Here is an interesting article on small group instruction in reading from the Marshall Memo #927...
Studies on the Efficacy of Small-Group Instruction in Reading In this article in Education Week, Sarah Sparks summarizes findings from recent studies on classroom reading groups (see the link below for citations): • A 2019 NAEP report (just before the pandemic) showed that teachers who used heterogeneous and student-chosen reading groups had, on average, fewer students performing below basic proficiency. • A K-8 study by Anthony Buttaro Jr. and Sophia Catsambis (Queens College CUNY) reached four conclusions:
Achievement grouping concentrated and worsened the gaps between higher-performing and lower-performing students over time.
Once students were in an upper or lower track, that’s where they stayed from grade to grade, belying the promise that students move up when they achieve mastery.
Schools with higher concentrations of low-income students and students of color were more likely to group students by reading level.
Boys and students with behavior issues were more likely to be in low reading groups, regardless of their academic ability.
• Matthew Hall and Matthew Burns (University of Minnesota) found that small reading groups that targeted a specific skill were almost twice as effective as groups that focused more broadly on comprehension or a variety of skills. Hall and Burns also found that small groups were more effective in elementary than in middle and high schools. • Andrea Johnson (Winona State University) had three findings: All students in small groups improved their vocabulary – except groups composed only of low-performing students. Students who were grouped with others of similar achievement were more engaged. And when heterogeneous groups were given a group grade for a task, one or two students often did most of the work (as compared to homogeneous groups). • Deirdre McGillicuddy (University College Dublin) studied friendships, help-seeking behavior, and social status in elementary reading and math groups. She found that achievement grouping reinforced social hierarchies: students in upper groups became less likely to sit next to, ask for help from, and become friends with those in low groups, and vice versa. When boys, members of ethnic minorities, and migrant children were in low groups, they were more likely to be socially isolated. “They call you dopey,” said one boy, “cos they say, ‘oh yeah look at ya… you can’t read.’” Another student said being in the low groups made students feel stupid and subjected them to teasing. • Vikki Boliver (Durham University) and Queralt Capsada-Munsech (University of Glasgow) looked at longitudinal data on U.K. children born in 2000 and 2002. They found that students who had been in lower reading and math groups at age 7 were less likely to come to enjoy or continue to enjoy those subjects by age 11. Factoring in students’ gender and social class, the researchers found that groupings had a significant effect only on enjoyment in math. • Researchers from Vanderbilt University and the University of Texas/Austin found that for students who needed intensive reading support, one-on-one interventions were almost twice as effective as groups of 3-5 students. However, the researchers also found that in kindergarten through third grade, even more effective than group size was the quality of instruction, including: well-prescribed lessons for modeling and guiding students; content that addressed phonological awareness, phonics, word recognition, and fluency; and educators who made connections with students.