Supplemental small-group daily reading instruction pattern for struggling first-grade English learners¶

Design · All designs
Evidence · 2 claims (1 for, 1 mixed) · 1 study (1 causal), q3 · 1 of 1 report an effect size · 2 claims rest on one study

Description¶

The intervention pattern evaluated in both trials is daily supplemental reading instruction delivered in small groups of three to five students with homogeneous reading achievement, in a pull-out setting, as an addition to the core reading program. Each 50-minute lesson combines about 40 minutes of lesson delivery with 10 minutes of oracy practice, and activities include word games for phonemic awareness, letter-sound correspondence practice, letter writing, and learning new letter sounds. Instructors "provide opportunities for participation from all students and give feedback for student responses", with largely choral student responses, teacher modeling of new content, and fast-paced lessons monitored for progress.

Design Implications¶

Context¶

Requirements¶

Teachers receive 12 hours of professional development before implementation and six additional hours six weeks after the start, plus frequent staff development sessions and on-site coaching
Delivered as a supplement to the regular reading instruction, not a replacement for it

Constraints¶

Evaluated only with first-grade Hispanic English language learners in Texas schools at risk for reading problems
In the Vaughn, Mathes, et al. (2006) trial, comparison students received an average of 63.7 hours of supplemental instruction from other sources, with wide variability

Target Learners¶

First-grade English language learners scoring below the 25th percentile in early reading

Learning Goals¶

Early reading skills: phonemic awareness, letter knowledge, word recognition, text fluency, and comprehension strategies

Claims¶

Examples¶

-

Key Sources¶

Enhanced Proactive Reading. (2006). What Works Clearinghouse Intervention Report, U.S. Department of Education. https://ies.ed.gov/ncee/wwc

Page metadata

Field	Value
`type`	`design`
`id`	`supplemental-small-group-daily-reading-instruction-ell`
`title`	`Supplemental small-group daily reading instruction pattern for struggling first-grade English learners`
`description`	`The intervention pattern evaluated in both trials is daily supplemental reading instruction delivered in small groups of three to five students with homogeneous reading achievement, in a pull-out setting, as an additi...`
`status`	`review`
`generated`	by `process:settle-candidates` on `2026-10-07`
`trust`	unverified — no one has confirmed this page's content
`sources`	1 — `enhanced-proactive-reading-2006`

Frontmatter is the page's machine-readable record — see the Schema & Guide.