Efficient use of tiered instruction is essential to maximize intervention time and give students the additional practice opportunities they need to reach mastery.

Targeted, small-group instruction supports all students, including struggling readers and students who have already met or exceeded expectations.

Erbeli et al. (2024) examine the optimal amount of phonemic awareness instruction for kindergarten through first-grade students.

Iowa's Multi-Tiered System of Supports (MTSS) and Continuous Improvement Process (CIP) help educators and districts identify needs and make decisions.

Small-group, skills-based literacy instruction is at the forefront of goal setting, feedback given to teachers, professional development, and measuring of success for the Sioux City Community School District as described in our second of a two-part blog post series.

The addition of quality teaching materials and support from the Iowa Reading Research Center led to common beneficial practices used by teachers across schools during implementation of small-group, skills-based literacy instruction at Sioux City Community School District.

Monitoring and reviewing student literacy data, teacher commitment, and setting clear expectations have led to success for two principals implementing small-group, skills-based instruction in elementary schools in Sioux City.

Implementation of small-group, skills-based instruction for literacy is underway in schools in Sioux City. Two principals discuss the process so far.

When implementing small group literacy instruction, know your resources and how to pick the best one for each student to enhance his or her learning.

One of the biggest challenges to using small group instruction is figuring out what to do with the rest of the students when they are not meeting with the teacher.

In Part 1 of a series on small group instruction, learn about using student literacy data to form small groups.