Date of Award
12-13-2025
Document Type
Thesis
Degree Name
Master of Arts in Education
Department
Education
Program
Differentiated Instruction
Capstone Instructor
Brian Boothe
Second Reader
Tosca Grimm
Keywords
small group instruction, English language learners, differentiated instruction, literacy development, language acquisition, reading and writing instruction, elementary education, structured teaching, student engagement, culturally responsive teaching
Abstract
This literature review examined the impacts of small group literacy instruction for English Language Learners (ELL). ELL students often face challenges in developing literacy skills due to language barriers and limited exposure to English, making targeted instructional strategies crucial for academic success. Peer-reviewed studies published between 2008 and 2024 were analyzed to identify trends in effective literacy practices. Studies were selected from academic databases based on relevance, publication date, and focus on elementary-level ELL students. The review included quantitative, qualitative, and mixed-methods studies, focusing on learning approaches, instructional strategies, and outcomes of small group instruction. Findings indicate that structured routines, explicit vocabulary instruction, and culturally responsive practices positively influence ELL students’ literacy development. The findings suggest that educators can implement differentiated small groups to support literacy growth and engagement across the four domains of literacy, including reading, writing, listening, and speaking. These insights provide guidance for educators designing differentiated small group interventions and suggest areas for further research in inclusive literacy instruction for diverse learners.