This is Part II of a series. See Part I for a more introductory exploration of the topic.

Small-group reading instruction (SGRI) is a targeted teaching approach that provides focused support, practice, and feedback to students with similar reading needs. Research has identified several key elements that contribute to effective SGRI, including:

Use assessment data

Teachers work with students who bring a wide range of skills, backgrounds, and learning needs. Universal screeners may be used to identify classroom-level trends and highlight students who are in most need of support. However, varied forms of assessment, including diagnostic assessments and progress-monitoring tools, must be embedded in reading instruction. As explained by Laurie Elish-Piper and colleagues, authentic and ongoing assessments are needed to make grouping adjustments and focus lesson topics throughout the year.

Keep it brief

Every minute of instructional time is critical; it is important to provide whole-class, small-group, and individualized instruction every day. Concise small-group lessons reserve time for the other instructional grouping contexts. While the number of minutes may vary with students' age and the total instructional time available for reading instruction, 10 to 20 minutes per group is typically recommended.

Stay flexible

Small groups should be flexible. Grouping students based on a specific skill or strategy need (e.g., decoding words or making inferences) allows the teacher to provide short, targeted lessons, providing explicit teaching in areas of need, while allowing the teacher to constantly monitor and assess student progress.

Target specific skills

SGRI allows teachers to provide explicit teaching and modeling, followed by immediate opportunities for purposeful practice and active participation.  Student learning increases when instruction is targeted to a specific skill. In addition, Kristin Conradi Smith and Elfrieda Hiebert remind us of the importance of selecting texts that align with the instructional objective and students' interests.

Boost engagement

Seth Parsons and Joy Erickson explain that motivation and engagement are crucial components of reading success. Well-designed SGRI increases accountable, meaningful student talk and allows for deeper engagement with texts. It also provides students with the appropriate level of challenge to increase success and build confidence. This, in turn, motivates students to read.  

Review the research

SGRI allows teachers ample opportunity to provide each reader with personal, specific, and immediate feedback. A review of research conducted by Karianne Megard Grønli and colleagues suggests that effective feedback develops skills and fosters student agency and motivation. 

This post was developed in conjunction with members of ILA’s Administrator Collaborative, which includes Heidi Becker, Nabat Erdogan, Brigid Gala, Lisa Hill, Aileen Hower, Kristin Johnson, and Jill Tussey. For more information, register for the webinar on September 30, 2026, at 5:00 p.m. ET, for an opportunity to explore SGRI more deeply and ask questions live.

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