Using Strategy Groups to Meet the Literacy Needs of Diverse Learners


  • Cherie Byrom Houston County School System



strategy groups, diverse learners, intervention, literacy needs


Most teachers are accustomed to using various models of whole group instruction in their reading workshops. When considering a model that is highly effective in helping a group of readers develop more skill in using reading strategies across texts and contexts, Allington (2009) suggests that we look at small groups as a means of instruction and intervention that produces superior academic outcomes. According to Fountas and Pinnell (2001), small group work is particularly important for students who have difficulty learning to read. This focused teaching in small groups makes it possible to provide appropriate instruction for a diverse class of learners. Plainly stated, the biggest reason to work with small groups is to tailor the teaching to the needs of the students (Calkins, 2010). This article will address balancing small group instruction, particularly the use of strategy groups, to provide targeted individualized instruction and meet the needs of all learners.


Author Biography

  • Cherie Byrom, Houston County School System

    Cherie Byrom ([email protected]) is a Reading Specialist/Literacy Coach in the Houston County School System in Warner Robins, GA. She has worked as an Early Intervention Reading Teacher/Reading Specialist and staff developer for 13 years. Ms. Byrom provides professional development to new and veteran teachers, writes curriculum for the system and has served as instructor for Reading Endorsement Program. She has presented at local, state, and national reading conferences and at local colleges. In addition, Ms. Byrom works as adjunct professor with pre-service teachers in the College of Education at Fort Valley State University.

Using Strategy Groups to Meet the Literacy Needs of Diverse Learners






Research and Practitioner Articles

How to Cite

Byrom, C. (2011). Using Strategy Groups to Meet the Literacy Needs of Diverse Learners . Georgia Journal of Literacy, 34(1), 7-11.

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