The reading-level-based approach for literacy instruction is commonly found in the classroom. However, this approach has not been reaching the needs of all students in the classrooms often enough. Teachers should meet the students where they are. The purpose of this study was to determine which method, reading-level-based grouping or strategy-grouping, was more beneficial for student comprehension growth. Students from 1st- and 2nd-grade, small-group Tier 2 reading intervention in 2 different elementary schools were given a grade-level pre- and post-reading passage and asked comprehension questions. Results were compared between the 2 approaches conducted by the primary investigators, and it was determined that the strategy-based approach had slightly elevated comprehension scores. This study had shown that even within a small, 6-week timeframe, meeting the child where they were was the more successful approach to small-group instruction.

Author Bio

Miss Abigail Tosch is an elementary Reading teacher for a K-5 public school serving for six years. She received her Master of Education in Literacy at Judson University in Elgin, Illinois. Miss Tosch is passionate about assisting struggling readers to become more engaged and confident in their reading.

Mrs. Jenna Andriakos is a Special Education educator for kindergarten through second-grade students. She received her Master of Education in Literacy at Judson University in Elgin, Illinois. Mrs. Andriakos is passionate about engaging students using alternative teaching strategies to encourage a passion for learning.



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