The Effects of Using a Small Group Reading Intervention with K-2 Struggling Readers

The problem that this study addresses is whether an intervention, grounded in Reading Recovery strategies, is as effective when used with struggling readers in small groups as it is in one-to-one instruction. The purpose of this causal-comparative study is to investigate the differences in student performance between students who receive small group tutoring and students who receive one-to-one tutoring. More specifically, this research will investigate if there is a difference in reading performance of struggling readers in kindergarten through second grade who are tutored one-to-one or in small groups of two, three, or four in an inner-city public school