Reading Groups Revisited
Few instructional practices would merit the “American as apple pie” tag more than reading groups. Having served as a reading specialist and publisher for many years, I’m often surprised at how
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much of reading instruction relies on past practice and tradition. Perhaps a clear-eyed re-examination might be in order–hence, Reading Groups Revisited as my article title.
Firstly, let’s agree on two important matters: 1. Research is not conclusive about the value of reading group instruction, as compared to whole-class reading instruction. 2. Common sense (and Dr. Tim Shanahan) would agree that doing reading groups simply to vary the mode of reading instruction (or fulfill a school or district mandate) is counter-productive. As Shanahan points out, “Never do with a small group what you could do just as well with whole class teaching” (Shanahan on Literacy).
Given these two assumptions, teachers offer these informed opinions regarding rationales for reading groups:
- Students participate, pay attention, and learn more in small group settings.
- Students learn more when their reading levels and reading resources i.e., match.
- Reading groups provide better student monitoring than whole-class instruction.
- Reading groups provide more practice or re-teaching opportunities.
- Reading groups can be homo or heterogeneous.
- Reading groups can serve different purposes e.g., guided (directed) reading, assessment-based Tier 2 or 3 instruction, book clubs, literacy circles (stations).
Challenges to Using Reading Groups
- Difficult to target specific needs or purposes within the group or groups.
- What to do with the rest of the class?
- Decreases amount of reading instruction dosage for all students.
- Challenging to monitor progress.
- Individual needs within reading groups not necessarily addressed by the group instruction.
- Tracking can lead to lowered expectations and lowered self-esteem.
Solutions? Alternatives?
I welcome your responses.