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
differentiated instruction, flexible grouping, equity, scaffolding
Abstract
Abstract
This paper reviews the effects and benefits of small group reading instruction on students’ academic achievement, a topic of increasing importance due to the growing achievement gap. Fifteen studies, including quantitative, qualitative, mixed-methods, and meta-analyses, were examined. The review identified key themes, including the benefits of small group reading instruction, instructional strategies used to implement it with a focus on scaffolding, and the equity and access it provides. The findings indicate that small group reading instruction has a greater impact on student success compared to whole-class instruction. It has been shown to foster collaboration, critical thinking skills, and improved engagement. These insights inform educators about the positive effects and effective implementation of small group practices in literacy instruction. Further research on the implementation of effective small group classroom management is needed to determine how it affects small group instruction. Suggested areas for future research include classroom management in small group settings, integration of technology, and the long-term effects of small group reading instruction over multiple years.
Keywords: differentiated instruction, flexible grouping, equity, scaffolding