ArticleReading and writing2026
Examining the Effects of Tier 1 Small-Group Reading Instruction on Early-Elementary Students' Reading Outcomes.
Article in Reading and writing, 2026. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.
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Abstract
The purpose of this systematic observation study was to explore kindergarten and first-grade teachers' Tier 1 small-group reading instruction for students with or at risk for reading difficulties and examine the effects of instruction on students' literacy outcomes. We focused on time spent providing instruction in different literacy domains, instructional practices and materials used during text reading instruction, and impacts on student literacy outcomes. We conducted 42 observations of 15 early-elementary teachers' small-group reading instruction for students with or at risk for reading difficulties. We also conducted semi-structured interviews with teachers to learn more about their instruction and collected student literacy assessment data at the beginning and end of the school year. Results indicated that teachers' instruction typically aligned with evidence-based practices. Although instructional time was not significantly correlated with improvements in students' skills for most expected relations, there were three statistically significant relations: phonological awareness instruction and encoding outcomes (
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