Using Strategy Groups to Meet the Literacy Needs of Diverse Learners

Abstract

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.