Effectiveness of Data- Driven Small Group Instruction in Fourth Grade Reading
Jenna Hazelbaker, Ed.D. & Dr. J. Gary Stewart
Abstract
As the demand of literacy instruction continues to change, educators must also continue to seek out effective strategies to increase student achievement and growth. The strategy of small group instruction is at the focus of this study with an emphasis on small group reading instruction, the critical components of this instruction, and the tracking of student mastery through small group instruction. The results of this study were based on student performance data for a fourth grade reading class. Findings revealed that data-driven small group instruction increases student achievement in reading. Furthermore, the study showed that students performed better with targeted, specific small group instruction based on their individual needs. Small group instruction not only increased student performance, but it increased the confidence of students as well. The student data tracking system is detailed within the study.