Maximizing Small‐Group Reading Instruction.
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 group...
| Publicado en: | Reading Teacher Vol. 76; no. 3; pp. 348 - 357 |
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| Autores principales: | , , |
| Formato: | Artículo |
| Publicado: |
Wiley-Blackwell
Nov/Dec2022
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| Materias: | |
| Acceso en línea: | Ver este registro en EBSCOhost |
| Sumario: | 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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