Whole-group instruction was the most common grouping structure in elementary resource-room reading instruction despite small class sizes¶

Claim · All claims
Evidence · 1 study · associational r1 · q2
Currency · newest study 2010 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Whole-group instruction accounted for 45.8% of instructional events, followed by individualized (27.3%), independent (19.8%), small group (4.6%), and pairing (2.6%). → Swanson 2010

Evidence¶

Swanson 2010¶

Swanson, E. A., & Vaughn, S. (2010). An Observation Study of Reading Instruction Provided to Elementary Students With Learning Disabilities in the Resource Room. Psychology in the Schools, 47(5). https://doi.org/10.1002/pits.20484

q2 · i? · associational · r1

Observation results across 10 resource classrooms with class sizes ranging from 1 to 7 students (average 3.9). The results section reports "The most common grouping structure was whole-group instruction (45.8%)" across all coded instructional events.

"The most common grouping structure was whole-group instruction (45.8%), followed by individualized (27.3%), independent (19.8%), small group (4.6%), then pairing (2.6%)."

Discussion¶

Related Claims¶

• Teachers and students in elementary resource rooms remained on task during reading instruction, with overall student engagement averaging 2.76 on a 3-point scale — related
• A later review reports that a 1997 New York City report found lower reading achievement after resource room group sizes rose from 5 to at most 8 students per teacher — related
• RM-CC5 treatment teachers shifted toward one-on-one instruction with individual students, while control teachers led more whole-group and small-group instruction — related