervention and its effects. Implications for future research and practice are discussed.

Friend or Foe? A Case Study of iPad Usage During Small Group Reading Instruction

The purpose of this case study is to examine how two early childhood teachers in one university laboratory school utilize the iPad in their reading practices. Data collection involved: (a) observations, (b) audio recordings, and (c) researcher journal. Findings indicate that the teachers had a continuum of purposeful uses for the iPad and the associated applications during their small group reading instruction. In addition, the teachers had mixed overall perceptions toward using the iPad as an effective literacy tool. Implications for practice are presented.

A Description of Contrasting Discourse Patterns Used in Differentiated Reading Instruction

ABSTRACTThe purpose of this article is to provide a description of contrasting discourse patterns during small-group reading instruction. The authors report on case studies conducted in two 1st-grade classrooms in different school districts in Pennsylvania. Small-group reading instruction was observed over the course of one year in each classroom, and teacher interviews were conducted to elicit information regarding beliefs about teaching and learning. Through their findings, the authors link the discourse patterns to teacher beliefs and discuss implications for student literacy acquisition.

Small Group Reading Instruction: Activities for Teaching Phonemic Awareness, the Alphabetic Principle, and Phonics in a Tier 2 Setting

Explicit and systematic instruction in phonemic awareness, the alphabetic principle, and phonics are critical for children who are struggling to read words. Further, it is the responsibility of the speech-language pathologist (SLP) to provide intervention for students that present with written language difficulties including those who have not yet been identified as having a disability. This paper serves as a guide for SLPs who aim to improve the word reading skills of young elementary-age students in a small group setting, characteristic of Tier 2 in a Response to Intervention (RTI) framework. First, phonemic awareness, the alphabetic principle, and phonics are defined and their critical roles for success with early word reading are discussed. Next, examples of activities addressing each of these skills are provided including the rationale for each activity, required materials, and additional considerations and/or modifications for students with varying skill levels. The paper concludes with further important considerations when addressing the word reading skills of young struggling readers.

Does It Say That? Tensions in Teacher Questions When the Text Has the Final Say

ABSTRACTUsing sociocultural concepts of authoritative and dialogic discourse, I sought to examine 5th-grade teachers’ questioning practices during small-group reading instruction to understand the differences between groups reading text on grade level and groups reading texts below grade level. The purpose was also to examine how questions functioned for students with learning disabilities. I used qualitative observations, video and audio transcripts, and teacher interviews as ethnographic and discourse analytic methods. Findings revealed how some questions that are designed to transfer responsibility of thought to the students can also work to maintain the location of knowledge within the teacher. Groups reading below-grade-level texts were 3 times more likely than on-grade-level groups to be asked questions that held them accountable to the text while also asserting correct meaning. The text was overprivileged as a source of knowledge for all groups; however, I discuss implications for students with learning disabilities.

For Which Children of Economic Disadvantage and in Which Instructional Contexts Does Earobics Step 1 Improve Kindergarteners’ Literacy?

This study evaluated Earobics Step 1, a commercial literacy program, and examined whether impact varied with children's school readiness and classroom instruction. Participants included 247 kindergarteners from 37 classrooms in nine Title 1 schools. Children were randomly assigned to receive 21 weeks of computerized instruction with Earobics or Building Blocks, a commercial mathematics program. Tests of phonological awareness (PA), graphophonemic knowledge, word reading, and vocabulary were administered at three points during the year, and standardized reading tests were administered at the end of year. Earobics did not consistently impact any outcome across children. However, it moderately accelerated PA development among children who started kindergarten with poor emergent literacy, and it positively impacted reading outcomes, but not PA, among children with relatively advanced emergent literacy. Earobics accelerated PA, graphophonemic knowledge, and reading development in classrooms where the teacher provided lots of instruction targeting oral language, PA, phonics, and writing. However it had no impact in classrooms where there was relatively little instruction targeting these skills or in classrooms where there was a lot of small group reading instruction.

Speaking and Listening during Small-Group Reading Instruction

This article describes a structure for small-group reading instruction in middle grade classrooms that privileges the conversations engendered from a student's out-loud reading of a challenging text. During individual student’ teacher interactions, a teacher and student can delve deeply into literacy processes, using skills in speaking and listening to work through the reading struggles. Student reading can be the subject of rich discussions between students and their teachers. In doing so, teacher and student attend to standards for reading, listening, and speaking, an efficiency needed as time seems to shrink and demands expand.

Using video self-modelling to increase active learning responses during small-group reading instruction for primary school pupils with social emotional and mental health difficulties

Effectiveness of a video self-modelling (VSM) intervention was examined with primary schoolchildren who attended a full-time special education programme for pupils with social emotional and behavioural difficulties and who exhibited inappropriate behaviour during small-group reading instruction. A randomised multiple-probe baseline design was used in this study in four subjects with a follow-up phase 6 weeks after intervention. Four children aged 10 were videotaped during reading instruction to determine levels of active learning and behavioural difficulties. Intervention took place at the teacher’s desk or table 3–5 minutes immediately before the child’s designated time for reading group instruction. During intervention, the children were shown carefully selected brief segments of their own video that had been recorded during the previous session. Results indicated VSM was an effective intervention for increasing active learning responses and for reducing behavioural difficulties during reading instruction. Optimum results were maintained for more than 8 weeks after intervention. These results support VSM as an effective antecedent intervention and add to the growing body of evidence-based practices for elementary school pupils who have social emotional and mental health difficulties.

Effectiveness of a Computer-Assisted Intervention for Young Children with Attention and Reading Problems

Children who are significantly inattentive and poor early readers require intervention, and traditional tutoring approaches may not be effective with this group. Using a single-subject, multiple-baseline-across-participants design, Study 1 examines whether a computer-assisted reading intervention increases performance for three first-grade children with teacher-rated inattention and early reading problems. Study 2 replicates this intervention using three second-grade students. The independent variable was an evidence-based computer-assisted intervention (Earobics). Dependent variables were oral reading fluency, phoneme segmentation, and attention-to-task. Results provide evidence of reading gains, suggesting moderate size effects. For all, attention-to-task was higher during the computer-assisted intervention than during small-group reading instruction. Implications for practice and future research are discussed. The use of computer-assisted interventions for children who are inattentive and poor early readers may be an effective solution to improve reading performance.

Teacher-Directed Decoding Practice with Manipulative Letters and Word Reading Skill Development of Struggling First Grade Students

We compared the effects of two approaches to decoding on the word reading skills of struggling first-grade students: decontextualized, teacher directed decoding practice with manipulative letters and embedded, incidental decoding practice. Participants were 98 students at risk for reading disability. We randomly assigned participants to three groups: (1) treatment, (2) comparison, and (3) control. The treatment group received 30 sessions of small-group instruction using manipulative letters to practice decoding skills. The comparison group received the same small-group reading instruction without the additional decoding practice. The control group did not receive supplemental small-group instruction. Analyses indicated that students who received the additional decoding practice with manipulative letters scored significantly better on phonological awareness, decoding, and word recognition skills than students who received incidental decoding practice.