scholarly journals An Experimental Analysis of the Effects of Reading Interventions in a Small Group Reading Instruction Context

2006 ◽  
Vol 15 (2) ◽  
pp. 92-108 ◽  
Author(s):  
Christine M. Bonfiglio ◽  
Edward J. Daly III ◽  
Michael Persampieri ◽  
Melissa Andersen
Keyword(s):  
Small Group ◽  
Reading Instruction ◽  
Experimental Analysis ◽  
Reading Interventions ◽  
Group Reading ◽  
Small Group Reading

Effects of Small-Group Reading Instruction and Curriculum Differences for Students Most at Risk in Kindergarten

2008 ◽  
Vol 41 (2) ◽  
pp. 101-114 ◽  
Author(s):  
Debra Kamps ◽  
Mary Abbott ◽  
Charles Greenwood ◽  
Howard Wills ◽  
Mary Veerkamp ◽  
...  
Keyword(s):  
At Risk ◽  
Small Group ◽  
Reading Instruction ◽  
Group Reading ◽  
Instruction And Curriculum ◽  
Small Group Reading

Meta-analysis of targeted small-group reading interventions

2018 ◽  
Vol 66 ◽  
pp. 54-66 ◽  
Author(s):  
Matthew S. Hall ◽  
Matthew K. Burns
Keyword(s):  
Small Group ◽  
Reading Interventions ◽  
Meta Analysis ◽  
Group Reading ◽  
Small Group Reading

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

2020 ◽  
Vol 10 (5) ◽  
pp. 145
Author(s):  
Melanie R. Kuhn
Keyword(s):  
Small Group ◽  
Reading Instruction ◽  
Oral Reading ◽  
Proximal Development ◽  
Instructional Level ◽  
Fluency Instruction ◽  
Group Reading ◽  
Whole Class ◽  
Small Group Reading ◽  
Textual Meaning

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.

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

2019 ◽  
Vol 36 (2) ◽  
pp. 35-40 ◽  
Author(s):  
Kevin Wheldall ◽  
Nicola Bell ◽  
Robyn Wheldall ◽  
Alison Madelaine ◽  
Meree Reynolds ◽  
...  
Keyword(s):  
Primary School ◽  
Small Group ◽  
Reading Instruction ◽  
Group Intervention ◽  
Word Reading ◽  
Primary School Children ◽  
Nonword Reading ◽  
Group Reading ◽  
Small Group Reading ◽  
Passage Reading

AbstractThe 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.

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

2017 ◽  
Author(s):  
Terry Husband ◽  
Roland Schendel
Keyword(s):  
Small Group ◽  
Reading Instruction ◽  
Early Childhood Teachers ◽  
Reading Practices ◽  
Audio Recordings ◽  
Group Reading ◽  
Small Group Reading ◽  
University Laboratory School ◽  
Literacy Tool

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.

An Examination of Social Skills Instruction in the Context of Small-Group Reading

2010 ◽  
Vol 32 (5) ◽  
pp. 371-381 ◽  
Author(s):  
Melissa A. Miller ◽  
Nicole Fenty ◽  
Terrance M. Scott ◽  
Kristy Lee Park
Keyword(s):  
Social Skills ◽  
Small Group ◽  
Social Skills Instruction ◽  
Group Reading ◽  
Small Group Reading
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