Conradi Smith, KristinAmendum, Steven J.Williams, Tamara W.2022-10-182022-10-182022-09-26Conradi Smith, K., Amendum, S.J. and Williams, T.W. (2022), Maximizing Small-Group Reading Instruction. Read Teach. https://doi.org/10.1002/trtr.21461936-2714https://udspace.udel.edu/handle/19716/31498This is the peer reviewed version of the following article: Conradi Smith, K., Amendum, S.J. and Williams, T.W. (2022), Maximizing Small-Group Reading Instruction. Read Teach. https://doi.org/10.1002/trtr.2146, which has been published in final form at https://doi.org/10.1002/trtr.2146. This article may be used for non-commercial purposes in accordance with Wiley Terms and Conditions for Use of Self-Archived Versions. This article may not be enhanced, enriched or otherwise transformed into a derivative work, without express permission from Wiley or by statutory rights under applicable legislation. Copyright notices must not be removed, obscured or modified. The article must be linked to Wiley’s version of record on Wiley Online Library and any embedding, framing or otherwise making available the article or pages thereof by third parties from platforms, services and websites other than Wiley Online Library must be prohibited. This article will be embargoed until 09/26/2024.In this article, the authors revisit the common practice of small-group reading instruction. They challenge the idea of grouping readers based on text levels and instead review supplemental intervention group research that suggests targeted skill practice as a more optimal use of time in small groups. They then present the ABCs—a focus on assessment, basics & books, and clarity in communication—as the central principles that should guide how we instruct reading in small groups.en-USArticle